Some relatively recent additions to the education landscape include:


 

GoogleUdacity-CodingJuly2016

 

 

treehouse-2016

 

 

Teachable-June2016

 

 

FutureLeague-2016

 

 

StackSocial-July2016

 

 

Skillshare-July2016

 

 

CenterCentre-June2016

 

 

IBMCourseraGitHub-Courses-June2016

 

 

AmazonVideoDirect-June2016

 

 

Also see:

 

MillennialsPursuingOtherOptions-Selingo-May2016

 

 

Taking competency-based credentials seriously in the workforce — from campustechnology.com by John K. Waters
Companies like AT&T and Google are expanding their partnerships with online education providers, creating new educational pathways to real jobs.

Excerpt:

But in the Age of the Internet, for-profit online education providers such as Udacity and Coursera have tweaked that model by collaborating with companies to develop programs tailored to their specific needs.

Together the two companies created the Front-End Web Developer Nanodegree program, Udacity’s first branded microcredential. (“Nanodegree” is trademarked.)

“We worked with Udacity to develop curriculum based on tangible hiring and training needs,” said John Palmer, senior vice president and chief learning officer at AT&T, in an e-mail. “Our teams collaborated on determining what skills we needed now to address the needs of our business, but also what skills would be needed five to 10 years from now — not just at AT&T, but at other tech companies.”

 

 

uCertify

uCertify-june2016

 

 

Also related:

  • Students and higher ed leaders put their faith in online classes [#Infographic] — from edtechmagazine.com by Meg Conlan
    As a growing number of students enroll in nontraditional college classes, the value of online education becomes more clear.
    Excerpt:
    As cost-effective alternatives to traditional college classes, online learning programs continue to gain steam in higher ed.
    According to statistics gathered for an Online Learning Consortium infographic, 5.8 million students are now enrolled in online courses, and the majority put tremendous stock in the quality of their education: 90 percent of students say their online learning experiences are the same or better than in-classroom options.College and university leadership agrees: The infographic states that 71 percent of academic leaders say learning outcomes for online courses are the same or better than that of face-to-face classes.

 

OnlineLearningAlternativesGrowing-June2016

 

 

 


Related postings:


Acquisitions, mergers and reinvention (not closures) will characterize higher ed’s future — from evolllution.com; an interview with Kenneth Hartman | Past President of Drexel University Online, Drexel University

Excerpts:

We’re going to see a lot of different alternative options popping up at alternative prices with alternative delivery mechanisms offering alternative credentials in the future. I don’t think a lot of institutions will be shutting down. There will be some that close, but it’s more likely that their assets will be acquired by other, stronger institutions.

These types of programs are popping up all over the country and I think the market forces tell a story. Colleges that are able to be adaptable and flexible will be the leaders in this new higher education marketplace. Adaptability, vision and flexibility are going to be critical for schools that are not heavily-endowed. If they do not have the will to do that then I think unfortunately Christensen’s prediction will probably come true. However, I’m optimistic that when the pain gets high enough, trustees of these institutions will demand that their senior leadership provide them with the way to prevent closure.

 

What a Microsoft-owned LinkedIn means for education — from campustechnology.com by Dian Schaffhauser

Excerpt:

Ironically, he suggested, higher ed is also the most vulnerable target of LinkedIn as it continues to work on development of a competency marketplace that could one day replace four-year degrees as the baseline requirement for employment.

The vision of this competency marketplace is that employers can identify candidates who are close matches for positions based on the competencies their jobs require. Likewise, job candidates can get information from LinkedIn about what competencies a given position requires and pursue that through some form of training, whether through a class at a local college, a bootcamp, online learning or some other form of instruction.

“The signal for universities that the world is about to change is when employers begin to drop degree requirements from job descriptions,” said Craig. And by the way, he added, that’s already happening at recognizable companies such as Google, Penguin Random House, EY and PwC, which have either eliminated that requirement from entry-level job descriptions or begun masking a candidate’s degree status from hiring managers because they “think the degrees are actually false or poor or misleading signals of ultimate job performance.”

Not only does LinkedIn have by far the largest collection of candidate profiles, but it has become the leading platform for distributing microcredentials, said Craig.

