corporate universities / corporate training

Instructure to be Acquired by KKR for $4.8 Billion [Instructure]

On 07/26/2024, in business, Canvas - and other Instructure-related items, CMS/LMS, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education technology, higher education, IT in HE, K-12 related, law schools, learning ecosystem, United States, universities, vendors, by Daniel Christian

Instructure to be Acquired by KKR for $4.8 Billion — from prnewswire.com

SALT LAKE CITY, July 25, 2024 /PRNewswire/ — Instructure Holdings, Inc. (NYSE: INST) (“Instructure”), a leading learning ecosystem, today announced that it has entered into a definitive agreement to be acquired by investment funds managed by KKR, a leading global investment firm, for $23.60 per share in an all-cash transaction valued at an enterprise value of approximately $4.8 billion. The per-share purchase price represents a premium of 16 percent over Instructure’s unaffected share price of $20.27 as of May 17, 2024, the last trading day prior to media reports regarding a potential transaction. KKR, with participation from Dragoneer Investment Group, will acquire all outstanding shares, including those shares owned by Instructure’s existing majority owner, Thoma Bravo, a leading software investment firm, which took the company public in 2021.

Speaking of edtech-related vendors, also see:

Breaking: 2U files for Chapter 11 Bankruptcy in Prepackaged Deal — from onedtech.philhillaa.com by Phil Hill
Agreements are already in place, and the company may emerge from bankruptcy as soon as September

How Learning Designers Are Using AI for Analysis — from drphilippahardman.substack.com by Dr. Philippa Hardman
A practical guide on how to 10X your analysis process using free AI tools, based on real use cases

There are three key areas where AI tools make a significant impact on how we tackle the analysis part of the learning design process:

Understanding the why: what is the problem this learning experience solves? What’s the change we want to see as a result?
Defining the who: who do we need to target in order to solve the problem and achieve the intended goal?
Clarifying the what: given who our learners are and the goal we want to achieve, what concepts and skills do we need to teach?

PROOF POINTS: Teens are looking to AI for information and answers, two surveys show — from hechingerreport.org by Jill Barshay
Rapidly evolving usage patterns show Black, Hispanic and Asian American youth are often quick to adopt the new technology

Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.

AI Instructional Design Must Be More Than a Time Saver — from marcwatkins.substack.com by Marc Watkins

We’ve ceded so much trust to digital systems already that most simply assume a tool is safe to use with students because a company published it. We don’t check to see if it is compliant with any existing regulations. We don’t ask what powers it. We do not question what happens to our data or our student’s data once we upload it. We likewise don’t know where its information came from or how it came to generate human-like responses. The trust we put into these systems is entirely unearned and uncritical.
…
The allure of these AI tools for teachers is understandable—who doesn’t want to save time on the laborious process of designing lesson plans and materials? But we have to ask ourselves what is lost when we cede the instructional design process to an automated system without critical scrutiny.

From DSC:
I post this to be a balanced publisher of information. I don’t agree with everything Marc says here, but he brings up several solids points.

What does Disruptive Innovation Theory have to say about AI? — from christenseninstitute.org by Michael B. Horn

As news about generative artificial intelligence (GenAI) continually splashes across social media feeds, including how ChatGPT 4o can help you play Rock, Paper, Scissors with a friend, breathtaking pronouncements about GenAI’s “disruptive” impact aren’t hard to find.

It turns out that it doesn’t make much sense to talk about GenAI as being “disruptive” in and of itself.

Can it be part of a disruptive innovation? You bet.

But much more important than just the AI technology in determining whether something is disruptive is the business model in which the AI is used—and its competitive impact on existing products and services in different markets.

On a somewhat note, also see:

National summit explores how digital education can promote deeper learning — from digitaleducation.stanford.edu by Jenny Robinson; via Eric Kunnen on Linkedin.com
The conference, held at Stanford, was organized to help universities imagine how digital innovation can expand their reach, improve learning, and better serve the public good.

