digital learning

Trend: Campuses moving from online to On-Demand — from ecampusnews.com by Meris Stansbury
Management expert discusses why the future for college campuses is on-demand, not just online

Excerpt (emphasis DSC):

IT experts are calling it a super storm of forces that’s changing the way a campus ecosystem operates.

First, the very foundation of student expectations is changing, with requirements for education delivery models that are more flexible and accessible than those of generations past.

Second, the higher-ed market—thanks to the economy and possibilities available via technology—is reshaping itself under new requirements for competition, delivery, funding, and outcomes.

And it’s this super storm, say experts, that’s creating the need for new business processes and strategies to better compete and retain students.

From DSC:
I don’t have data to back this up, but I also have it that student expectations are changing. (It would be great if someone out there who has some resources in this regard would post some links to such resources in the comments section.) Anecdotally, the students’ expectations of today are different from when I attended college years ago. We didn’t have the Internet back then; we didn’t have personal computing devices such as smartphones, tablets, and laptops; we didn’t work collaboratively; there were no online-based courses; we didn’t have nearly as many choices for learning at our disposal.

But taking cues from society at large and from the trends in computing, people want to connect and they want to do so on their terms — i.e., when it fits into their schedules. So I can see this sort of phenomenon picking up steam, at least for a significant subset of learners out there. In fact, it’s an underlying assumption I have in my Learning from the Living [Class] Room vision. Many of us will seek out training/education-on-demand types of resources throughout our careers — as we need them. Heutagogy, lifelong learning, and rhizomatic learning come to mind; so does the growth of Lynda.com and the growth of bootcamps/accelerated learning programs (such as flatironschool.com).

Finally, the concept of “learning hubs” is interesting in this regard, whereby a group of learners get together in a physical setting, but tap into online-based resources to help them learn about a topic/discipline. Those online-based resources could be synchronous or asynchronous. But learners come together when it works into their schedules.

Khan Academy lands on the Xbox One bringing free education videos to your TV [ Al-Riyami]

On 12/18/2014, in Daniel S. Christian, digital learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, lifelong learning, Microsoft, online learning, online media, vendors, by Daniel Christian

Excerpt from Khan Academy lands on the Xbox One bringing free education videos to your TV — from winbeta.org by Fahad Al-Riyami; with thanks to Keith W. O’Neal for posting this on Twitter

First available on the web, then on mobile devices, Khan Academy is now available on the Xbox One console too. The app provides access to thousands of educational videos on a range of different topics. The non-profit organization provides its video’s complete free of charge and makes them available to anyone in the world. No ads, and no regional restrictions.

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

Future of the Campus in a Digital World — from campusmatters.net by Michael Haggans | November 2014

Excerpts from PDF (emphasis DSC):

In the digitally driven future of higher education, three-dimensional classroom spaces still will be needed. They won’t be used in the traditional manner and they won’t be the traditional kind. They will be bigger, flatter, faster and there will need to be fewer classrooms for the same number of students.

Classes that meet on campus will need additional area per student to accommodate interactive configurations, such as those allowing group work in the flow of the traditional class period. Typically these will be flat floors allowing easy configuration changes. At the same time, these rooms must be faster, with access to robust bandwidth.

Both physical and administrative adaptations will be required. While there will be more floor area per student when in class, the number of classroom hours per degree will drop, and all the while the expectation for digital transmission capability will continue to rise. To justify the required investment, institutions will have to rethink the administration of classroom scheduling to maximize effectiveness for students and faculty, and to achieve increased utilization. These are not new or easily managed issues for higher education. The accelerating move to online instruction will expose existing weaknesses of current systems and the benefits of more strategic investments and scheduling.
…
Digital Visible
From an institutional perspective, many of the implications of digital transformation are difficult to see, lost in a thicket of business issues presenting themselves with increasing urgency. Moreover, the changes induced by digital transformation are difficult to address through traditional facilities development and capital funding processes. These transformations are not about the need for a single new – or better – building, a campus student recreation center or teaching laboratory.

This is about adjusting the performance of the whole campus to support a digitally transformed pedagogy and academic community.