 

“You can identify education and training opportunities to remediate gaps between where you are and what the job description says you need to have to qualify. So all the pieces are there,” he said. “Currently, it’s still early, but you can see where this is going. We think that is the story of the next decade in higher education.”

 

 

12 promising non-traditional college pathways to attainment — from eddesignlab.org

Excerpt:

We hear a lot about reinventing college and how we might better design the journey from school to work. Some students want faster or more experiential pathways to prosperity, re-entry points after stop-outs or opportunities for lifelong learning. “Non-traditional pathways” is a phrase you’ll hear a lot if you hang around policy and design folks who are thinking about broadening “attainment of degrees” to include meaningful credentials that lead to career readiness. This broader college success definition is not a cop out—it’s a recognition that technology, access to micro-credentials, and access to modular learning generally are blurring the lines between vocational training, liberal arts exploration, and 21st century skill building because, increasingly, students are in a position to order all these off the menu.

Lumina Foundation strategists Holly Zanville and Amber Garrison Duncan are in the thick of these designs, and the Lab caught up with them recently to help us build a list of the most promising ways that institutions, students, and third parties are piecing together non-traditional paths to meaningful credentials. Here’s a take on our “Top 12,” but we welcome your tweaks, additions, and favorite examples.

 

Top-ranked coding bootcamp, Fullstack Academy, launches first alumni startup investment fund — from prnewswire.com
Will provide seed funding for its graduates to launch their own startups

Excerpt:

NEW YORK, June 15, 2016 /PRNewswire/ — Fullstack Academy, the Y Combinator-backed top coding bootcamp in the U.S.,  today announced  Fullstack Fund, a new initiative to invest in promising startups created by its graduates.  “Students who complete our software engineering program go on to work for great companies like Google and Amazon, but some have opted for the entrepreneurial startup environment,” said David Yang, CEO and co-founder of Fullstack Academy. “So we asked ourselves — how can we better support alumni with a strong entrepreneurial slant? The Fullstack Fund  will empower some of the amazing teams and products that are coming out of our school.”

 

 

 


 

Addendum on 6/27/16:

 


 

Addendum on 6/30/16:

 

Noodle-June2016

 

Uncollege-June2016

 

CodingDojo-June2016

 

And a somewhat related posting:

More than 90% of institutions offer alternative credentials — from campustechnology.com by Sri Ravipati
The same study to report this statistic also found that millennial students prefer badging and certificates to traditional degrees.

Excerpt:

Millennial students seem to prefer badging and certificate programs to traditional bachelor’s degrees, according to a new study from University Professional and Continuing Education Association (UPCEA), Pennsylvania State University and Pearson that explored the role that alternative credentials play in higher education.

Demographic Shifts in Educational Demand and the Rise of Alternative Credentials” includes responses from 190 institutions, including community colleges (11 percent), baccalaureate colleges (12 percent), master’s colleges or universities (27 percent) and doctorate-granting universities (50 percent). Of the 190 institutions surveyed, 61 percent were public entities. Across the board, research revealed that programs offering alternative credentialing have become widespread in higher education, with 94 percent of the institutions reporting they offer alternative credentials. Alternative credentials can take the form of digital badges, certificates and micro-credentials.

 

 

 


 

Addendum on 7/11/16:

A model for higher education where all learning counts — from marketplace.org by Amy Scott

Excerpt:

Imagine it’s 2026, and you’re one of a billion people using a new digital platform called the Ledger.

So begins a new video from the Institute for the Future and ACT Foundation, envisioning a future system that would reward any kind of learning – from taking a course, to reading a book, to completing a project at work.

“Your Ledger account tracks everything you’ve ever learned in units called Edublocks,” the video’s narrator explains. “Each Edublock represents one hour of learning in a particular subject. Anyone can grant Edublocks to anyone else.”

The Ledger would use the same technology that powers bitcoin, the virtual currency, to create a verifiable record of every learning transaction, said Jane McGonigal, director of game research and development at the Institute for the Future, a think tank in Palo Alto, California.

 

What the bot revolution could mean for online learning — from huffingtonpost.com by Daily Bits Of

Excerpt:

We’re embracing the bot revolution
With these limitations in mind, we embrace the bot movement. In short, having our bite-sized courses delivered via messaging platforms will open up a lot of new benefits for our users.