The summit was organized around several key questions: “What might learning design, learning technologies, and educational media look like in three, five, or ten years at our institutions? How will blended and digital education be poised to advance equitable, just, and accessible education systems and contribute to the public good? What structures will we need in place for our teams and offices?”

AI literacy emerges as a global imperative
AI readiness initiatives drive emerging skill adoption across regions
The digital skills gap persists in a rapidly evolving job market
Cybersecurity skills remain crucial amid talent shortages and evolving threats
Micro-credentials are a rapid pathway for learners to prepare for in-demand jobs
The global gender gap in online learning continues to narrow, but regional disparities persist
Different regions prioritize different skills, but the majority focus on emerging or foundational capabilities

You can use the Global Skills Report 2024 to:

Identify critical skills for your students to strengthen employability
Align curriculum to drive institutional advantage nationally
Track emerging skill trends like GenAI and cybersecurity
Understand entry-level and digital role skill trends across six regions

Daniel Christian: My slides for the Educational Technology Organization of Michigan’s Spring 2024 Retreat

On 06/13/2024, in 21st century, 24x7x365 access, Access to Justice (A2J), adjunct faculty, Adobe, adult learning, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, bots, business side of he, change, cloud-based computing / apps / other cloud-related, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, culture, dangers of the status quo, Daniel S. Christian, data related items, design, digital audio, digital learning, digital photography, digital storytelling, digital video, education technology, emerging technologies, experimentation, faculty, future of higher education, game-changing environment, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, library / librarians, lifelong learning, media/film, microlearning, more voice more choice more control, multimedia, Natural Language Processing (NLP), new business models, NVIDIA, online media, online tutoring, Open AI, pace of change, personalized/customized learning, platforms, productivity / tips and tricks, professional development, reinvent, skills, smart/connected TV, society, staying relevant, streams of content, student-related, surviving, teachers, technologies for your home, technology (general), the downsides of how people use tech, tools, training / L&D, United States, universities, user experience (UX), user interface design, vendors, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

From DSC:
Last Thursday, I presented at the Educational Technology Organization of Michigan’s Spring 2024 Retreat. I wanted to pass along my slides to you all, in case they are helpful to you.

Topics/agenda:

Topics & resources re: Artificial Intelligence (AI)
- Top multimodal players
- Resources for learning about AI
- Applications of AI
- My predictions re: AI
The powerful impact of pursuing a vision
A potential, future next-gen learning platform
Share some lessons from my past with pertinent questions for you all now
The significant impact of an organization’s culture
Bonus material: Some people to follow re: learning science and edtech

Slides of the presentation (.PPTX)
Slides of the presentation (.PDF)

Plus several more slides re: this vision.

“6 AI Tools Recommended by Teachers” [Fitzpatrick] + other items re: AI in our learning ecosystems

On 06/12/2024, in Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, assessment, bots, business, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, elearning, emerging technologies, engagement / engaging students, experimentation, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning ecosystem, Learning Experience Design, parents/guardians, personalized/customized learning, platforms, productivity / tips and tricks, skills, strategy, student-related, teachers, teaching & learning, technologies for your home, training / L&D, vendors, web-based collaboration, by Daniel Christian

AI Policy 101: a Beginners’ Framework — from drphilippahardman.substack.com by Dr. Philippa Hardman
How to make a case for AI experimentation & testing in learning & development

6 AI Tools Recommended By Teachers That Aren’t ChatGPT — from forbes.com by Dan Fitzpatrick

Here are six AI tools making waves in classrooms worldwide:

Brisk Teaching
SchoolAI
Diffit
Curipod
Skybox by Blockade Labs in ThingLink
Ideogram

With insights from educators who are leveraging their potential, let’s explore them in more detail.

