LinkedIn Learning Opens Its Platform (Slightly) [Young]

LinkedIn Learning Opens Its Platform (Slightly) — from edsurge by Jeff Young

Excerpt (emphasis DSC):

A few years ago, in a move toward professional learning, LinkedIn bought Lynda.com for $1.5 billion, adding the well-known library of video-based courses to its professional social network. Today LinkedIn officials announced that they plan to open up their platform to let in educational videos from other providers as well—but with a catch or two.

The plan, announced Friday, is to let companies or colleges who already subscribe to LinkedIn Learning add content from a select group of other providers. The company or college will still have to subscribe to those other services separately, so it’s essentially an integration—but it does mark a change in approach.

For LinkedIn, the goal is to become the front door for employees as they look for micro-courses for professional development.

 

LinkedIn also announced another service for its LinkedIn Learning platform called Q&A, which will give subscribers the ability to pose a question they have about the video lessons they’re taking. The question will first be sent to bots, but if that doesn’t yield an answer the query will be sent on to other learners, and in some cases the instructor who created the videos.

 

 

Also see:

LinkedIn becomes a serious open learning experience platform — from clomedia.com by Josh Bersin
LinkedIn is becoming a dominant learning solution with some pretty interesting competitive advantages, according to one learning analyst.

Excerpt:

LinkedIn has become quite a juggernaut in the corporate learning market. Last time I checked the company had more than 17 million users, 14,000 corporate customers, more than 3,000 courses and was growing at high double-digit rates. And all this in only about two years.

And the company just threw down the gauntlet; it’s now announcing it has completely opened up its learning platform to external content partners. This is the company’s formal announcement that LinkedIn Learning is not just an amazing array of content, it is a corporate learning platform. The company wants to become a single place for all organizational learning content.

 

LinkedIn now offers skills-based learning recommendations to any user through its machine learning algorithms. 

 

 



Is there demand for staying relevant? For learning new skills? For reinventing oneself?

Well…let’s see.

 

 

 

 

 

 



From DSC:
So…look out higher ed and traditional forms of accreditation — your window of opportunity may be starting to close. Alternatives to traditional higher ed continue to appear on the scene and gain momentum. LinkedIn — and/or similar organizations in the future — along with blockchain and big data backed efforts may gain traction in the future and start taking away some major market share. If employers get solid performance from their employees who have gone this route…higher ed better look out. 

Microsoft/LinkedIn/Lynda.com are nicely positioned to be a major player who can offer society a next generation learning platform at an incredible price — offering up-to-date, microlearning along with new forms of credentialing. It’s what I’ve been calling the Amazon.com of higher ed (previously the Walmart of Education) for ~10 years. It will take place in a strategy/platform similar to this one.

 



Also, this is what a guerilla on the back looks like:

 

This is what a guerilla on the back looks like!

 



Also see:

  • Meet the 83-Year-Old App Developer Who Says Edtech Should Better Support Seniors — from edsurge.com by Sydney Johnson
    Excerpt (emphasis DSC):
    Now at age 83, Wakamiya beams with excitement when she recounts her journey, which has been featured in news outlets and even at Apple’s developer conference last year. But through learning how to code, she believes that experience offers an even more important lesson to today’s education and technology companies: don’t forget about senior citizens.Today’s education technology products overwhelmingly target young people. And while there’s a growing industry around serving adult learners in higher education, companies largely neglect to consider the needs of the elderly.

 

 

Robots won’t replace instructors, 2 Penn State educators argue. Instead, they’ll help them be ‘more human.’ — from edsurge.com by Tina Nazerian

Excerpt:

Specifically, it will help them prepare for and teach their courses through several phases—ideation, design, assessment, facilitation, reflection and research. The two described a few prototypes they’ve built to show what that might look like.

 

Also see:

The future of education: Online, free, and with AI teachers? — from fool.com by Simon Erickson
Duolingo is using artificial intelligence to teach 300 million people a foreign language for free. Will this be the future of education?

Excerpts:

While it might not get a lot of investor attention, education is actually one of America’s largest markets.

