From DSC:
The vision that I’ve been tracking for well over a decade begins with this graphic:
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Could LearnVector be this next-generation company/platform? Perhaps. Time will tell.
Per Matt Tower via The EdSheet Vol. 38 dated 7/31/26:
Amazon, gig companies see spike in workers on SNAP and Medicaid, study shows — from washingtonpost.com by Lauren Kaori Gurley and Rachel Lerman
Amazon workers on federal aid nearly tripled between 2020 and 2025, while ride-hailing and food delivery drivers shot up on lists compiled by the U.S. Government Accountability Office.
13 When Jesus came to the region of Caesarea Philippi, he asked his disciples, “Who do people say the Son of Man is?”
14 They replied, “Some say John the Baptist; others say Elijah; and still others, Jeremiah or one of the prophets.”
15 “But what about you?” he asked. “Who do you say I am?”
16 Simon Peter answered, “You are the Messiah, the Son of the living God.”
17 Jesus replied, “Blessed are you, Simon son of Jonah, for this was not revealed to you by flesh and blood, but by my Father in heaven. 18 And I tell you that you are Peter, and on this rock I will build my church, and the gates of Hades will not overcome it. 19 I will give you the keys of the kingdom of heaven; whatever you bind on earth will be bound in heaven, and whatever you loose on earth will be loosed in heaven.” 20 Then he ordered his disciples not to tell anyone that he was the Messiah.
From DSC:
To me, this is the most important Question & Answer (Q&A) of all time. I can’t think of a more important question that each of us will answer (or have already answered) — one way or another.
The Lord will vindicate me;
your love, Lord, endures forever—
do not abandon the works of your hands.
From DSC:
“…do not abandon the works of your hands.”
I need to ask that fairly often when praying to the LORD.
13 Blessed are those who find wisdom,
those who gain understanding,
14 for she is more profitable than silver
and yields better returns than gold.
15 She is more precious than rubies;
nothing you desire can compare with her.
16 Long life is in her right hand;
in her left hand are riches and honor.
17 Her ways are pleasant ways,
and all her paths are peace.
18 She is a tree of life to those who take hold of her;
those who hold her fast will be blessed.
Here I am! I stand at the door and knock. If anyone hears my voice and opens the door, I will come in and eat with that person, and they with me.
Taste and see that the Lord is good;
blessed is the one who takes refuge in him.
From DSC:
Could this be a part of our future learning ecosystems? Education as a personalized content feed.
Coursera wants users to learn through shorter, faster content — from digitaltrends.com by Moinak Pal
Coursera wants online learning to feel more like TikTok
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Online learning platform Coursera is taking a page straight out of TikTok’s playbook. The company has launched a new AI-powered feed designed to serve short-form educational content in a scrollable, personalized format, signaling a major shift in how digital learning platforms may try to keep users engaged.
The feature introduces bite-sized video lessons, clips, and explainers curated through artificial intelligence based on a user’s interests, learning habits, career goals, and previous course activity. Instead of committing to hour-long lectures or full certification programs upfront, users can now discover short educational snippets designed to make learning feel more casual, accessible, and addictive.
Users scroll through a feed of short educational videos and AI-curated learning moments covering topics ranging from coding and business to AI, productivity, data science, and personal development.
Why universities must become flexible lifelong partners, not one-time providers — from timeshighereducation.com by Sankar Sivarajah
As careers become increasingly non-linear and shaped by rapid change, universities must evolve beyond traditional degree provision, says Sankar Sivarajah. Here, he outlines strategies
From programmes to learning ecosystems
These pressures point towards a broader redefinition of higher education. Rather than viewing education as a one-time experience culminating in a degree, universities increasingly need to see themselves as partners in professional development across an entire career.
This means moving from a model centred on programmes to one focused on learning ecosystems that allow individuals to enter, leave and re-engage with higher education as their needs evolve.
Business schools may be particularly well placed to lead this shift because of their close engagement with employers and their long tradition of educating professionals at different stages of their careers.
But success will depend on more than introducing new modules or certificates. Universities must confront a fundamental question. Are the systems, structures and cultures that define higher education capable of supporting genuinely flexible learning?
The sector has already embraced the language of lifelong learning – the next step is ensuring that universities themselves are built to deliver it.