AI Is Speeding Up L&D But Are We Losing the Learning? — from learningguild.com by Danielle Wallace

The role of learning & development
Given these risks, what can L&D professionals do to ensure generative AI contributes to effective learning? The solution lies in embracing the role of trusted learning advisors, guiding the use of AI tools in a way that prioritizes achieving learning outcomes over only speed. Here are three key steps to achieve this:

1. Playtest and Learn About AI…
2. Set the Direction for AI to Be Learner-Centered…
3. Become Trusted Learning Advisors…

Some other tools to explore:

Descript: If you can edit text, you can edit videos. — per Bloomberg’s Vlad Savov
Descript is the AI-powered, fully featured, end-to-end video editor that you already know how to use.

A video editor that works like docs and slides

No need to learn a new tool — Descript works like the tools you’ve already learned.

Audeze | Filter — per Bloomberg’s Vlad Savov

AI Chatbots in Schools Findings from a Poll of K-12 Teachers, Students, Parents, and College Undergraduates — from Impact Research; via Michael Spencer and Lily Lee

Key Findings

In the last year, AI has become even more intertwined with our education system. More teachers, parents, and students are aware of it and have used it themselves on a regular basis. It is all over our education system today.
While negative views of AI have crept up over the last year, students, teachers, and parents feel very positive about it in general. On balance they see positive uses for the technology in school, especially if they have used it themselves.
Most K-12 teachers, parents, and students don’t think their school is doing much about AI, despite its widespread use. Most say their school has no policy on it, is doing nothing to offer desired teacher training, and isn’t meeting the demand of students who’d like a career in a job that will need AI.
The AI vacuum in school policy means it is currently used “unauthorized,” while instead people want policies that encourage AI. Kids, parents, and teachers are figuring it out on their own/without express permission, whereas all stakeholders would rather have a policy that explicitly encourages AI from a thoughtful foundation.

The Value of AI in Today’s Classrooms — from waltonfamilyfoundation.org

There is much discourse about the rise and prevalence of AI in education and beyond. These debates often lack the perspectives of key stakeholders – parents, students and teachers.

In 2023, the Walton Family Foundation commissioned the first national survey of teacher and student attitudes toward ChatGPT. The findings showed that educators and students embrace innovation and are optimistic that AI can meaningfully support traditional instruction.

A new survey conducted May 7-15, 2024, showed that knowledge of and support for AI in education is growing among parents, students and teachers. More than 80% of each group says it has had a positive impact on education.

How Humans Do (and Don’t) Learn [Hardman]

On 06/03/2024, in active learning, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, instructional design, learning, Learning Experience Design, motivation, productivity / tips and tricks, psychology, research, training / L&D, by Daniel Christian

How Humans Do (and Don’t) Learn— from drphilippahardman.substack.com by Dr. Philippa Hardman
One of the biggest ever reviews of human behaviour change has been published, with some eye-opening implications for how we design & deliver learning experiences

Excerpts (emphasis DSC):

This month, researchers from the University of Pennsylvania published one of the biggest ever reviews of behaviour change efforts – i.e. interventions which do (and don’t) lead to behavioural change in humans.
…
Research into human behaviour change suggests that, in order to impact capability in real, measurable terms, we need to rethink how we typically design and deliver training.

The interventions which we use most frequently to behaviour change – such as video + quiz approaches and one off workshops – have a negligible impact on measurable changes in human behaviour.

For learning professionals who want to change how their learners think and behave, this research shows conclusively the central importance of:

1. Shifting attention away from the design of content to the design of context.
2. Delivering sustained cycles of contextualised practice, support & feedback.

The Magic of Storytelling: Lessons from Penn Jillette [Kelly] + Most Important Transferable Skills 2024–2028 [Brandon]

On 06/03/2024, in corporate / business world, corporate universities / corporate training, instructional design, Learning Experience Design, simulations, skills, staying relevant, story, storytelling, training / L&D, workplace, by Daniel Christian

The Magic of Storytelling: Lessons from Penn Jillette — from learningguild.com by David Kelly
This fall we’re celebrating 20 Years of DevLearn. As part of that celebration, I’m reflecting on the insights I’ve gained from some of my favorite DevLearn keynote speakers over the years. I kick off this series by revisiting The Magic of Storytelling and Learning from Penn Jillette, from DevLearn 2016.