  1. The courses will become social.
  2. It will become easier to consume a course via a channel that fits best for the course.
  3. The courses will become more interactive.
  4. Bots will remove some of the friction

 

 

The future of online learning will happen via messaging services.

 

 

 

 


 

Also relevant here:

 

WatsonTrainPreSchoolers-June2016

 

 

From DSC:
By posting such items, I’m not advocating that we remove teachers, professors, trainers, coaches, etc. from the education/training equations.  Rather, I am advocating that we use technology as tools for educating and training people — and using technologies to help people of all ages grow, and reinvent themselves when necessary.  Such tools should be used to help our overworked teachers, professors, trainers, etc. of the world in delivering excellent, effective elearning experiences for our students/employees.

 

 

 

 
 

chatbots-wharton-june2016

The rise of the chatbots: Is it time to embrace them? — from knowledge.wharton.upenn.edu

Excerpt:

The tech world is all agog these days about chatbots. These are automated computer programs that simulate online conversations with people to answer questions or perform tasks. While chatbots have been around in various rudimentary forms for years — think of Clippy, Microsoft’s paper clip virtual assistant — they have been taking off lately as advances in machine learning and artificial intelligence make them more versatile than ever. Among the most well-known chatbots: Apple’s Siri.

In rapid succession over the past few months, Microsoft, Facebook and Google have each unveiled their chatbot strategies, touting the potential for this evolving technology to aid users and corporate America with its customer-service capabilities as well as business utility features like organizing a meeting. Yahoo joined the bandwagon recently, launching its first chatbots on a chat app called Kik Messenger.

 

 

 

Bill Gates says the next big thing in tech can help people learn like he does — from businessinsider.com by Matt Weinberger

Excerpt (emphasis DSC):

In a new interview with The Verge, Microsoft cofounder and richest man in the world Bill Gates explained the potential for chatbots programs you can text with like they’re human — in education.

Gates lauds the potential for what he calls “dialogue richness,” where an chatbot can really hold a conversation with a student, essentially making it into a tutor that can walk them through even the toughest, most subjective topics. 

It’s actually similar to how Gates himself likes to learn, he tells The Verge…

 

 

The complete beginner’s guide to chatbots — from chatbotsmagazine.com by Matt Schlicht
Everything you need to know.

Excerpt (emphasis DSC):

What are chatbots? Why are they such a big opportunity? How do they work? How can I build one? How can I meet other people interested in chatbots?

These are the questions we’re going to answer for you right now.

What is a chatbot?
A chatbot is a service, powered by rules and sometimes artificial intelligence, that you interact with via a chat interface. The service could be any number of things, ranging from functional to fun, and it could live in any major chat product (Facebook Messenger, Slack, Telegram, Text Messages, etc.).

A chatbot is a service, powered by rules and sometimes artificial intelligence, that you interact with via a chat interface.

Examples of Chat Bots
Weather bot. Get the weather whenever you ask.
Grocery bot. Help me pick out and order groceries for the week.
News bot. Ask it to tell you when ever something interesting happens.
Life advice bot. I’ll tell it my problems and it helps me think of solutions.
Personal finance bot. It helps me manage my money better.
Scheduling bot. Get me a meeting with someone on the Messenger team at Facebook.
A bot that’s your friend. In China there is a bot called Xiaoice, built by Microsoft, that over 20 million people talk to.

 

 

 

Chatbots explained: Why Facebook and other tech companies think they’re the biggest thing since the iPhone — from businessinsider.com by Biz Carson

Excerpt:

Chatbots are the future, whether we’re ready for them or not.

On Tuesday (April 5, 2016) , Facebook launched Bots for Messenger, a step that could define the next decade in the same way that the Apple App Store launch paved the path for companies like Uber to build a business off your phone. Its new messaging platform will help businesses build intelligent chatbots to let them communicate in Messenger.

“Today could be the beginning of a new era,” said Facebook Messenger chief David Marcus.

So what are these chatbots, and why is everyone obsessed?

 

 

 

Facebook wants to completely revolutionize the way you talk to businesses — from businessinsider.com by Jillian D’Onfro

 

 

 

Bot wars: Why big tech companies want apps to talk back to you — from fastcompany.com by Jared Newman
Can a new wave of chatbots from Facebook and Microsoft upend apps as we know them, or is that just wishful thinking?