…
Libraries have never been about books. They have always been about access to and use of information.
…
Make campus matter
With so much of higher education available in digital and largely asynchronous forms, the justification for a campus must derive from something more than “we have always done it this way.” Even at the most traditional institutions “on-campus time per degree” will decrease. This change in convention will make the support of increasingly limited face-to-face time of
strategic value, rather than an assumed byproduct of traditional campus life.

The future of digital [BI Intelligence]

On 12/09/2014, in 21st century, Apple, digital audio, digital learning, digital video, emerging technologies, future, generational differences, Google, media/film, Microsoft, mirroring and/or multiple devices, mobile technologies, smart/connected TV, trends, by Daniel Christian

Excerpts:

Some notes:

Google is now bigger than all newspapers, magazines and dwarfs big media
YouTube reaches more 18-34 year olds than any cable network
YouTube is closing in on broadcast-network revenue
TV now has to share attention with digital
TV still massive, digital video still a blip
Basically, Google is swallowing the world…

learningnow.tv <-- An example of a significant piece of our future learning ecosystems? Quite possibly.

On 12/01/2014, in A/V -- audio/visual, adult learning, communications, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, digital storytelling, education technology, emerging technologies, future, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interactivity, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, media/film, mobile learning, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, online learning, online media, personalized/customized learning, platforms, professional development, second screen apps, smart/connected TV, social learning / networks, streams of content, tablets, teaching & learning, technologies for your home, telepresence, television, training / L&D, transmedia, UK, using teams, web-based collaboration, by Daniel Christian

From their website: (emphasis DSC)

LEARNING NOW tv is a live-streamed internet tv channel bringing you inspirational interviews, debates and round tables, and advice and guidance on real world issues to keep you up-to date in the world of learning and development.

Membership to the channel is FREE. You will be able to interact with us on our social channel during the live stream as well as having a resource of the recorded programmes to refer to throughout the year.

Learning Now tv is run and produced by some of the L&D world’s leading experts who have many years’ experience of reporting the real-world issues for today’s learning and development professionals.

I originally saw this at Clive Sheperd’s posting:
TV very much alive for learning professionals

Also see:

This new service makes me think of some related graphics:

Addendum on 12/2/14 — from Learning TRENDS by Elliott Masie – December 2, 2014 | #857

Idea – Courses in the Air:
There were representatives from airlines, Aviation Authorities and even Panasonic – which makes the interactive movie and TV systems on long distance airplanes. So, I rolled out one of my “aha ideas” that I would love to see invented sometime: Courses in the Air.

What if a passenger could choose to take a mini-course on a 4 to 14 hour flight. It would be a MOOC in the Sky – with video, reading and interactive elements – and someday might even include a real time video chat function as well. The learner could strive to earn a “badge” or roll them up into a certificate or degree program – that they pursued over several years of flights. It would be an intriguing element to add to international travel.

History Channel bringing online courses to higher ed –from edtechmagazine.com by D. Frank Smith

Excerpt (emphasis DSC):

Television and higher education are being married through a new partnership between A&E Network’s History Channel and the University of Oklahoma.

The network has announced a 16-week, paid, online course focusing on U.S. history from 1865 to the present. The accredited course will involve video lectures produced by History Channel staff, quizzes, discussion groups and social interactions. The series is priced at $500 for college students, and $250 for lifelong learners.

Also from their press release (emphasis DSC):
History® Digital partners with the University of Oklahoma to offer the first TV network-branded online course for college credit — from historychannel.ou.edu

New York, NY (October 28, 2014) – A+E Network®’s HISTORY® Channel will partner with the University of Oklahoma to offer the very first TV Network-branded online course for transcripted college credit or for the lifelong learner. HISTORY® Channel’s United States, 1865 to the Present course enrollment will launch on October 28 at History.com/courses and will be taught by award winning teacher, OU professor, and renowned historian Steve Gillon. The announcement was made today by Dan Suratt, EVP, Digital Media, A+E Networks and University of Oklahoma President David L. Boren.