At the heart of Jillette’s message is the power of storytelling. He demonstrates that, much like a magician’s performance, effective learning experiences are crafted from engaging narratives. These stories, although selectively told, can ethically captivate and teach, making the learning process more impactful. Jillette’s career itself is a story of transformation and adaptation, one that resonates deeply with the ongoing journey of a learning professional.

Also from The Learning Guild, see:

AI’s Fusion with Hands-On Workshops Is Transforming Learning — from learningguild.com by Markus Bernhardt

Complementing these conversational approaches are learning experiences enhanced with AI. I highlighted the fast-growing role of immersive scenarios and simulations, produced in tandem with AI and powered through AI in their delivery.

Moreover, the integration of voice interactions, advanced image processing, and augmented reality (AR) and virtual reality (VR) technologies provides additional tools to enrich learning experiences.
…
The rapid adoption of AI signifies a real shift for our industry, and we are able to see sparks of what is coming our way throughout 2024 and beyond.

Practicing difficult conversations
One of the most compelling applications I’ve seen lies in managerial and leadership training, specifically in navigating complex interpersonal dynamics: practicing difficult conversations. Through interactions with sophisticated avatars capable of mimicking a diverse range of employee personalities and behaviors, learners can engage in realistic scenarios that challenge their communication skills.

Beyond AI: Why Technical Skill Development is Your Next Strategic Advantage — from learningguild.com by Bill Brandon

Table 1. Most Important Transferable Skills 2024–2028

Transferable Skill	Description
Problem-solving	The ability to identify, analyze, and solve complex problems.
Critical thinking	The ability to think objectively, analyze information, and form sound judgments.
Communication (written & verbal)	The ability to effectively convey ideas and information to others, both in writing and verbally.
Collaboration	The ability to work effectively with others to achieve a common goal.
Creativity & innovation	The ability to think creatively and come up with new ideas and solutions.
Digital literacy & competency	The ability of everyone from CEO to workers to use digital tools and technologies effectively.
Data analysis & interpretation	The ability to collect, analyze, and interpret data to draw meaningful conclusions.
Self-directed learning & adaptability	The ability to take initiative to learn new things and adapt to change.
Time management & organization	The ability to manage time effectively and stay organized.
Emotional intelligence & empathy	The ability to understand and manage one’s own emotions, and the emotions of others.

Also for the L&D world, see:

When Business Is Just a Game — from bloomberg.com by Robb Mandelbaum
Corporate trainer Abilitie uses simulations to teach lessons in management.

When is the high-stakes, high-pressure world of the C-suite just a game? When executives at emerging companies Compuline and Nanotel met on a Wednesday evening in May to manage existing products and roll out new ones, that’s exactly what it was. The “executives” were students in…

Corporate Learning Is Boring — But It Doesn’t Have to Be [Wardle]

On 04/08/2024, in adult learning, business, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, educational games / serious games, experimentation, instructional design, learning ecosystem, Learning Experience Design, lifelong learning, play, reinvent, skills, staying relevant, training / L&D, workplace, by Daniel Christian

Corporate Learning Is Boring — But It Doesn’t Have to Be — from hbr.org by Duncan Wardle; via GSV

Summary:
Most corporate learnings aren’t cutting it. Almost 60% of employees say they’re interested in upskilling and training, but 57% of workers also say they’re already pursuing training outside of work. The author, the former Head of Innovation and Creativity at Disney, argues that creativity is the missing piece to make upskilling engaging and effective. From his experience, he shares four strategies to unlock creativity in trainings: 1) Encourage “What if?”, 2) respond “How else?” to challenges, 3) give people time to think by encouraging playfulness, and 4) make training a game.