The U.S. has 20 million undergraduates enrolled in colleges and universities right now and another 3 million enrolled in graduate programs. Those undergrads paid an average of $17,237 for tuition, room, and board at public institutions in the 2016-17 school year and $44,551 for private institutions. Graduate education varies widely by area of focus, but the average amount paid for tuition alone was $24,812 last year.

Add all of those up, and America’s students are paying more than half a trillion dollars each year for their education! And that doesn’t even include the interest amassed for student loans, the college-branded merchandise, or all the money spent on beer and coffee.

Keeping the costs down
Several companies are trying to find ways to make college more affordable and accessible.

 

But after we launched, we have so many users that nowadays if the system wants to figure out whether it should teach plurals before adjectives or adjectives before plurals, it just runs a test with about 50,000 people. So for the next 50,000 people that sign up, which takes about six hours for 50,000 new users to come to Duolingo, to half of them it teaches plurals before adjectives. To the other half it teaches adjectives before plurals. And then it measures which ones learn better. And so once and for all it can figure out, ah it turns out for this particular language to teach plurals before adjectives for example.

So every week the system is improving. It’s making itself better at teaching by learning from our learners. So it’s doing that just based on huge amounts of data. And this is why it’s become so successful I think at teaching and why we have so many users.

 

 

From DSC:
I see AI helping learners, instructors, teachers, and trainers. I see AI being a tool to help do some of the heavy lifting, but people still like to learn with other people…with actual human beings. That said, a next generation learning platform could be far more responsive than what today’s traditional institutions of higher education are delivering.

 

 

Augmented Reality In Healthcare Will Be Revolutionary — from medicalfuturist.com

Excerpts:

1) Augmented reality can save lives through showing defibrillators nearby
2) Google Glass might help new mothers struggling with breastfeeding
3) Patients can describe their symptoms better through augmented reality
4) Nurses can find veins easier with augmented reality

5) Motivating runners through zombies
6) Pharma companies can provide more innovative drug information
7) Augmented reality can assist surgeons in the OR
8) Google’s digital contact lens can transform how we look at the world

 

How is AI used in healthcare – 5 powerful real-world examples that show the latest advances — from forbes.com by Bernard Marr

Excerpts:

1) AI-assisted robotic surgery
2) Virtual nursing assistants
3) Aid clinical judgment or diagnosis
4) Workflow and administrative tasks
5) Image analysis

 

 

Summary: A Manager’s guide to Augmented Reality.  — from twnkls.com by Prof. Michael Porter

Excerpt:

The full read can be found at the bottom of this page. But we summarized for you the 4 key take-aways:

  1. AR enables a new information-delivery paradigm
  2. AR helps to visualize
  3. Instruct and guide
  4. Eight AR strategy starting questions

 

 

What’s so great about VR? Virtually everything — from virtuallyinspired.org

Excerpt:

No doubt about it. Virtual reality isn’t just for gamers and gadget geeks anymore. In fact, as the technology gets better and cheaper, VR is the wave of the future when it comes to creating a truly memorable and effective learning experience – and for good reason.

Multiple Learning Attributes. To begin with, it empowers us to create any number of safely immersive virtual learning environments that feel and respond much as they would in real life, as students engage and explore, interact with and manipulate objects within these worlds. Imagine teleporting your students to re-enact historic battles; explore outer space; or travel the inner workings of the human body. What’s more, using sophisticated controls, they can actually “practice” complex procedures like cardiac surgery, or master difficult concepts, such as the molecular properties of brain cells.

Likewise, VR gives new meaning to the term “field trip,” by enabling students to virtually experience first-hand some of the world’s great museums, natural wonders and notable landmarks. You can also embed 360-degree objects within the virtual classroom to support course content, much as Drexel University Online is doing after assembling its one-of-a-kind VRtifacts+ repository.   And you can use it to live-stream events, guest lectures and campus tours, in addition to hosting virtual community spaces where learners can meet and connect in a seemingly “real” environment.