…

The groundbreaking 16-week interactive, immersive course, which will be offered during the Spring Semester, officially begins on January 12, 2015. Utilizing the strengths of both HISTORY® Channel and OU, “United States, 1865 to the Present” has been rigorously designed by an academic team from OU and will be taught by Professor Steve Gillon, the scholar-in-residence at HISTORY®Channel and professor at OU. Combining professionally-produced and engaging video lectures with quizzes, discussion groups and social interactions between student and professor, as well as selectively integrated multimedia assets from HISTORY® Channel, this course has been created to offer a singular and collaborative learning experience to a wide range of students.

From DSC:
Interesting partnership/collaboration effort here…again, this endeavor gets at the idea of using teams of specialists to create and deliver content. Also interesting here are the lower pricing structures and the idea of addressing lifelong learners.

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

Team-based content creation/delivery is pulling ahead of the pack!

On 11/04/2014, in A/V -- audio/visual, collaboration, communications, creativity, digital audio, digital learning, digital storytelling, digital video, education, education technology, educational games / serious games, higher education, immersion, innovation, interactivity, learning ecosystem, love of learning, media/film, Michigan, multimedia, online learning, participation, play, psychology, real-world assignments, relationships, religion, social learning / networks, social media, society, sociology, story, storytelling, student-related, surviving, teaching & learning, transmedia, universities, usability, user experience (UX), user interface design, using teams, web-based collaboration, by Daniel Christian

Last week I attended the 20th Annual Online Learning Consortium International Conference. While there, I was inspired by an excellent presentation entitled, “A Disruptive Innovation: MSU’s Surviving the Coming Zombie Apocalypse – Are You Ready to Survive a New Way of Learning?“ The four team members from Michigan State University included:

Glenn R. Stutzky | Course Instructor
Keesa V. Muhammad | Instructional Designer
Christopher Irvin | Instructional Designer
Hailey Mooney | Course Librarian

Check out the intro clip on the website about the course:

From the description for the presentation:

This session highlights MSU’s award winning, groundbreaking online course that fuses social theory, filmmaking, social media, and viral marketing while students survive an apocalyptic event. http://zombie.msu.edu/

MSU created and used powerful digital storytelling and multimedia to overlay real, experiential, immersive learning. Important content was relayed, but in a way that drew upon your emotions, your ability to solve problems and navigate in a world where you didn’t have all of the information, your ability to work with others, and more.

“This innovative course integrates current research and science on catastrophes and human behavior together with the idea of a zombie apocalypse. In doing so, we actively engage with students as they think about the nature, scope, and impact of catastrophic events on individuals, families, societies, civilizations, and the Earth itself.”

“Our innovative approach to teaching and learning features: students as active participants, the instructor becomes the facilitator, storytelling replaces lectures, zombies become the catalyst of teaching, a “zombrarian” (librarian) drives research, and the students emerge as digital storytellers as a way of assessing their own learning.”

Others outside MUS have found out about the course and have requested access to it. As a result of this, they’ve opened it up to non-credit seeking participants and now various people from police forces, Centers for Disease Control, and others are able to take the course. To make this learning experience even more accessible, the cost has been greatly reduced: from $1600+ to just $500. (So this talented team is not only offering powerful pedagogies, but also significant monetary contributions to the university as well.)

For me, the key thing here is that this course represents what I believe is the direction that’s starting to really pull ahead of the pack and, if done well, will likely crush most of the other directions/approaches. And that is the use of teams to create, deliver, teach, and assess content – i.e., team-based learning approaches.

So many of the sessions involved professional development for professors and teachers – and much of this is appropriate. However, in the majority of cases, individual efforts aren’t enough anymore. Few people can bring to the table what a talented, experienced group of specialists are able to bring. Individual efforts aren’t able to compete with team-based content creation and delivery anymore — and this is especially true online, whereby multiple disciplines are immediately invoked once content hits the digital realm.

In this case, the team was composed of:

The professor
Two Instructional Designers
and a librarian

The team:

Developed websites
Designed their own logo
Marketed the course w/ a zombie walking around campus w/ brochures and a walking billboard
Used a Twitter stream
Used a tool called Pensu for their students’ individual journals
Made extensive use of YouTube and digital storytelling
Coined a new acronym called MOLIE – multimedia online learning immersive experience
Used game-like features, such as the development of a code that was found which revealed key information (which was optional, but was very helpful to those who figured it out). The team made it so that the course ended differently for each group, depending upon what the teams’ decisions were through the weeks
Used some 3D apps to make movies more realistic and to create new environments
Continually presented new clues for students to investigate. Each team had a Team Leader that posted their team’s decisions on YouTube.