[Report] The Top 100 AI for Work – April 2024 — from flexos.work; with thanks to Daan van Rossum for this resource
AI is helping us work up to 41% more effectively, according to recent Bain research. We review the platforms to consider for ourselves and our teams.

Following our AI Top 150, we spent the past few weeks analyzing data on the top AI platforms for work. This report shares key insights, including the AI tools you should consider adopting to work smarter, not harder.

While there is understandable concern about AI in the work context, the platforms in this list paint a different picture. It shows a future of work where people can do what humans are best suited for while offloading repetitive, digital tasks to AI.

This will fuel the notion that it’s not AI that takes your job but a supercharged human with an army of AI tools and agents. This should be a call to action for every working person and business leader reading this.

Say Goodbye to Antiquated Performance Reviews [Nowicka Mook]

On 03/29/2024, in adult learning, business, career development, communications, corporate / business world, corporate universities / corporate training, culture, ideas, learning, learning ecosystem, Learning Experience Design, lifelong learning, skills, training / L&D, workplace, by Daniel Christian

Say Goodbye to Antiquated Performance Reviews — from td.org by Magdalena Nowicka Mook

Excerpt (emphasis DSC):

Most leaders understand the value of investing in an onboarding process for orientation, productivity, and retention, but few associate onboarding with strong performance over the employee’s full tenure with the organization. By contrast, everboarding is a newer approach that prioritizes ongoing learning and development rather than only an initial commitment. Insights from Deloitte indicate organizations that establish an ongoing learning culture are 52 percent more productive with engagement and achieve retention rates 30–50 percent higher than those that don’t.

When implemented effectively, everboarding embraces proven elements of a coaching culture that establish an ongoing commitment to skill development, deepens understanding of the organization, and supports real-time feedback to prevent stagnancy in high-potential employees brought in through strong hiring practices.

The $340 Billion Corporate Learning Industry Is Poised For Disruption [Bersin]

On 03/21/2024, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, bots, career development, change, CMS/LMS, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, disruption, emerging technologies, human-computer interaction (HCI), instructional design, intelligent systems, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, microlearning, personalized/customized learning, platforms, reinvent, skills, staying relevant, surviving, training / L&D, United States, workplace, by Daniel Christian

The $340 Billion Corporate Learning Industry Is Poised For Disruption — from joshbersin.com by Josh Bersin

What if, for example, the corporate learning system knew who you were and you could simply ask it a question and it would generate an answer, a series of resources, and a dynamic set of learning objects for you to consume? In some cases you’ll take the answer and run. In other cases you’ll pour through the content. And in other cases you’ll browse through the course and take the time to learn what you need.

And suppose all this happened in a totally personalized way. So you didn’t see a “standard course” but a special course based on your level of existing knowledge?

This is what AI is going to bring us. And yes, it’s already happening today.

Conditions that trigger behaviour change — from peoplealchemy.com by Paul Matthews; via Learning Now TV

“Knowing is not enough; we must apply. Willing is not enough; we must do.”

Johann Wolfgang von Goethe

Learning Transfer’s ultimate outcome is behaviour change, so we must understand the conditions that trigger a behaviour to start.
…
According to Fogg, three specific elements must converge at the same moment for a specific behaviour to occur. Given that learning transfer is only successful when the learner starts behaving in the desired new ways, Fogg’s work is critical to understanding how to generate these new behaviours. The Fogg Behavioural Model [*1] states that B=MAP. That is, a specific behaviour will occur if at the same moment there is sufficient motivation, sufficient ability and sufficient prompt. If the behaviour does not occur, at least one of these three elements is missing or below the threshold required.

The prompt is, in effect, a call to action to do a specific behaviour. The prompt must be ‘loud’ enough for the target person to perceive it and be consciously aware of it. Once aware of a prompt, the target immediately, and largely unconsciously, assesses their ability to carry out the requested behaviour: how difficult would this be, how long will it take, who can help me, and so on. They base this on their perception of the difficulty of the requested behaviour, and their ability, as they see it, to achieve that behaviour.