Excerpt:

The rise of conversational “chatbots” begins with a claim you might initially dismiss as preposterous. “Bots are the new apps,” Microsoft CEO Satya Nadella declared during the company’s Build developers conference last month. “People-to-people conversations, people-to-digital assistants, people-to-bots, and even digital assistants-to-bots. That’s the world you’re going to get to see in the years to come.”

 

 

 

Microsoft CEO Nadella: ‘Bots are the new apps’

Excerpt:

SAN FRANCISCO – Microsoft CEO Satya Nadella kicked off the company’s Build developers conference with a vision of the future filled with chatbots, machine learning and artificial intelligence.

“Bots are the new apps,” said Nadella during a nearly three-hour keynote here that sketched a vision for the way humans will interact with machines. “People-to-people conversations, people-to-digital assistants, people-to-bots and even digital assistants-to-bots. That’s the world you’re going to get to see in the years to come.”

Onstage demos hammered home those ideas. One involved a smartphone conversing with digital assistant Cortana about planning a trip to Ireland, which soon found Cortana bringing in a Westin Hotels chatbot that booked a room based on the contents of the chat.

 

 

 

 


 

Addendums on 6/17/16:

 
 

The SIIA CODiE Awards for 2016 — with thanks to Neha Jaiswal from uCertify for this resource; uCertify, as you will see, did quite well

Since 1986, the SIIA CODiE Awards have recognized more than 1,000 software and information companies for achieving excellence. The CODiE Awards remain the only peer-recognized program in the content, education, and software industries so each CODiE Award win serves as incredible market validation for a product’s innovation, vision, and overall industry impact.

 

SIIA-CODiE-Awards-for-2016

 

 

Will “class be in session” soon on tools like Prysm & Bluescape? If so, there will be some serious global interaction, collaboration, & participation here! [Christian]

From DSC:
Below are some questions and thoughts that are going through my mind:

  • Will “class be in session” soon on tools like Prysm & Bluescape?
  • Will this type of setup be the next platform that we’ll use to meet our need to be lifelong learners? That is, will what we know of today as Learning Management Systems (LMS) and Content Management Systems (CMS) morph into this type of setup?
  • Via platforms/operating systems like tvOS, will our connected TVs turn into much more collaborative devices, allowing us to contribute content with learners from all over the globe?
  • Prysm is already available on mobile devices and what we consider a television continues to morph
  • Will second and third screens be used in such setups? What functionality will be assigned to the main/larger screens? To the mobile devices?
  • Will colleges and universities innovate into such setups?  Or will organizations like LinkedIn.com/Lynda.com lead in this space? Or will it be a bit of both?
  • How will training, learning and development groups leverage these tools/technologies?
  • Are there some opportunities for homeschoolers here?

Along these lines, are are some videos/images/links for you:

 

 

PrysmVisualWorkspace-June2016

 

PrysmVisualWorkspace2-June2016

 

BlueScape-2016

 

BlueScape-2015

 

 



 

 

DSC-LyndaDotComOnAppleTV-June2016

 

 

 

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

 



 

Also see:

kitchenstories-AppleTV-May2016

 

 

 

 


 

Also see:

 


Prysm Adds Enterprise-Wide Collaboration with Microsoft Applications — from ravepubs.com by Gary Kayye

Excerpt:

To enhance the Prysm Visual Workplace, Prysm today announced an integration with Microsoft OneDrive for Business and Office 365. Using the OneDrive for Business API from Microsoft, Prysm has made it easy for customers to connect Prysm to their existing OneDrive for Business environments to make it a seamless experience for end users to access, search for, and sync with content from OneDrive for Business. Within a Prysm Visual Workplace project, users may now access, work within and download content from Office 365 using Prysm’s built-in web capabilities.