They encouraged us to:
THINK BIG! Get as creative as you can, and only pull back if the “suits” make you! Step outside the box! Take risks! “If an idea has life, water it. Others will check it out and get involved.”

In their case, the idea originated with an innovative, risk-taking professor willing to experiment – and who started the presentation with the following soliloquy:

Syllabi are EVIL

Syllabi are EVIL and they must die!
Listen to me closely and I’ll tell you why.
Just want students to know what is known?
See what’s been seen?
Go – where we’ve been going?
Then the Syllabus is your friend,
cuz you know exactly where you’ll end.
But if you want to go somewhere new,
see colors beyond Red, Green, and Blue.
Then take out your Syllabus and tear-it-in-half,
now uncertainty has become your path.
Be not afraid because you’ll find,
the most amazing things from Creative Minds,
who have been set free to FLY,
once untethered from the Syllabi.

Glenn Stutzky
Premiered at the 2014
Online Learning Consortium International Conference
October 29, 2014

“The number of infected in Michigan has reached critical mass.” CSM Quintero #sw290 pic.twitter.com/F6m8ZaoRyG

— MSU Zombie (@MSUZombies) June 19, 2014

They started with something that wasn’t polished, but it’s been an iterative approach over the semesters…and they continue to build on it.

I congratulated the team there — and do so again here. Excellent, wonderful work!

By the way, what would a creative movie-like trailer look like for your course?

Millennials move TV content beyond the TV set — from statista.com by Felix Richter

Excerpt:

You will find more statistics at Statista

From DSC:
Why post this here?

Because as expectations around where people are going to get their entertainment-related content change, so will new doors open for where they will get their educationally-related content.

.

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

iBeacons, sensors, & similar M2M communications: Connecting the physical world with the digital world

On 10/16/2014, in 21st century, 24x7x365 access, blended learning, communications, corporate universities / corporate training, Daniel S. Christian, digital learning, digital storytelling, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, face-to-face, ideas, innovation, interactivity, internet, IT in HE, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, library / librarians, machine-to-machine communications, mobile learning, mobile technologies, Near Field Communication (NFC), participation, pedagogy, platforms, play, second screen apps, smart classrooms, tablets, teaching & learning, tools, training / L&D, trends, ubiquitous learning, universities, user experience (UX), wearables, workplace, by Daniel Christian

From DSC:
iBeacons, sensors, & similar machine-to-machine (M2M) communications: Connecting the physical world with the digital world while opening up enormous possibilities for education & training-related applications.

DanielChristian-Combining-Digital-Physical-Worlds-Oct2014

Companies creating their own academies/schools: 2 recent examples

On 10/13/2014, in corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, digital learning, disruption, future of higher education, game-changing environment, higher education, innovation, online learning, pace of change, personalized/customized learning, training / L&D, workplace, by Daniel Christian

From DSC:
Last week, I ran across 2 postings that involved companies creating their own platforms and methods of educating and training folks — especially for their own industry and their own business needs. They were:

A relevant aside/excerpt from Learning TRENDS by Elliott Masie – October 10, 2014 | #851 – Updates on Learning, Business & Technology

Stephen Colbert – “Appointment TV” – Carol Burnett Perspective: Last night, a fun convergence happened between the Stephen Colbert TV Show, Learning, Carol Burnnett and Appointment TV.

As you may know, MASIE Productions is co-producing Love Letters – Starring Carol Burnett starting tomorrow on Broadway. She was interviewed on the Colbert TV Show and asked about the change in how people watch and consume media and content.

Stephen Colbert noted that when her show was on decades ago, she had 50 million viewers each week for the Carol Burnett Show. Carol noted:

* Every Saturday night there were these shows on in row: Archie Bunker, MASH, Mary Tyler Moore, Bob Newhart, Carol Burnett

* She joked that, back then – in 1967 – “There was only 1 channel on TV” – though there were only a few 🙂

* But, she said that the difference was that it was “APPOINTMENT TELEVISION” – People made a plan, to sit together with family and friends, and watch a show together – as others did at the same time around the country.