From DSC:
Long-time readers of this blog have seen this graphic of mine posted over the last 12+ years:
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Also relevant/see:
What if the undergraduate journey were a four-year internship? — from timeshighereducation.com by Michelle Seref
Treating work placements and co-curricular programmes as optional or supplementary misses deeper questions about whether traditional degrees prepare students for careers. Michelle Seref explains
Attending workshops or polishing a résumé in their final semester does not make students career-ready. They need to practise how to work – how to collaborate, navigate ambiguity, manage projects and apply knowledge in context – throughout their academic experience. The reality is that career readiness is not a co-curricular programme; it is an essential part of an integrated curriculum.
To be clear, employers do not expect classrooms to become training centres. What they are asking for – implicitly and explicitly – is graduates who can function in complex environments from day one. That means graduates who can work in teams, communicate professionally with stakeholders, adapt when plans change, apply theory to real constraints and learn continuously on the job.
These capabilities do not develop through passive learning. But experiential learning is often misunderstood as a single, high-impact activity: an internship, a capstone project or study abroad. In reality, its power comes from repetition and progression. One experience introduces exposure. A sequence of experiences builds competence.
We are proposing a paradigm shift: repositioning the undergraduate journey as a four-year professional internship rather than a continuation of the K-12 classroom environment.
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From DSC:
The problem with this innovative idea is that faculty often are not out in the “real world.” The best chance higher ed has to deliver on this idea is via the adjunct faculty members out there. Often, they are the ones practicing what they are teaching. They are constantly pulse-checking — and actively involved with — their industries and have more up-to-date, practical knowledge.
But this is a problem for traditional institutions of higher education, which have treated their adjunct faculty members poorly through the years. Adjunct faculty members hardly make minimum wage, have no benefits, no retirement plans, etc. — plus they have little to no say in faculty senates.
Organizational change would be a requirement.
Words are easy to say. Examples:
A vast number of American corporations don’t actually care about their customers — their concern focuses solely on obtaining their customers’ money.
One of the ways this plays out is that they hide behind the labyrinths that are designed into the call pathways in their Voice Response Units (VRUs). VRUs have been abused. Corporations hide behind them. It’s hard to actually reach a person or hold a person accountable for something.
And now, with executives getting rid of entry-level jobs in customer service, they seek to cut costs further as they implement AI-based systems…which rarely give us what we’re looking for.
But even in written communications, times seem to be changing…and not for the better. I had a customer service rep write me a letter recently (regarding an incident with our daughter’s experience at a blood lab). But in the letter, she didn’t even provide her last name or a direct phone # in her correspondence. This would NEVER have happened in business letters back in the day — her last name would have been present, for sure — and likely a direct phone #. This isn’t her fault. It’s her leadership’s fault. BTW, the issue was passed along to the lab’s leadership…and she closed her ticket out. But there was no mention of an actual fix or resolution. Nice hand washing job, don’t you think?
Another case in point. This time, involving Apple. (BTW, I’ve been a long-time Apple fan…until the last several years. They have lost some of their focus on customer service.) I wanted to ask a question about a purchase that showed up on our Visa bill from apple.com/bill. Do you think I could find an 800# to talk with someone at Apple? Nope. You can try to find things via their online-based support systems, but often their documentation doesn’t match up with one’s devices. I couldn’t even use their chat feature — their systems told me that their chat feature wasn’t available (and it was 11:30am EST).
I’m sure if you thought about it, you could come up with your own recent examples of poor customer service experiences — or examples of companies that you did business with who didn’t deliver what they said they would deliver.
The issue runs deeper than we think. It actually has to do with whether people actually care about each other or not. And here in America, actually caring about others seems to be in short supply.
Putting college on the fast track — from hechingerreport.org by Jon Marcus
As students grow impatient, colleges try three-year bachelor’s degrees
Some colleges and the accreditors and states that oversee them are adding and approving three-year bachelor’s degrees that require fewer credits than the traditional four-year kind.
Institutions facing enrollment declines hope the new three-year degrees will attract students unwilling to spend the usual amount of time and money that it takes to graduate. States need those graduates to fill jobs.
Nearly 60 universities and colleges are planning, considering or have already launched reduced-credit, three-year bachelor’s degrees in some disciplines. They’re calling them “applied” or “career-focused” bachelor’s degrees.