 


 

 

 

Questions from DSC:

  • Which jobs/positions are being impacted by new forms of Human Computer Interaction (HCI)?
  • What new jobs/positions will be created by these new forms of HCI?
  • Will it be necessary for instructional technologists, instructional designers, teachers, professors, trainers, coaches, learning space designers, and others to pulse check this landscape?  Will that be enough? 
  • Or will such individuals need to dive much deeper than that in order to build the necessary skillsets, understandings, and knowledgebases to meet the new/changing expectations for their job positions?
  • How many will say, “No thanks, that’s not for me” — causing organizations to create new positions that do dive deeply in this area?
  • Will colleges and universities build and offer more courses involving HCI?
  • Will Career Services Departments get up to speed in order to help students carve out careers involving new forms of HCI?
  • How will languages and language translation be impacted by voice recognition software?
  • Will new devices be introduced to our classrooms in the future?
  • In the corporate space, how will training departments handle these new needs and opportunities?  How will learning & development groups be impacted? How will they respond in order to help the workforce get/be prepared to take advantage of these sorts of technologies? What does it mean for these staffs personally? Do they need to invest in learning more about these advancements?

As an example of what I’m trying to get at here, who all might be involved with an effort like Echo Dot?  What types of positions created it? Who all could benefit from it?  What other platforms could these technologies be integrated into?  Besides the home, where else might we find these types of devices?



WhatIsEchoDot-June2016

Echo Dot is a hands-free, voice-controlled device that uses the same far-field voice recognition as Amazon Echo. Dot has a small built-in speaker—it can also connect to your speakers over Bluetooth or with the included audio cable. Dot connects to the Alexa Voice Service to play music, provide information, news, sports scores, weather, and more—instantly.

Echo Dot can hear you from across the room, even while music is playing. When you want to use Echo Dot, just say the wake word “Alexa” and Dot responds instantly. If you have more than one Echo or Echo Dot, you can set a different wake word for each—you can pick “Amazon”, “Alexa” or “Echo” as the wake word.

 

 

Or how might students learn about the myriad of technologies involved with IBM’s Watson?  What courses are out there today that address this type of thing?  Are more courses in the works that will address this type of thing? In which areas (Computer Science, User Experience Design, Interaction Design, other)?

 

WhatIsIBMWatson-June2016

 

 

Lots of questions…but few answers at this point. Still, given the increasing pace of technological change, it’s important that we think about this type of thing and become more responsive, nimble, and adaptive in our organizations and in our careers.

 

 

 

 

 

 

Top 10 future technology jobs: VR developer, IoT specialist and AI expert — from v3.co.uk; with thanks to Norma Owen for this resource
V3 considers some of the emerging technology jobs that could soon enter your business

Top 10 jobs:

10. VR developer
9.   Blockchain engineer/developer
8.   Security engineer
7.   Internet of Things architect
6.   UX designer
5.   Data protection officer
4.   Chief digital officer
3.   AI developer
2.   DevOps engineer
1.   Data scientist

 

From DSC:
The following graphic from “The Future of Work and Learning 1: The Professional Ecosystem” by Jane Hart is a wonderful picture of a learning ecosystem:

profecosystem-Jane-Hart-May2016

 

Note that such an ecosystem involves people, tools, processes and more — and is constantly changing. As Jane comments:

But the point to make very clear is that a PES is not a prescribed entity – so everyone’s PES will be different. It is also not a fixed entity – organisational elements will change as the individual changes jobs, and personal elements will change as the individual adds (or removes) external people, content and tools in order to maintain an ecosystem that best fits their needs.

Jane also mentions the concept of flows of new ideas and resources. I call these streams of content, and we need to both contribute items to these streams as well as take things from them.

 

StreamsOfContent-DSC

 

So while Jane and I are on the same page on the vast majority  of these concepts (and I would add Harold Jarche to this picture as well, whom Jane mentions with his Personal Knowledge Mastery (PKM) process), Jane broadens the scope of what I normally refer to as a learning ecosystem when she mentions, “it isn’t just about learning, but just as much about doing a job.”

Anyway, thanks Jane for your posting here.

 

 

 

Learning TRENDS #915 by Elliott Masie – May 4, 2016.
Updates on Learning, Business & Technology.
57,255 Readers – www.masie.com – twitter: emasie – The MASIE Center.