I loved her phrase “APPOINTMENT TELEVISION”. In relates directly to Learning. Much of what we did, for decades, was “APPOINTMENT TRAINING” – a parallel to the same trend in the workplace. But, now the shift is towards many – many – more options – and viewer/learner freedom to choose when, what, how long and how often.

Also see:

Is innovation outpacing education? — from techpageone.dell.com by Dmitry Sheynin
Futurist Thomas Frey believes ‘micro-colleges’ will educate the workforce of the future.

What if we were to combine “If This Then That” with iBeacons/sensors?

On 10/08/2014, in 21st century, active learning, Apple, Augmented Reality (AR), Bring your own device (BYOD), convergence, corporate universities / corporate training, creativity, Daniel S. Christian, digital learning, digital storytelling, education technology, emerging technologies, engagement / engaging students, experimentation, higher education, human-computer interaction (HCI), ideas, innovation, intelligent tutoring, interaction design, interactivity, K-12 related, learning ecosystem, learning hubs & pods & microschooling, learning spaces, machine-to-machine communications, mobile learning, mobile technologies, multimedia, participation, project-based learning, second screen apps, smart classrooms, teaching & learning, technology (general), tools, training / L&D, transmedia, ubiquitous learning, usability, user experience (UX), user interface design, vendors, wearables, by Daniel Christian

From DSC:
I’m thinking out loud again…

What if were were to be able to take the “If This Then That (IFTTT)” concept/capabilities and combine it with sensor-based technologies? It seems to me that we’re at the very embryonic stages of some very powerful learning scenarios, scenarios that are packed with learning potential, engagement, intrigue, interactivity, and opportunities for participation.

For example, what would happen if you went to one corner of the room, causing an app on your mobile device to launch and bring up a particular video to review? Then, after the viewing of the video, a brief quiz appears after that to check your understanding of the video’s main points. Then, once you’ve submitted the quiz — and it’s been received by system ABC — this triggers an unexpected learning event for you.

Combining the physical with the digital…

Establishing IFTTT-based learning playlists…

Building learning channels…learning triggers…learning actions…

Setting a schedule of things to do for a set of iBeacons over a period of time (and being able to save that schedule of events for “next time”).

Hmmm…there’s a lot of potential here!

Now throw augmented reality, wearables, and intelligent tutoring into the equation! Whew!

We need to be watching out for how machine-to-machine (M2M) communications can be leveraged in the classrooms and training programs across the globe.

One last thought here…
How are we changing our curricula to prepare students to leverage the power of the Internet of Things (IoT)?

How an interactive book, ‘Alice,’ is making $70K a week on iOS [Cheredar]

On 09/30/2014, in Apple, art, cloud-based computing / apps / other cloud-related, digital learning, digital storytelling, education technology, Google, interactivity, K-12 related, mobile learning, multi-touch, multimedia, participation, storytelling, user experience (UX), by Daniel Christian

.

Excerpt:

Alice is presented as a mobile app, but it’s technically a book that can be read on iPads and Android tablets. The story is based on the classic Alice’s Adventures In Wonderland by Lewis Carroll, and it features beautiful illustrations you can interact with by touching the tablet screen, as well as an engaging narrator reading each page.

“Regular e-books have limitations, and I wanted to create a new level of engagement. I wanted to combine interactive experience along with film ‘feel,’” Paletz said in an interview. “The application is an art book, a conceptual book, and an educational book all in one, so it has something for everyone.”

From DSC: With a shout out to
Laura Devaney who posted this on Twitter.

iBeacons in the classroom and on campus

On 09/29/2014, in 21st century, Daniel S. Christian, digital learning, higher education, human-computer interaction (HCI), ideas, innovation, K-12 related, learning hubs & pods & microschooling, learning spaces, machine-to-machine communications, mobile learning, mobile technologies, Near Field Communication (NFC), tablets, tools, by Daniel Christian

From DSC:
The bridging of the physical world with the digital world presents many powerful scenarios for learning. Via the use of iBeacons (or similar devices), one could imagine students going to different places within a learning space and having a variety of relevant items and applications automatically open on their mobile devices.