 

 

The Modern Alternative Learning Resource: Time To Drop The Ban On Phones In Schools? — from vrfocus.com by Robert Currie
Robert Currie discusses the mobile phone’s role in education, and how thanks in part to AR and VR it should now be considered a top tool.

 

 

Benefits of Virtual Reality in Education — from invisible.toys

 

 

 

The AVR Platform and Classroom 3.0 Showcased at EduTECH Asia 2018 — from eonreality.com

Excerpt:

At EduTECH Asia 2018 this week in Singapore, EON Reality spent two full days speaking, promoting, and demonstrating the latest updates to the AVR Platform to the thousands of education and technology professionals in attendance.

With a focus on how the AVR Platform can best be used in the education world, EON Reality’s discussion, ‘Augmented and Virtual Reality in Education: The Shift to Classroom 3.0,’ highlighted Wednesday’s offerings with a full presentation and hands-on demos of the new tools in Creator AVR. Over the course of both days, visitors filled the EON Reality booth to get their own one-on-one experience of Creator AVR, Virtual Trainer, and the ways in which AR Assist can help out in the classroom.

The AVR Platform’s three products are the fundamental tools of EON Reality’s Classroom 3.0 vision for the Immersed Flipped Classrooms of the future. With Creator AVR — a SaaS-based learning and content creation solution — leading the way, the AVR Platform empowers Classroom 3.0 by providing teachers and educators of all types with the tools needed to create Augmented and Virtual Reality learning modules.

Bringing Asian educators from all over the continent together, EON Reality’s presence at EduTECH showed just how significantly Augmented Reality and Virtual Reality can elevate the overall educational experience going forward. After two full days of demonstrations, EON Reality introduced the AVR Platform to approximately 1500 teachers, school administration officials, and other decision-makers in Asia’s education industry.

As the AVR Platform expands to educational markets around the world, EON Reality’s revolutionary spin on traditional learning branches into new cultures and nations. With local Singaporean educational institutions like Temasek Polytechnic already onboard, the EduTECH Asia 2018 conference marked the continued spread of Classroom 3.0 and the AVR Platform on both a regional and global level.

 

 

Reflections on “Inside Amazon’s artificial intelligence flywheel” [Levy]

Inside Amazon’s artificial intelligence flywheel — from wired.com by Steven Levy
How deep learning came to power Alexa, Amazon Web Services, and nearly every other division of the company.

Excerpt (emphasis DSC):

Amazon loves to use the word flywheel to describe how various parts of its massive business work as a single perpetual motion machine. It now has a powerful AI flywheel, where machine-learning innovations in one part of the company fuel the efforts of other teams, who in turn can build products or offer services to affect other groups, or even the company at large. Offering its machine-learning platforms to outsiders as a paid service makes the effort itself profitable—and in certain cases scoops up yet more data to level up the technology even more.

It took a lot of six-pagers to transform Amazon from a deep-learning wannabe into a formidable power. The results of this transformation can be seen throughout the company—including in a recommendations system that now runs on a totally new machine-learning infrastructure. Amazon is smarter in suggesting what you should read next, what items you should add to your shopping list, and what movie you might want to watch tonight. And this year Thirumalai started a new job, heading Amazon search, where he intends to use deep learning in every aspect of the service.

“If you asked me seven or eight years ago how big a force Amazon was in AI, I would have said, ‘They aren’t,’” says Pedro Domingos, a top computer science professor at the University of Washington. “But they have really come on aggressively. Now they are becoming a force.”

Maybe the force.

 

 

From DSC:
When will we begin to see more mainstream recommendation engines for learning-based materials? With the demand for people to reinvent themselves, such a next generation learning platform can’t come soon enough!

  • Turning over control to learners to create/enhance their own web-based learner profiles; and allowing people to say who can access their learning profiles.
  • AI-based recommendation engines to help people identify curated, effective digital playlists for what they want to learn about.
  • Voice-driven interfaces.
  • Matching employees to employers.
  • Matching one’s learning preferences (not styles) with the content being presented as one piece of a personalized learning experience.
  • From cradle to grave. Lifelong learning.
  • Multimedia-based, interactive content.
  • Asynchronously and synchronously connecting with others learning about the same content.
  • Online-based tutoring/assistance; remote assistance.
  • Reinvent. Staying relevant. Surviving.
  • Competency-based learning.