Excerpt:

  1. Learning Systems Aha’s and Perspectives: Here are my takeaways from a deep dive on Learning Systems with 201 learning leaders in Chicago last week:
  • A high degree of mild to low satisfaction with current Learning Systems (LMS, LCMS and More).
  • Even though, very few organizations are doing a major replacement of their LMS.
  • Key strategies are focused on adding “layers” on top of the LMS – to add new capacities like video, competencies or content curation.
  • High desire to add better Assessment and Certification strategies to Learning Systems.
  • Desire for “Learning Apps” that would either add to the LMS or give an individual learner a more personalized access to the systems.
  • Intrigue with xAPI for a common learning data standard – but most organizations are still exploring and experimenting with xAPI.
  • Rapid increase in the use of Video Content – from external sites (eg. TED) and internal user created video.
  • Push to have the LMS being able to help Personalize more content and learning experiences.
  • Desire to look towards innovations at the K-12 and Higher Education for models of Learning Systems (eg. Khan Academy)

 

 

 

Thinking about the future of work to make better decisions about learning today — from er.edcause.edu by Marina Gorbis
By looking at historical patterns and identifying signals of change around us today, we can better prepare for the transformations occurring in both work and learning.

Excerpt:

Instead of debating whether learning is for learning’s sake or as a means for earning a living, we need to think about the forces and signals of transformation and what they mean for higher education today and tomorrow.

So let’s explore these deeper transformations.1 From our experience of doing forecasting work for nearly fifty years, we at the IFTF believe that it is usually not one technology or one trend that drives transformative shifts. Rather, a cluster of interrelated technologies, often acting in concert with demographic and cultural changes, is responsible for dramatic changes and disruptions. Technologies coevolve with society and cultural norms—or as Marshall McLuhan is often quoted as having said: “We shape our tools and afterwards our tools shape us.” Nowhere does this apply more critically today than in the world of work and labor. Here, I focus on four clusters of technologies that are particularly important in shaping the changes in the world of work and learning: smart machines; coordination economies; immersive collaboration; and the maker mindset.

 

From DSC:
I appreciate this article — thanks Marina.

Marina’s article — and the work of The Institute for the Future (IFTF) — illustrates how important is it to examine the current and developing future landscapes — trying to ascertain the trends and potential transformations underway.  Such a practice is becoming increasingly relevant and important.

Why?

Because we’re now traveling at exponential rates, not linear rates.

 

SparksAndHoney-ExpVsLinear2013

 

We’re zooming down the highway at 180mph — so our gaze needs to be on the horizons — not on the hoods of our cars.

 

The pace has changed significantly and quickly

 

Institutions of higher education, boot camps, badging organizations, etc. need to start offering more courses and streams of content regarding futurism — and teaching people how to look up.

Not only is this type of perspective/practice helpful for organizations, but it’s becoming increasingly key for us as individuals.

You don’t want to be the person who gets tapped on the shoulder and is told, “I’m sorry…but your services won’t be necessary here anymore. Please join me in the conference room down the hall.”  You then walk down the hall, and as you approach the conference room, you notice that newly placed cardboard is covering the glass — and no one can see into the conference room anymore. You walk in, they shut the door, give you your last pay check and your “pink slip” (so to speak).  Then they give you 5 minutes to gather your belongings.  A security escort walks you to the front door.

Game over.

Pulse checking a variety of landscapes can contribute
towards keeping your bread and butter on the table.

 

 

Also see:

  • Credentials reform: How technology and the changing needs of the workforce will create the higher education system of the future — from er.educause.edu by Jamie Merisotis
    The shift in postsecondary credentialing and the needs of the 21st-century workforce will revolutionize higher education. Colleges and universities have vast potential to be positive agents of this change.
    .
  • New workers, new skills — from er.edcause.edu by Marina Gorbis
    What are the most important skills—the work skills and the life skills—that students should acquire from their educational experience, and what is the best way to teach those skills?Excerpt:
    We found that the following short list of skills not only continues to be relevant but also is even more important as meta-skills in the changing worlds of work:
  • Sense-making: the ability to determine the deeper meaning or significance of what is being expressed
  • Social intelligence: the ability to connect to others in a deep and direct way and to sense and stimulate reactions and desired interactions
  • Novel and adaptive thinking: a proficiency in coming up with solutions and responses beyond those that are rote or rule-based
  • Cross-cultural competency: the ability to operate in different cultural settings, not just geographical but also those that require an adaptability to changing circumstances and an ability to sense and respond to new contexts
  • Computational thinking: the ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
  • Media literacy: the ability to critically assess and develop content that uses new media forms and to leverage these media forms for persuasive communication
  • Transdisciplinarity: a literacy in, and the ability to understand, concepts across multiple disciplines
  • Design mindset: the ability to represent and develop tasks and work processes for desired outcomes
  • Cognitive load management: the ability to discern and filter data for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
  • Virtual collaboration: the ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team

While we believe that these ten skills continue to be important, two additional skills have emerged from our ethnographic interviews for these new worker categories: networking IQ and hustle.

