My green screen setup –from learninginhand.com by Tony Vincent
Excerpt:
I’m often asked about the set up I use to film my videos. Here’s a 360 spherical photo that I’ve annotated. Feel free to scroll and zoom around to check out my setup.
From DSC:
For example, fast forward a few years from the technologies found in “The Video Call Center” and one could imagine some powerful means of collaborating from one’s living room:
Also see:
Micro-credentials offer universities an opportunity to bridge skill gaps — from centerdigitaled.com by Tanya Roscorla
By working with employers, universities can help students of all ages learn skills that industry leaders need.
Excerpt:
Higher education leaders are pondering how to make bite-sized, low-cost learning opportunities available to students in different ways.
Working adults who change jobs and careers frequently often don’t need to go through an entire degree program to learn different skills. However, they do need a flexible way to earn credentials that are recognized by employers and that demonstrate their ability to apply the skills they learn, said David Schejbal, dean of continuing education, outreach and e-learning at University of Wisconsin-Extension. University micro-credentials can help fill that role.
Six universities have been working with employers to find out what skills they need their employees to have, including the Georgia Institute of Technology, University of California Davis Extension, University of California Irvine Extension, University of Wisconsin-Extension, University of Washington and University of California, Los Angeles.
As a result of collaborating with industry, these universities created short courses and certification programs for the University Learning Store that launched last week. These courses fall into three categories: power skills, technical skills and career advancement skills. Power skills used to be called “soft skills” and include communication, collaboration and critical thinking.
Topic: Big data meets job finding; targeted training programs brought to you by LinkedIn.com
See:
How LinkedIn is helping create economic opportunity in Colorado and Phoenix
Excerpts:
LinkedIn’s vision is to create economic opportunity for every member of the global workforce. Notice that I said every member, not just white collar workers with four-year college degrees. Everyone.
To achieve our vision, we’re building the world’s first Economic Graph — a digital map of the global economy that includes every member of the global workforce and their skills, all open jobs, all employers, and all educational institutions. We’ve been sharing labor market insights from the Economic Graph with dozens of policymakers across the globe to help create greater economic opportunity.
For example, we’ve been sharing Economic Graph insights with policymakers in Colorado and Phoenix. We realized the combination of our Economic Graph insights and the LinkedIn platform can have an even greater economic impact. So last June we joined Skillful (formerly Rework America Connected) — a Markle Foundation initiative to help workers in Colorado and Phoenix with high school diplomas and some or no college education acquire new skills to advance their careers.
…
That’s why we developed Training Finder — a new product that helps job seekers acquire new skills and advance their careers. It shows them relevant training programs in their area; which programs are affiliated with employers; whether or not they’re accredited; the program’s employment rate, cost, and duration; the skills the program will teach them; the jobs they’ll be qualified for when they complete the program; and the estimated salary. These insights will help them choose the training program that will teach them the skills they need to get the job they want.
From DSC:
This is the kind of thing I was trying to get at in this earlier posting.
EdTech: These four b-schools are exploring virtual reality with Oculus, Google, Samsung — from businessbecause.com by Seb Murray
Elite schools place bets on next big innovation in online learning
Excerpt:
The immersive potential of virtual reality has Silicon Valley’s finest pouring vast sums of money into headsets and other whizzy innovations.
Google, Apple and Samsung are betting that these sci-fi concepts will become a staple of everyday life, with potential uses in gaming, advertising, marketing and increasingly, education.
The hype surrounding VR and the more complex augmented reality, is not lost on universities and business schools, who are eyeing its early pioneers and conducting secretive trials of head-mounted VR displays.
Four of the world’s top-ranked schools have told BusinessBecause they are exploring VR in tie-ups with Oculus, Samsung, and Google, as they place bets on the next big innovation in online learning.
Brain Based Learning and Neuroscience – What the Research Says! — from willatworklearning.com by Will Thalheimer, PhD
Excerpts (emphasis DSC):
The world of learning and development is on the cusp of change. One of the most promising—and prominent—paradigms comes from neuroscience. Go to any conference today in the workplace learning field and there are numerous sessions on neuroscience and brain-based learning. Vendors sing praises to neuroscience. Articles abound. Blog posts proliferate.
But where are we on the science? Have we gone too far? Is this us, the field of workplace learning, once again speeding headlong into a field of fad and fantasy? Or are we spot-on to see incredible promise in bringing neuroscience wisdom to bear on learning practice? In this article, I will describe where we are with neuroscience and learning—answering that question as it relates to this point in time—in January of 2016.
…
Taken together, these conclusions are balanced between the promise of neuroscience and the healthy skepticism of scientists. Note however, that when these researchers talk about the benefits of neuroscience for learning, they see neuroscience applications as happening in the future (perhaps the near future). They do NOT claim that neuroscience has already created a body of knowledge that is applicable to learning and education.
…
Conclusion
The field of workplace learning—and the wider education field—have fallen under the spell of neuroscience (aka brain-science) recommendations. Unfortunately, neuroscience has not yet created a body of proven recommendations. While offering great promise for the future, as of this writing—in January 2016—most learning professionals would be better off relying on proven learning recommendations from sources like Brown, Roediger, and McDaniel’s book Make It Stick; by Benedict Carey’s book How We Learn; and by Julie Dirksen’s book Design for How People Learn.
As learning professionals, we must be more skeptical of neuroscience claims. As research and real-world experience has shown, such claims can persuade us toward ineffective learning designs and unscrupulous vendors and consultants.
Our trade associations and industry thought leaders need to take a stand as well. Instead of promoting neuroscience claims, they ought to voice a healthy skepticism.
Also see: