Skills gap? Augmented reality can beam in expertise across the enterprise — from by Greg Nichols
Hives of subject matter experts could man augmented reality switchboards, transferring knowledge to field.

Excerpt:

Some 10 million manufacturing jobs will likely be needed in the coming decade, yet many of those will likely go unfilled, according to Deloitte and the Manufacturing Institute. Somewhat ironically, one of the biggest factors holding back a strong American manufacturing segment in 2019 may not be cheap foreign labor but unqualified U.S. labor.

Augmented reality, which is still trying to find its stride in the enterprise, could help by serving as a conduit for on-the-job knowledge transfer.

“We are excited to offer industrial enterprises a new way to use AR to leverage the tribal knowledge of subject matter experts (SMEs) and help alleviate the skills gap crisis threatening today’s industrial enterprise,” says Mike Campbell, EVP, augmented reality products, PTC.

 

From DSC:
First a posting that got me to wondering about something that I’ve previously wondered about from time to time…

College of Business unveils classroom of the future — from biz.source.colostate.edu by Joe Giordano

Excerpt:

Equipped with a wall of 27 high-definition video screens as well as five high-end cameras, the newest classroom in Colorado State University’s College of Business is designed to connect on-campus and online students in a whole new way.

The College of Business unveiled on March 29 the “Room of the Future,” featuring Mosaic, an innovative technology – powered by mashme.io – that creates a blended classroom experience, connecting on-campus and online students in real time.

 

From DSC:
If the pedagogies could be worked out, this could be a very attractive model for many people in the future as it:

  • Provides convenience.
  • Offers more choice. More control. (Students could pick whether they want to attend the class virtually or in a physical classroom).

If the resulting increase in students could bring down the price of offering the course, will we see this model flourish in the near future? 

For struggling colleges and universities, could this help increase the ROI of offering their classes on their physical campuses?

The technologies behind this are not cheap though…and that could be a show-stopper for this type of an experiment. But…thinking out loud again…what if there were a cheaper way to view a group of other people in your learning community? Perhaps there will be a solution using some form of Extended Reality (XR)…hmmm….

 

 

 

 

 

 

 

 

Also see:

 

Also see:

Learning from the Living Class Room

 

 

LinkedIn: 94% of employees say they would stay at a company longer for this reason—and it’s not a raise — from cnbc.com by Abigail Hess

Excerpt (emphasis DSC):

But according to LinkedIn’s 2019 Workforce Learning Report, 94 percent of employees say that they would stay at a company longer if it simply invested in helping them ***learn.***

 

Collaboration technology is fueling enterprise transformation – increasing agility, driving efficiency and improving productivity. Join Amy Chang at Enterprise Connect where she will share Cisco’s vision for the future of collaboration, the foundations we have in place and the amazing work we’re driving to win our customers’ hearts and minds. Cognitive collaboration – technology that weaves context and intelligence across applications, devices and workflows, connecting people with customers & colleagues, to deliver unprecedented experiences and transform how we work – is at the heart of our efforts. Join this session to see our technology in action and hear how our customers are using our portfolio of products today to transform the way they work.

 

 

 

 

Is Thomas Frey right? “…by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet.”

From a fairly recent e-newsletter from edsurge.com — though I don’t recall the exact date (emphasis DSC):

New England is home to some of the most famous universities in the world. But the region has also become ground zero for the demographic shifts that promise to disrupt higher education.

This week saw two developments that fit the narrative. On Monday, Southern Vermont College announced that it would shut its doors, becoming the latest small rural private college to do so. Later that same day, the University of Massachusetts said it would start a new online college aimed at a national audience, noting that it expects campus enrollments to erode as the number of traditional college-age students declines in the coming years.

“Make no mistake—this is an existential threat to entire sectors of higher education,” said UMass president Marty Meehan in announcing the online effort.

The approach seems to parallel the U.S. retail sector, where, as a New York Times piece outlines this week, stores like Target and WalMart have thrived by building online strategies aimed at competing with Amazon, while stores like Gap and Payless, which did little to move online, are closing stores. Of course, college is not like any other product or service, and plenty of campuses are touting the richness of the experience that students get by actually coming to a campus. And it’s not clear how many colleges can grow online to a scale that makes their investments pay off.

 

“It’s predicted that over the next several years, four to five major national players with strong regional footholds will be established. We intend to be one of them.”

University of Massachusetts President Marty Meehan

 

 

From DSC:
That last quote from UMass President Marty Meehan made me reflect upon the idea of having one or more enormous entities that will provide “higher education” in the future. I wonder if things will turn out to be that we’ll have more lifelong learning providers and platforms in the future — with the idea of a 60-year curriculum being an interesting idea that may come into fruition.

Long have I predicted that such an enormous entity would come to pass. Back in 2008, I named it the Forthcoming Walmart of Education. But then as the years went by, I got bumbed out on some things that Walmart was doing, and re-branded it the Forthcoming Amazon.com of Higher Education. We’ll see how long that updated title lasts — but you get the point. In fact, the point aligns very nicely with what futurist Thomas Frey has been predicting for years as well:

“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. (source)

I realize that education doesn’t always scale well…but I’m thinking that how people learn in the future may be different than how we did things in the past…communities of practice comes to mind…as does new forms of credentialing…as does cloud-based learner profiles…as does the need for highly efficient, cost-effective, and constant opportunities/means to reinvent oneself.

Also see:

 

 

Addendum:

74% of consumers go to Amazon when they’re ready to buy something. That should be keeping retailers up at night. — from cnbc.com

Key points (emphasis DSC)

  • Amazon remains a looming threat for some of the biggest retailers in the country — like Walmart, Target and Macy’s.
  • When consumers are ready to buy a specific product, nearly three-quarters of them, or 74 percent, are going straight to Amazon to do it, according to a new study by Feedvisor.
  • By the end of this year, Amazon is expected to account for 52.4 percent of the e-commerce market in the U.S., up from 48 percent in 2018.

 

“In New England, there will be between 32,000 and 54,000 fewer college-aged students just seven years from now,” Meehan said. “That means colleges and universities will have too much capacity and not enough demand at a time when the economic model in higher education is already straining under its own weight.” (Marty Meehan at WBUR)

 

 

Five key trends for professional and continuing education leaders in the next five years — from evolllution.com by Ray Schroeder

Excerpts:

Higher education is on the cusp of major changes. Enrollments are on the decline—both online and on campus—and the trend is expected to accelerate.[1] Graduates are laboring under substantial college loan debts totaling more than $1.5 trillion.[2] Employers are demanding that applicants possess soft and hard skills that many college graduates do not hold.[3] At the same time new and emerging technologies are changing the way credentials are shared and work is done.

It is in this context that continuing, professional and online programs have been imported from the periphery to the center of traditional universities. Students and employers alike have made clear that their top priority is relevance to the rapidly changing workplace. Artificial intelligence, blockchain, augmented/virtual reality and other technologies are driving the changes. Professional and Continuing Education (PCE) has long been the leader in providing relevant courses, certificates and degrees that connect students with the needs of employers.

 

…the Online Master’s Science in Computer Science degree at Georgia Tech is now the largest computer science program in the world. And the degree costs less than $9,000.

 

Also see:

Interview with Hunt Lambert – What is the 60-year curriculum?
Colleges and universities used to be primarily responsible for a four-year learning experience. We now need to envision a 60-year curriculum, whereby educational institutions partner with learners at all stages of their professional career, providing skills and knowledge as needed.

 


 

 

 


 

 

Instructure: Plans to expand beyond Canvas LMS into machine learning and AI — from mfeldstein.com by Phill Hill

Excerpts:

On the same day as Instructure’s earnings call and release of FY2018 financial results, the company announced the acquisition of Portfolium for $43 million, a small startup focusing on “ePortfolio network, student-centered assessment, job matching capabilities, and academic and co-curricular pathways”.

Instructure now views itself as a company with a suite of products, and they are much more open to using corporate M&A to build this portfolio.

We already have analytical capabilities in our Canvas platform. I want to be really clear and delineate the difference between an analytics and reporting capability, and a machine learning and AI platform.

We have the most comprehensive database on the educational experience in the globe. So given that information that we have, no one else has those data assets at their fingertips to be able to develop those algorithms and predictive models.

What’s even more interesting and compelling is that we can take that information, correlate it across all sorts of universities, curricula, etc, and we can start making recommendations and suggestions to the student or instructor in how they can be more successful. Watch this video, read this passage, do problems 17-34 in this textbook, spend an extra two hours on this or that. When we drive student success, we impact things like retention, we impact the productivity of the teachers, and it’s a huge opportunity. That’s just one small example. Our DIG initiative, it is first and foremost a platform for ML and AI, and we will deliver and monetize it by offering different functional domains of predictive algorithms and insights. Maybe things like student success, retention, coaching and advising, career pathing, as well as a number of the other metrics that will help improve the value of an institution or connectivity across institutions.

 

 

 

 

 

 

LinkedIn Learning’s 2019 Workplace Learning Report: Key Findings

Excerpt:

In 2019, our survey indicates that talent developers will spend more time finding and closing skills gaps while exploring learner engagement tactics to inspire the modern learner, including the incoming Gen Z workforce.

The shift is on and the stakes are high.

 

 

 

56% of employees lack digital skills needed for future jobs — from techrepublic.com by Macy Bayern
Only 29% of employees globally said their digital skills are sufficient, according to a Vodafone report.

Excerpt:

The majority of respondents (85%) said digital skills are necessities for their jobs, but only 29% of employees felt their skills are currently strong enough, according to the report. Specifically in the US, only 32% of respondents said their companies give them the opportunities or tools to continue gaining digital skills.

 

 

Microsoft’s HoloLens 2: A $3,500 mixed reality headset for the factory, not the living room — from theverge.com by Dieter Bohn

Excerpt:

The HoloLens 2 is only being sold to corporations, not to consumers. It’s designed for what Kipman calls “first-line workers,” people in auto shops, factory floors, operating rooms, and out in the field fixing stuff. It’s designed for people who work with their hands and find it difficult to integrate a computer or smartphone into their daily work. Kipman wants to replace the grease-stained Windows 2000 computer sitting in the corner of the workroom. It’s pretty much the same decision Google made for Google Glass.

“If you think about 7 billion people in the world, people like you and I — knowledge workers — are by far the minority,” he replies. To him, the workers who will use this are “maybe people that are fixing our jet propulsion engine. Maybe they are the people that are in some retail space. Maybe they’re the doctors that are operating on you in an operating room.”

He continues, saying it’s for “people that have been, in a sense, neglected or haven’t had access to technology [in their hands-on jobs] because PCs, tablets, phones don’t really lend themselves to those experiences.”

 

Also see:

Microsoft is making a new HoloLens headset, called HoloLens 2. But, it’s only getting sold to companies, not consumers. Meant for professionals who work with their hands and not on computers, the new HoloLens has an improved field of view and doesn’t clip as much as the original. Dieter Bohn visited Microsoft’s campus to get an early look at the new HoloLens 2 headset.

 

 

 

Addendum on 2/28/19:

Microsoft launches HoloLens 2 mixed-reality headset, betting on holograms in the workplace — from cnbc.com by Elizabeth Schulze

Excerpts:

  • Microsoft unveiled HoloLens 2, an upgraded version of its mixed-reality headset, on Sunday at Mobile World Congress in Barcelona.
  • The new headset will cost $3500, lower than the cost of the earlier version.
  • The HoloLens 2 launch comes amid controversy over Microsoft’s $480 million deal to sell 100,000 of its mixed reality headsets to the U.S. Army.

Microsoft unveiled HoloLens 2, an upgraded version of its mixed-reality headset, on Sunday in Barcelona, in a bet that doubles down on the idea that businesses will increasingly use hologram technology in the workplace.

The HoloLens 2 headset will cost $3500 —$1500 less than the commercial price of the first HoloLens device Microsoft released more than four years ago.

 

 

Excerpt:

CONCLUSION
This paper has outlined the plethora of new credential types, uses, and modes of delivery. It also has highlighted advancements in assessment. In terms of assessment content, the progression of mastery-based assessments is a distinct departure from the traditional knowledge-based assessment approaches. New assessments are likely to enter the market, as companies see the tremendous growth of competency-based assessments that will be critical and necessary in the future ecosystem described.

Assessments are no longer just a source of grades for gradebooks. They have forged two meaningful bypass routes to seat time in higher education. In the first, competency-based education assessments gate the pace of student progress through the curriculum. In the second, certification by an exam delivers not a grade, but a degree-like credential in a relevant occupation, indicating skill and expertise. For some occupations, this exam-as-credential has already been market validated by employers’ willingness to require it, hire by it, and pay a salary premium for it.

All of these innovations are driving towards a common end. The future learning-to employment ecosystem will be heavily reliant on credentials and assessments. We see:

  • A future in which credentials will no longer be limited to degrees, but will come in varying shapes and sizes, offered by many organizations, training providers, and employers;
  • A future in which credentials will, however, be able to articulate a set of underlying “know” knowledge and “do” performance skill competencies;
  • A future in which a credential’s scope will be described by the set of competencies it covers, and measured via assessment;
  • A future in which a credential’s quality will be indicated by evidence of mastery within each competency before it is awarded;
  • A future in which quality metrics, such as consumer reviews or employer use of credentials will come into play, bringing the best and most usable credentials and assessments to the forefront.

And, finally, the future ecosystem will depend heavily on online and technology-enabled strategies and solutions. The working learner will turn away from those stringent solutions that require seat time and offer little flexibility. They will drive the market hard for innovations that will lead to consumer-facing marketplaces that allow them a “one-stop shop” approach for working, learning, and living.

The massive market of the working learner/the learning worker is here to stay. The future is that learner. Credentials and assessment will find their own strong footing to help successfully meet both the learners’ needs and the employers’ needs. We applaud this SHIFT. For, it will be an ecosystem that services many more learners than today’s education to employment system serves.

 

 

Most coherent report I have read on the erosion of degrees and the rise of assessing-for-work and amassing certifications as the competencies for the modern workplace. Jamai Blivin, of www.innovate-educate.org, and Merrilea Mayo, of Mayo Enterprises, have put in one report the history, current trends and the illogic for many people of paying for a retail bachelor’s degree when abundant certifications are beginning to prove themselves. Workforce and community colleges, this is a must-read. Kudos! 

Per Gordon Freedman on LinkedIn

 

 

For a next gen learning platform: A Netflix-like interface to check out potential functionalities / educationally-related “apps” [Christian]

From DSC:
In a next generation learning system, it would be sharp/beneficial to have a Netflix-like interface to check out potential functionalities that you could turn on and off (at will) — as one component of your learning ecosystem that could feature a setup located in your living room or office.

For example, put a Netflix-like interface to the apps out at eduappcenter.com (i.e., using a rolling interface at first, then going to a static page/listing of apps…again…similar to Netflix).

 

A Netflix-like interface to check out potential functionalities / educationally-related apps

 

 

 
This is how you’ll look for a job in 2019 — from linkedin.com by Lydia Dishman
Some brand new strategies and time-tested traditions dictate the way job seekers will conduct the hunt in 2019.

Excerpt:

In addition to making sure you list at least five skills, Guo suggests adding the field you work in since more than 300,000 people search by industry on LinkedIn each week. And don’t forget to update the city you work in since this can make you up to 23 times more likely to be found in search, according to LinkedIn’s data.

 

From DSC:
This next article is likely somewhat of an ad to take courses out at Lynda.com, but it’s still helpful I think:

 

Also see (emphasis DSC):

  • These are the 10 most in-demand skills of 2019, according to LinkedIn — from weforum.org by Emma Charlton
    Excerpt (emphasis DSC):
    According to analysis from networking site LinkedIn, 2019’s employers are looking for a combination of both hard and soft skills, with creativity topping the list of desired attributes. The findings chime with the World Economic Forum’s Future of Jobs report, which concluded that “human” skills like originality, initiative and critical thinking are likely to increase in value as technology and automation advances. “Strengthening a soft skill is one of the best investments you can make in your career, as they never go out of style,” LinkedIn Learning Editor, Paul Petrone wrote in a blog. “Plus, the rise of AI is only making soft skills increasingly important, as they are precisely the type of skills robots can’t automate.”

 

 

 

Accenture Technology Vision 2019: The post-digital era is upon us — from accenture.com

In brief

  • Digital transformation grants companies exceptional capabilities. But it also creates enormous expectations.
  • Amid these rising expectations, every business is investing in digital technologies, raising the question of how leaders will set themselves apart.
  • Companies looking to differentiate themselves must be aware of five distinct trends that will characterize the “post-digital” future.

 

 

Here is the link for the report.

 

 

Towards a Reskilling Revolution: Industry-Led Action for the Future of Work — from weforum.org

As the Fourth Industrial Revolution impacts skills, tasks and jobs, there is growing concern that both job displacement and talent shortages will impact business dynamism and societal cohesion. A proactive and strategic effort is needed on the part of all relevant stakeholders to manage reskilling and upskilling to mitigate against both job losses and talent shortages.

Through the Preparing for the Future of Work project, the World Economic Forum provides a platform for designing and implementing intra-industry collaboration on the future of work, working closely with the public sector, unions and educators. The output of the project’s first phase of work, Towards a Reskilling Revolution: A Future of Jobs for All, highlighted an innovative method to identify viable and desirable job transition pathways for disrupted workers. This second report, Towards a Reskilling Revolution: Industry-Led Action for the Future of Work extends our previous research to assess the business case for reskilling and establish its magnitude for different stakeholders. It also outlines a roadmap for selected industries to address specific challenges and opportunities related to the transformation of their workforce.

 

See the PDF file / report here.

 

 

 

 

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