 

Thinking about the future is like taking a jog: we can always find something to do instead, but we will be better off later if we take time to do it.

 

 

Learning Now tv | April 28th programme

 

LearningNowTV

 

The programme this month is action packed so hold on tight. Our hosts Nigel and Kim supported by our global reporters bring you a great programme of all the latest developments, insights and issues.

As usual our LNTV programme starts at 8.00pm UK time but you can join us live at 7.45pm UK time for the pre-programme show with Ady Howes where you can join in the live social stream.

Here is the link for the 28th April programme (no password needed):

http://ustream.tv/channel/learning-now-tv

In this programme we feature:

  • David James, former CLO at Disney, talks about The Empowered Learner and why it is vital that today’s L&D professionals stay one step ahead if they want to be relevant to the needs of the organisation.
  • Amy Brann talks to Nigel about neuroscience and how we should be focusing on applying neuroscience to enhance engagement.
  • Phil Willcox talks to Lisa about emotion at work and how you can harness that energy to make a difference in the work place.
  • Awards Gold: Growth Engineering took the Gold Award at this year’s Learning Awards for Learning Provider of the Year. Global CEO Juliette Denny explains how the organisation did it and why they are so successful.
  • Europe correspondent Ger Driesen interviews Jos Arets and Vivian Heijnen, two of the authors of the latest book on 702010.
  • Martin Couzins focuses on the PWC research ‘Redefining Success in a Changing World’ in which the respondents were CEOs – and this gives some valuable pointers for every organisation.
  • This month’s Learning Designers item focuses on Tim Hall, MD of Cognify. Here, he provides 3 tips for using gamification in your content.
  • US correspondent Brent Schlenker has been to the South by South West Festival in Austin Texas where he saw – and used – some tech that is on the way – virtual reality, 360 degree video, alternate reality, and robots.
  • Australia correspondent Helen Blunden is again focusing on social learning. This month she travelled to a meeting of ‘The Maker’ community.
 

Why can’t the “One Day University” come directly into your living room — 24×7? [Christian]

  • An idea/question from DSC:
    Looking at the article below, I wonder…“Why can’t the ‘One Day University‘ come directly into your living room — 24×7?”

 

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

 

This is why I’m so excited about the “The Living [Class] Room” vision. Because it is through that vision that people of all ages — and from all over the world — will be able to constantly learn, grow, and reinvent themselves (if need be) throughout their lifetimes. They’ll be able to access and share content, communicate and discuss/debate with one another, form communities of practice, go through digital learning playlists (like Lynda.com’s Learning Paths) and more.  All from devices that represent the convergence of the television, the telephone, and the computer (and likely converging with the types of devices that are only now coming into view, such as Microsoft’s Hololens).

 

LearningPaths-LyndaDotCom-April2016

 

You won’t just be limited to going back to college for a day — you’ll be able to do that 24×7 for as many days of the year as you want to.

Then when some sophisticated technologies are integrated into this type of platform — such as artificial intelligence, cloud-based learner profiles, algorithms, and the ability to setup exchanges for learning materials — we’ll get some things that will blow our minds in the not too distant future! Heutagogy on steroids!

 

 


 

 

Want to go back to college? You can, for a day. — from washingtonpost.com by Valerie Strauss

Excerpt:

Have you ever thought about how nice it would be if you could go back to college, just for the sake of learning something new, in a field you don’t know much about, with no tests, homework or studying to worry about? And you won’t need to take the SAT or the ACT to be accepted? You can, at least for a day, with something called One Day University, the brainchild of a man named Steve Schragis, who about a decade ago brought his daughter to Bard College as a freshman and thought that he wanted to stay.