While earning bachelor’s degrees with fewer credits may appeal to some students, the idea is so new that there’s a key unanswered question: whether employers, graduate schools and licensing agencies will accept them.
From DSC:
Given the often high price of obtaining a degree these days…whether it’s a 4-year program or a 3-year program, the key is whether a student can get a good job coming out of that program. I think the required time doesn’t help as much as making the necessary changes to offer more responsive curricula, relevant programs, and real-world learning experiences (including apprenticeships and internships). I appreciate the experiment to lower the overall costs, but like so many other “innovations,” it’s playing at the fringes. It’s really the same old, same old — just on a shorter time frame.
At current prices, families are FORCED to consider employment prospects. They are demanding a ROI, because they have to.
I was at a meeting earlier this year with other parents and family members who were interested in a particular program at a Michigan-based university. One set of parents really wanted to know if their student would be getting a good job coming out of the program. They didn’t want to take a second mortgage out if the investment wasn’t going to pay off.
Also see:
Want Students to Build a Healthier Relationship With Technology? Start With The Arts — from techlearning.com by Adrianna Marshall
Arts classrooms demonstrate what technology integration at its best can look like
But at a moment defined by rapid AI adoption and ongoing debates about screen time, the argument for protecting and investing in arts education needs to take on a new tone. The arts continue to be one of the most effective places in school for students to build healthier, more intentional relationships with technology.
In short, in the age of AI, we need the arts more than ever.
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Digital composition software, notation tools, and recording platforms allow students to experiment, revise, and refine their ideas in ways that would have been far more time-consuming a decade ago. Students can layer tracks, hear immediate playback, annotate their own scores, and collaborate across devices. The same is true in other contexts besides music; in visual arts, for instance, a variety of digital drawing and painting platforms enable students to practice with new mediums, styles, and techniques without having to worry about supplies or messes. But in either case, the core intellectual work of looking and listening critically, understanding structure, and making aesthetic choices remains entirely human and part of the learning.
From DSC:
I agree. At one of my previous positions, I spent 10 years supervising a digital studio — helping professors and students use a variety of applications to create things. The applications were from Adobe, Apple, and a variety of smaller vendors. The deliverables could be graphics, edited soundtracks, music, videos, flyers, posters, collages, edited photographs, presentations, websites, and more. I longed for people to discover the power of multimedia to communicate their messages, tell stories, stir emotion, powerfully engage themselves (and others), and unleash their creativity.
There were several obstacles to our digital studio being more impactful at that institution. It was under the IT department, not the academic side of the house. It was in the basement of the library, where few students and faculty traveled. During those years, it was highly uncommon for faculty members to require multimedia-based assignments — so many students had to WANT to develop these skills on their own time. The majority of students didn’t see the value in developing the types of digital skills that we were trying to build…or they didn’t have the time.
Also relevant/see:
This $10K AI School Promises to Future-Proof Your Career — from builtin.com by Matthew Urwin
Khan Academy, TED and ETS are starting a new program to equip students and professionals with the skills to thrive in an increasingly AI-driven economy. Here’s what you need to know.
Summary: The Khan TED Institute is a higher-education program that will teach students and workers how to use AI through interactive learning. The program’s AI-centric curriculum is an unproven approach, though, casting doubt on whether it will actually improve learning outcomes and career prospects.
Higher education might be on the verge of a radical overhaul to bring it up to speed in the age of artificial intelligence. At the TED2026 conference, Khan Academy, TED and ETS announced that they’re partnering to establish the Khan TED Institute — a new program that reorients the college curriculum around AI. By joining forces, the education technology trio aims to develop an alternative to traditional universities that better tracks student progress, teaches more relevant skills and provides a more personalized learning experience.
Accessibility is another major tenet of the Khan TED Institute. Its virtual nature allows anyone with an internet connection to participate in the program and makes it easier for students to move at their preferred pace. And because its curriculum prioritizes competency over course credits, advanced learners can complete the program in a shorter period. Time isn’t the only thing students can save on, either: The Institute promises a bachelor’s degree for less than $10,000, offering a much more affordable alternative to the typical four-year degree.
From DSC:
Faculty senates don’t do well with this pace of change. But to their credit, few organizations can begin to deal with this pace of change.