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

 

 

 

 

We’re about to embark on a period in American history where career reinvention will be critical, perhaps more so than it’s ever been before. In the next decade, as many as 50 million American workers—a third of the total—will need to change careers, according to McKinsey Global Institute. Automation, in the form of AI (artificial intelligence) and RPA (robotic process automation), is the primary driver. McKinsey observes: “There are few precedents in which societies have successfully retrained such large numbers of people.”

Bill Triant and Ryan Craig

 

 

 

Also relevant/see:

Online education’s expansion continues in higher ed with a focus on tech skills — from educationdive.com by James Paterson

Dive Brief:

  • Online learning continues to expand in higher ed with the addition of several online master’s degrees and a new for-profit college that offers a hybrid of vocational training and liberal arts curriculum online.
  • Inside Higher Ed reported the nonprofit learning provider edX is offering nine master’s degrees through five U.S. universities — the Georgia Institute of Technology, the University of Texas at Austin, Indiana University, Arizona State University and the University of California, San Diego. The programs include cybersecurity, data science, analytics, computer science and marketing, and they cost from around $10,000 to $22,000. Most offer stackable certificates, helping students who change their educational trajectory.
  • Former Harvard University Dean of Social Science Stephen Kosslyn, meanwhile, will open Foundry College in January. The for-profit, two-year program targets adult learners who want to upskill, and it includes training in soft skills such as critical thinking and problem solving. Students will pay about $1,000 per course, though the college is waiving tuition for its first cohort.

 

 

 

To higher ed: When the race track is going 180mph, you can’t walk or jog onto the track. [Christian]

From DSC:
When the race track is going 180mph, you can’t walk or jog onto the track.  What do I mean by that? 

Consider this quote from an article that Jeanne Meister wrote out at Forbes entitled, “The Future of Work: Three New HR Roles in the Age of Artificial Intelligence:”*

This emphasis on learning new skills in the age of AI is reinforced by the most recent report on the future of work from McKinsey which suggests that as many as 375 million workers around the world may need to switch occupational categories and learn new skills because approximately 60% of jobs will have least one-third of their work activities able to be automated.

Go scan the job openings and you will likely see many that have to do with technology, and increasingly, with emerging technologies such as artificial intelligence, deep learning, machine learning, virtual reality, augmented reality, mixed reality, big data, cloud-based services, robotics, automation, bots, algorithm development, blockchain, and more. 

 

From Robert Half’s 2019 Technology Salary Guide 

 

 

How many of us have those kinds of skills? Did we get that training in the community colleges, colleges, and universities that we went to? Highly unlikely — even if you graduated from one of those institutions only 5-10 years ago. And many of those institutions are often moving at the pace of a nice leisurely walk, with some moving at a jog, even fewer are sprinting. But all of them are now being asked to enter a race track that’s moving at 180mph. Higher ed — and society at large — are not used to moving at this pace. 

This is why I think that higher education and its regional accrediting organizations are going to either need to up their game hugely — and go through a paradigm shift in the required thinking/programming/curricula/level of responsiveness — or watch while alternatives to institutions of traditional higher education increasingly attract their learners away from them.

This is also, why I think we’ll see an online-based, next generation learning platform take place. It will be much more nimble — able to offer up-to-the minute, in-demand skills and competencies. 

 

 

The below graphic is from:
Jobs lost, jobs gained: What the future of work will mean for jobs, skills, and wages

 

 

 


 

* Three New HR Roles To Create Compelling Employee Experiences
These new HR roles include:

  1. IBM: Vice President, Data, AI & Offering Strategy, HR
  2. Kraft Heinz Senior Vice President Global HR, Performance and IT
  3. SunTrust Senior Vice President Employee Wellbeing & Benefits

What do these three roles have in common? All have been created in the last three years and acknowledge the growing importance of a company’s commitment to create a compelling employee experience by using data, research, and predictive analytics to better serve the needs of employees. In each case, the employee assuming the new role also brought a new set of skills and capabilities into HR. And importantly, the new roles created in HR address a common vision: create a compelling employee experience that mirrors a company’s customer experience.

 


 

An excerpt from McKinsey Global Institute | Notes from the Frontier | Modeling the Impact of AI on the World Economy 

Workers.
A widening gap may also unfold at the level of individual workers. Demand for jobs could shift away from repetitive tasks toward those that are socially and cognitively driven and others that involve activities that are hard to automate and require more digital skills.12 Job profiles characterized by repetitive tasks and activities that require low digital skills may experience the largest decline as a share of total employment, from some 40 percent to near 30 percent by 2030. The largest gain in share may be in nonrepetitive activities and those that require high digital skills, rising from some 40 percent to more than 50 percent. These shifts in employment would have an impact on wages. We simulate that around 13 percent of the total wage bill could shift to categories requiring nonrepetitive and high digital skills, where incomes could rise, while workers in the repetitive and low digital skills categories may potentially experience stagnation or even a cut in their wages. The share of the total wage bill of the latter group could decline from 33 to 20 percent.13 Direct consequences of this widening gap in employment and wages would be an intensifying war for people, particularly those skilled in developing and utilizing AI tools, and structural excess supply for a still relatively high portion of people lacking the digital and cognitive skills necessary to work with machines.

 


 

 

Coursera’s CEO on the Evolving Meaning of ‘MOOC’ — from by Dian Schaffhauser
When you can bring huge numbers of students together with lots of well-branded universities and global enterprises seeking a highly skilled workforce, could those linkages be strong enough to forge a new future for massive open online courses?

Excerpts:

Campus Technology: Coursera used to be a MOOC operator, but now it’s a tech company, an LMS company, a virtual bootcamp and more. So how are you describing Coursera these days?

Maggioncalda: As a learning platform. We like to say to our universities, “Coursera is a platform for your global campus.”

You have [traditional universities] teaching with some of the world’s best professors, with some of the most cutting-edge research, to a population of people who have sat right here in front of you, on a small parcel of land, and who pay a lot of money to do that. It’s been very high quality that’s been available to the very few.

What we’re interested in doing is taking that quality of education and making it available to a vast group of people. When you think about our business model, I like to think about it as an ecosystem of learners, educators and employers. What we do is we link them together. We have 34 million learners from around the world. Our biggest country represented is the United States, followed by India, followed by China, followed by Mexico, followed by Brazil. A lot of the emerging markets and the learners there are coming to Coursera to learn and prosper.

[Editor’s note: Coursera currently hosts 10 online degree programs. And most recently, in July 2018, the University of Pennsylvania announced that it was launching its first fully online master’s degree, delivered through Coursera and priced at about a third of the cost of its on-campus equivalent.]

CT: Let’s talk about the University of Pennsylvania deal. Do you think that’s going to put some competitive pressure on the other Tier 1 schools to jump into the fray?

Maggioncalda: This is a very well-regarded program. The University of Pennsylvania is a very well-regarded university. I think it’s causing a lot of people to re-evaluate what they were imagining their future might look like: Maybe learners really do want to have access that’s more convenient and lower cost and they don’t have to quit their jobs to take. And maybe there is literally a world of learners who can’t come to campus, in India and Europe and Latin America and Russia and Asia Pacific and China.

 

 

As a learning platform. We like to say to our universities, “Coursera is a platform for your global campus.”

Jeff Maggioncalda, Coursera CEO

 

 

In two years we’ve had over 1,400 companies hire Coursera to deliver university courses at work to their employees.

Now we’re starting to link the 34 million learners out there to the employers who are looking for people who have certain skills, saying, “Look, if you’re on Coursera learning about this thing, there might be companies who want to hire people that know the thing that you just learned.”