One Day University now financially partners with dozens of newspapers — including The Washington Post — and a few other organizations to bring lectures to people around the country. The vast majority of the attendees are over the age 50 and interested in continuing education, and One Day University offers them only those professors identified by college students as fascinating. As Schragis says, it doesn’t matter if you are famous; you have to be a great teacher. For example, Schragis says that since Bill Gates has never shown to be one, he can’t teach at One Day University.

We bring together these professors, usually four at at a time, to cities across the country to create “The Perfect Day of College.” Of course we leave out the homework, exams, and studying! Best if there’s real variety, both male and female profs, four different schools, four different subjects, four different styles, etc. There’s no one single way to be a great professor. We like to show multiple ways to our students.

Most popular classes are history, psychology, music, politics, and film. Least favorite are math and science.

 

 


See also:


 

 

OneDayUniversity-1-April2016

 

OneDayUniversity-2-April2016

 

 

 


Addendum:


 

 

lyndaDotcom-onAppleTV-April2016

 

We know the shelf-life of skills are getting shorter and shorter. So whether it’s to brush up on new skills or it’s to stay on top of evolving ones, Lynda.com can help you stay ahead of the latest technologies.

 

 

From DSC:
Let’s take some of the same powerful concepts (as mentioned below) into the living room; then let’s talk about learning-related applications.


 

Google alum launches MightyTV for cable cord-cutters — from bizjournals.com by Anthony Noto

Excerpts (emphasis DSC):

MightyTV, which has raised more than $2 million in venture funding to date, launched today with a former Google exec at the helm. The startup’s technology incorporates machine learning with computer-generated recommendations in what is being touted as a “major step up” from other static list-making apps.

In this age of Roku and Apple TV, viewers can choose what to watch via the apps they’ve downloaded. MightyTV curates those programs — shows, movies and YouTube videos — into one app without constantly switching between Amazon, HBO, Netflix or Hulu.

Among the features included on MightyTV are:

*  A Tinder-like interface that allows users to swipe through content, allowing the service to learn what you’d like to watch
*  An organizer tool that lists content via price range
A discovery tool to see what friends are watching
*  Allows for group viewings and binge watching

 

From DSC:
What if your Apple TV could provide these sorts of functionalities for services and applications that are meant for K-12 education, higher education, and/or corporate training and development?

Instead of Amazon, HBO, Netflix or Hulu — what if the interface would present you with a series of learning modules, MOOCs, and/or courses from colleges and universities that had strong programs in the area(s) that you wanted to learn about?

That is, what if a tvOS-based system could learn more about you and what you are trying to learn about? It could draw upon IBM Watson-like functionality to provide you with a constantly morphing, up-to-date recommendation list of modules that you should look at.  Think microlearning. Reinventing oneself. Responding to the exponential pace of change. Pursuing one’s passions. More choice/more control. Lifelong learning. Staying relevant. Surviving.

…all from a convenient, accessible room in your home…your living room.

A cloud-based marketplace…matching learners with providers.

Now tie those concepts in with where LinkedIn.com and Lynda.com are going and how people will get jobs in the future.

 

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

 

 

BlueJeans Unveils Enterprise Video Cloud as Businesses Hang Up on Audio-Only Communications
Global Enterprises Adopt Video as a First-Line Communications Strategy

Excerpt (emphasis DSC):

April 12, 2016 — Mountain View, CA—BlueJeans Network, the global leader in cloud-based video communication services, today unveiled the Enterprise Video Cloud, a comprehensive platform built for today’s globally distributed, modern workforce with video communications at the core. New global research shows that 85% of employees are already using video in the workplace and 72% believe that video will transform the way they communicate at work.

“There is a transformation happening among business today – face-to-face video is quickly rising as the preferred communications medium, offering new opportunities for deeper personal relations and outreach, as well as for improved internal and external collaboration,” said Krish Ramakrishnan, CEO of BlueJeans. “Once people experience the power of video, they ‘hang-up’ on traditional conference calling. We are seeing this happen with the emergence of video cultures that power the most innovative cultures—from Facebook and Netflix to Viacom and Del Monte.”

 

From DSC:
I wonder if we’ll see video communication vendors such as BlueJeans or The Video Call Center merge with vendors like Bluescape, Mezzanine, or T1V with their collaboration tools. If so, some serious collaboration could all happen…again, right from within your living room!

 

 
© 2025 | Daniel Christian