12 Books for Instructional Designers to Read This Year — from theelearningcoach.com by Connie Malamed

Over the past year, many excellent and resourceful books have crossed my desk or Kindle. I’m rounding them up here so you can find a few to expand your horizons. The list below is in alphabetical order by title.

Each book is unique, yet as a collection, they reflect some common themes and trends in Learning and Development: a focus on empathy and emotion, adopting best practices from other fields, using data for greater impact, aligning projects with organizational goals, and developing consultative skills. The authors listed here are optimistic and forward-thinking—they believe change is possible. I hope you enjoy the books.

Implementing a workplace microlearning strategy [Andres]

On 03/13/2024, in adult learning, corporate / business world, corporate universities / corporate training, productivity / tips and tricks, training / L&D, by Daniel Christian

Implementing a workplace microlearning strategy — from chieflearningofficer.com by Jared B. Andres

Outside of practicing their learning, there are many challenges to creating and delivering meaningful workplace L&D programs. Participants are busy and may struggle to free up even an hour or two on their calendars. Training could be delivered in the wrong format or at the wrong time. After they attend the training, they may not have an opportunity to apply what they have learned. This can lead to some participants not perceiving training as time well spent. As L&D professionals, our job is to create learning experiences that are meaningful and relevant to people’s day-to-day work.

Adults learn best when training is delivered when it is most relevant to their work, and they can apply what they have learned right away. They must be able to connect what they are learning with the work they are doing and the overarching goals and strategies of the organization.

One possible solution is to implement a microlearning strategy into workplace learning programs. In this article, I will discuss reasons why microlearning can be an effective tool in the L&D toolkit, things to think about when creating a microlearning strategy, cost-effective technology solutions to leverage and ideas to help your microlearning strategy feel exciting and engaging for your participants.

Edtech Unicorns Are Evolving Rather Than Disrupting [Webb]

On 03/13/2024, in adult learning, business side of he, corporate / business world, corporate universities / corporate training, education technology, higher education, learning ecosystem, lifelong learning, MOOCs -- Massive Open Online Courses, online learning, skills, staying relevant, surviving, United States, universities, by Daniel Christian

Edtech Unicorns Are Evolving Rather Than Disrupting — from bloomberg.com by Alex Webb

Consider Coursera Inc., the most prominent survivor of that early edtech hype. It’s now a public company, with a hefty $2.3 billion valuation. Finally, 12 years after it was founded — by, incidentally, another Google veteran in Andrew Ng — it’s set to report its first profit this year, according to analyst estimates. And the enterprise business is considerably more profitable, enjoying a 68% gross margin in 2023, compared to the consumer business’s 53% margin.
…
Figuring out the right match between training and utility is how several business schools seem to have developed successful online courses — which they are charging top dollar for. They’re in close contact with the sort of large corporations who hire their graduates, giving them a more intimate understanding of what those businesses seek.

Harvard Business School is one example. It made $74 million from online courses in fiscal 2022, the most recent year for which data is available.

Learning Ecosystems

2024 Global Skills Report [Coursera]

How Humans Do (and Don’t) Learn [Hardman]

The Magic of Storytelling: Lessons from Penn Jillette [Kelly] + Most Important Transferable Skills 2024–2028 [Brandon]

Corporate Learning Is Boring — But It Doesn’t Have to Be [Wardle]

[Report] The Top 100 AI for Work – April 2024 [FlexOS & Daan van Rossum]

Say Goodbye to Antiquated Performance Reviews [Nowicka Mook]

The $340 Billion Corporate Learning Industry Is Poised For Disruption [Bersin]

Conditions that trigger behaviour change [Matthews]

12 Books for Instructional Designers to Read This Year [Malamed]

Implementing a workplace microlearning strategy [Andres]

Edtech Unicorns Are Evolving Rather Than Disrupting [Webb]

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