Jeff Maggioncalda, Coursera CEO

 

 


 

The Living [Class] Room -- by Daniel Christian -- July 2012

Learning from the Living [Class] Room:
A global, powerful, next generation learning platform — meant to help people
reinvent themselves quickly, cost-effectively, conveniently, & consistently

  • A new, global, collaborative learning platform that offers more choice, more control to learners of all ages – 24×7 – and could become the organization that futurist Thomas Frey discusses here with Business Insider:
    • “I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.
  • A learner-centered platform that is enabled by – and reliant upon – human beings but is backed up by a powerful suite of technologies that work together in order to help people reinvent themselves quickly, conveniently, and extremely cost-effectively
  • A customizable learning environment that will offer up-to-date streams of regularly curated content (i.e., microlearning) as well as engaging learning experiences
  • Along these lines, a lifelong learner can opt to receive an RSS feed on a particular topic until they master that concept; periodic quizzes (i.e., spaced repetition) determine that mastery. Once mastered, the system will ask the learner as to whether they still want to receive that particular stream of content or not.
  • A Netflix-like interface to peruse and select plugins to extend the functionality of the core product
  • An AI-backed system of analyzing employment trends and opportunities will highlight those courses and “streams of content” that will help someone obtain the most in-demand skills
  • A system that tracks learning and, via Blockchain-based technologies, feeds all completed learning modules/courses into learners’ web-based learner profiles
  • A learning platform that provides customized, personalized recommendation lists – based upon the learner’s goals
  • A platform that delivers customized, personalized learning within a self-directed course (meant for those content creators who want to deliver more sophisticated courses/modules while moving people through the relevant Zones of Proximal Development)
  • Notifications and/or inspirational quotes will be available upon request to help provide motivation, encouragement, and accountability – helping learners establish habits of continual, lifelong-based learning
  • (Potentially) An online-based marketplace, matching learners with teachers, professors, and other such Subject Matter Experts (SMEs)
  • (Potentially) Direct access to popular job search sites
  • (Potentially) Direct access to resources that describe what other companies do/provide and descriptions of any particular company’s culture (as described by current and former employees and freelancers)
  • (Potentially) Integration with one-on-one tutoring services

 


 

 

What is a learning ecosystem? And how does it support corporate strategy? — from ej4.com by Ryan Eudy

Excerpt:

learning ecosystem is a system of people, content, technology, culture, and strategy, existing both within and outside of an organization, all of which has an impact on both the formal and informal learning that goes on in that organization.

The word “ecosystem” is worth paying attention to here. It’s not just there to make the term sound fancy or scientific. A learning ecosystem is the L&D equivalent of an ecosystem out in the wild. Just as a living ecosystem has many interacting species, environments, and the complex relationships among them, a learning ecosystem has many people and pieces of content, in different roles and learning contexts, and complex relationships.

Just like a living ecosystem, a learning ecosystem can be healthy or sick, nurtured or threatened, self-sustaining or endangered. Achieving your development goals, then, requires an organization to be aware of its own ecosystem, including its parts and the internal and external forces that shape them.

 

From DSC:
Yes, to me, the concept/idea of a learning ecosystem IS important. Very important. So much so, I named this blog after it.

Each of us as individuals have a learning ecosystem, whether we officially recognize it or not. So do the organizations that we work for. And, like an ecosystem out in nature, a learning ecosystem is constantly morphing, constantly changing.

We each have people in our lives that help us learn and grow, and the people that were in our learning ecosystems 10 years ago may or may not still be in our current learning ecosystems. Many of us use technologies and tools to help us learn and grow. Then there are the spaces where we learn — both physical and virtual spaces. Then there are the processes and procedures we follow, formally and/or informally. Any content that helps us learn and grow is a part of that ecosystem. Where we get that content can change, but obtaining up-to-date content is a part of our learning ecosystems. I really appreciate streams of content in this regard — and tapping into blogs/websites, especially via RSS feeds and Feedly (an RSS aggregator that took off when Google Reader left the scene).

The article brings up a good point when it states that a learning ecosystem can be “healthy or sick, nurtured or threatened, self-sustaining or endangered.” That’s why I urge folks to be intentional about maintaining and, better yet, consistently enhancing their learning ecosystems. In this day and age where lifelong learning is now a requirement to remain in the workforce, each of us needs to be intentional in this regard.