Examples:

In a chemistry lab, students could go to the supplies area and see a video or a PDF listing of what they need for that day’s experiment — also taking in any warnings of the use of the equipment (hazardous materials, use of fire, etc.); then they could go to the hands-on lab area, and if they’ve struggled to do the experiment for _______ minutes, they could watch the first __ steps (or the experiment in its entirety); finally, the last area would initiate a webpage, video, or blog that summarizes what they should have learned and experienced if the lab was properly done
.
In an art gallery, the iBeacons could initiate a video from the artist on a particular piece, explaining what they were trying to achieve, what materials they used, how long it took them to create/design, and any inspirational messages that they want to relay to budding artists
.
On campus tours, iBeacons could control what takes place on a school’s Virtual Tour app
.

This video by Paul Hamilton captures a bit of what I’m trying to get at w/ the use of iBeacons in the classroom:
https://www.youtube.com/watch?v=S04viOYnSg4&feature=youtu.be&app=desktop

Also see:

Building Applications with iBeacon
http://shop.oreilly.com/product/0636920033813.do

Other resources to check out:

Getting Started with iBeacon — from apple.com
Introduction to iBeacon
iBeacon for developers — from apple.com
http://www.fosbury.co/beacon-comparison
Beacons at the museum: Pacific Science Center to roll out location-based Mixby app next month — from geekwire.com by Todd Bishop
Aerohive Networks Delivers World’s First iBeacon™ and AltBeacon™ – Enabled Enterprise Wi-Fi Access Points
Building Proximity Applications with iBeacon — from shop.oreilly.com ß does this look like something you all could do/want to do?
http://blog.fosbury.co/the-exciting-impacts-of-ios8-on-ibeacon
iBeacon and Education: Bringing Beacons to the Classroom
storify.com/Jason_Smith/
beekn.net
The blog out at roamable.ca
Creating an iBeacon proximity feature for mLearning — from roamable.ca
The Future of iBeacon: Trends for the Year Ahead – from beekn.net guest post by Stefan Wolpers

Stephen Downes: ‘This is the next era of learning’ — from online-educa.com

Excerpts:

This year we are building on work we have undertaken over the last few years to develop and deploy the next generation of learning technologies, which we are calling ‘learning and performance support systems’. This is the outcome of an internal prototype called Plearn – ‘Personal Learning Environment and Research Network’ – and develops the idea of learning support based on personal and individual needs. This is not simply ‘personalised’ learning, it is a step beyond that. Rather than offering a customised version of some generic offering, we propose to enable each learner to develop their own custom programme from the ground up.

Our application, which launches in a limited beta September 30, provides individual learners with the tools and support necessary to access learning from any number of providers – not just educational institutions, but also their friends and mentors, their current and future employers, community and social programmes, and much more. Built on current and evolving learning technology standards, it provides access to MOOCs, to traditional learning management systems, to stand-alone courses and software, and even to the world of the Internet of things.

At the core of LPSS is a system we call the ‘personal learning record’ (PLR). A person’s LPSS system keeps track of everything related to learning – exercises followed, tests taken, games and simulations attempted, work read – and stores that all in a single location. In this way, unlike a learning management system, it combines data from the learning environment, the work environment and even the social environment, thus enabling adaptive learning software to close the loop between learning and performance. The PLR is also combined with a learner’s personal library and their personal e-portfolio, and links to credentials offered by and stored by learning institutions, employers, and social network activities, such as badges.

Also see:

With a shout out to
Ana Cristina Pratas for her Scoop on this

Also see:

Learning Ecosystems

Khan Academy lands on the Xbox One bringing free education videos to your TV [ Al-Riyami]

Future of the Campus in a Digital World [Haggans]

The future of digital [BI Intelligence]

History Channel bringing online courses to higher ed [Smith]

Millennials move TV content beyond the TV set [Richter]

Companies creating their own academies/schools: 2 recent examples

Categories

Tags