 

 

How blockbuster MOOCs could shape the future of teaching — from edsurge.com by Jeff Young

Excerpt:

There isn’t a New York Times bestseller list for online courses, but perhaps there should be. After all, so-called MOOCs, or massive open online courses, were meant to open education to as many learners as possible, and in many ways they are more like books (digital ones, packed with videos and interactive quizzes) than courses.

The colleges and companies offering MOOCs can be pretty guarded these days about releasing specific numbers on how many people enroll or pay for a “verified certificate” or microcredential showing they took the course. But both Coursera and EdX, two of the largest providers, do release lists of their most popular courses. And those lists offer a telling snapshot of how MOOCs are evolving and what their impact is on the instructors and institutions offering them.

Here are the top 10 most popular courses for each provider:

 

Coursera Top 10 Most Popular Courses (over past 12 months)

 

edX Top 10 Most Popular Courses (all time)

 

 

So what are these blockbuster MOOCs, then? Experiential textbooks? Gateways to more rigorous college courses? A new kind of entertainment program?

Maybe the answer is: all of the above.

 

 

 

From DSC:
Why aren’t we further along with lecture recording within K-12 classrooms?

That is, I as a parent — or much better yet, our kids themselves who are still in K-12 — should be able to go online and access whatever talks/lectures/presentations were given on a particular day. When our daughter is sick and misses several days, wouldn’t it be great for her to be able to go out and see what she missed? Even if we had the time and/or the energy to do so (which we don’t), my wife and I can’t present this content to her very well. We would likely explain things differently — and perhaps incorrectly — thus, potentially muddying the waters and causing more confusion for our daughter.

There should be entry level recording studios — such as the One Button Studio from Penn State University — in each K-12 school for teachers to record their presentations. At the end of each day, the teacher could put a checkbox next to what he/she was able to cover that day. (No rushing intended here — as education is enough of a run-away train often times!) That material would then be made visible/available on that day as links on an online-based calendar. Administrators should pay teachers extra money in the summer times to record these presentations.

Also, students could use these studios to practice their presentation and communication skills. The process is quick and easy:

 

 

 

 

I’d like to see an option — ideally via a brief voice-driven Q&A at the start of each session — that would ask the person where they wanted to put the recording when it was done: To a thumb drive, to a previously assigned storage area out on the cloud/Internet, or to both destinations?

Providing automatically generated close captioning would be a great feature here as well, especially for English as a Second Language (ESL) students.

 

 

 

The Link to Content in 21st-Century Libraries — from er.educause.edu by Joan Lippincott

Excerpt (emphasis DSC):

At the 2017 Designing Libraries for the 21st Century annual conference, architect Craig Dykers asked the audience what he described as a rhetorical question: Are libraries places for information, with people in them, or are they places for people, with information in them? He concluded that ideally, today’s libraries, as they have always been, are places for the interaction of people, knowledge, and technologies. One reason that library renovations have brought record numbers of people into the physical building is that the notion of how people interact with content began to expand when available technologies were introduced to libraries in the 1990s. Two specific concepts motivated many of the changes in library spaces beginning at that time. First was the realization that libraries could become places for students and faculty to create content rather than places merely to access content. Second was an increased emphasis in higher education pedagogy on active, collaborative learning, in contrast to the traditional, passive lecture mode. These trends led to some pervasive changes in library space configurations, but sometimes the emphasis on information or content got lost along the way.

 

Architect Craig Dykers asked the audience what he described as a rhetorical question: Are libraries places for information, with people in them, or are they places for people, with information in them? He concluded that ideally, today’s libraries, as they have always been, are places for the interaction of people, knowledge, and technologies.

 

From DSC:
I agree with my friend and colleague, Mr. Eric Kunnen (Associate Director, eLearning and Emerging Technologies at GVSU), when he mentions on Twitter that it would have been good to highlight the beautifully done Mary Idema Pew Library Learning and Information Commons in this solid article.

 

 

 

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