digital video

The Impact of Storytelling on Learning — from campustechnology.com by Ruth Reynard
The benefits of storytelling in teaching and learning are well established — and digital tools can help make stories more interactive, boost engagement, and convey ideas more effectively. Here’s how to make the most of technology and sidestep common mistakes in the use of storytelling for learning.

Excerpts:

Research.com provides a lot of helpful information on digital storytelling, including a breakdown of the tools and media used to tell stories or present ideas: audio capture devices (e.g. microphones and voice recorders), image capture devices (such as digital cameras and scanners), computers (with multimedia capabilities and ample storage), and digital media software (for creating and editing image, video, and audio).
…
While digital tools evolve rapidly, there are several useful tools listed for teachers and students by Med Kharbach (2022). These include:

- StoryboardThat – this storyboard design tool helps to support good design and planning for effective storytelling.
- Canva – this provides already developed templates to use in any story design and development.
- Adobe Spark – useful if you are already familiar with Adobe products.

Beyond Courses: Instructional Approaches in 2022 — from learningguild.com by Jane Bozarth

Excerpts (emphasis DSC):

In researching “upskilling for L&D practitioners” earlier this year, Learning Guild members were asked what they feel has been the biggest shift in their work over time: While technology has driven much change, sometimes seemingly exponentially, nearly everyone talked about a different sort of shift. This was true even of those who landed on the younger end of the experience spectrum. According to respondents, the biggest change is the move away from the idea that the primary role of L&D is to create “courses.” Technology changed and became easier to use, enabling development of myriad digital solutions. As noted in that report, respondents viewed this change as welcome and positive.
…
When asked what other types of content respondents created to be delivered OUTSIDE of a traditional course, the most common responses were creating video and job aids/performance support materials. Microlearning and curated content were also frequently mentioned, and curated collections of existing material was popular with those engaged in traditional design.

Also relevant/see:

Games, Organizing, & Motivation: ID Links 10/25/22 — from christytuckerlearning.com by Christy Tucker
Curated links on games built in Twine, storytelling, organization, useful tools, motivation, and transitioning from teaching to ID.

From DSC:
Under the Storytelling and CYOA books section, it was interesting to see the Random Plot Generator, where Christy wrote: “A writing prompt tool to generate two characters, a setting, situation, theme, and character action. This could be a fun way to start scenarios if you’re feeling stuck. h/t Jean Marrapodi.”

I thought this might be a good tool for developing writers, improv actors, and likely others as well! 🙂

Also from Christy Tucker, see:

Voice Over and Video in Branching Scenarios
When should you use voice over and video in branching scenarios? Use them for stable content and when multimedia improve skill transfer.

If the content is very stable and unlikely to change much over time, voice over might make sense in a branching scenario. Investing in creating video also makes more sense for more stable content and skills than for something that changes every 6 months.

“The HundrED Global Collection 2023” + 7 other items re: the K-12 learning ecosystem

On 10/26/2022, in 21st century, Africa, architecture, art, Artificial Intelligence/Agents/LLMs/and Related, Asia, assessment, Australia, blended learning, Canada, collaboration, communications, communities of practice, creativity, design, Design Thinking, digital audio, digital storytelling, digital video, drama/theater, education, education technology, educational games / serious games, engagement / engaging students, entrepreneurship, ethics, Europe, experimentation, global / globalization, health, India, innovation, K-12 related, languages and translation, leadership, learning ecosystem, marketing/social marketing, mathematics, morals/values, more voice more choice more control, multimedia, music, online learning, personalized/customized learning, platforms, productivity / tips and tricks, professional development, programming, project-based learning, reading, real-world assignments, robotics, social media, society, storytelling, strategy, student-related, teachers, tools, UK, United States, vendors, by Daniel Christian

HundrED Global Collection 2023 — from hundred.org
Meet the 100 most impactful innovations that are changing the face of education in a post-COVID world.

Excerpt:

The year 2022 has been a year to look to the future, as the global education conversation moves again toward themes of education transformation and the futures of education. The 100 innovations selected for this year’s global collection are impacting the lives of over 95 million students worldwide. The collection highlights the important role of teachers in education innovation; the continued need for students to develop 21st century skills, including social and emotional learning; an increasing focus on student wellbeing and mental health; and equity in education.

For more information, download the full Global Collection 2023 report.
You can also browse the innovation pages of the selected innovators here.
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From DSC:
Here’s an excerpt of the email I received today from EducationHQ out of Australia — though I think it applies here in the United States as well:

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Amplify and value teachers’ voice in education policymaking: researchers — from educationhq.com
Amplify and value teachers’ voice in education policymaking: researchers

Excerpt:

Monash University’s Teachers’ Perceptions of their Work Survey has revealed teachers’ waning satisfaction in their role and highlighted their…

Also from educationhq.com

Teachers changed my life: Trauma-informed education shows kids they matter — from educationhq.com by Beck Thompson
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Nonprofit Bringing Businesses to Life in the Classroom — to the Tune of $400,000 — from the74million.org by Tim Newcomb
Making candles out of crayons, building birdhouses, fashioning furniture: Real World Scholars has helped 50,000 students become entrepreneurs

Not much entices a second grader to skip out on recess to get back to schoolwork. But excitement around a classroom-run business can do just that, especially when it means creating candles out of crayons and selling them in the local community.

Students design their ideal urban home in My ArchiSchool exhibition — from dezeen.com

Excerpt:

Promotion: fifty-two students presented digital designs and architectural models of their ideal home as part of Hong Kong-based education institute My ArchiSchool’s latest exhibition. As part of the exhibition, My ArchiSchool students were asked to design their ideal home within an urban environment. The exhibition, which took place on 2 October 2022 at the Sky100 on the 100th floor of the International Commerce Centre in Hong Kong, showcased photomontages of digital designs presented alongside physical models.

5 Resources that help students become digital citizens — from rdene915.com by Rachelle Dene Poth

Excerpt:

We need to create opportunities for students to become more digitally aware and literate, and to be responsible when using technology. There are many ways to do this, depending on our content area and grade level. We can model best practices for our students, bring in a specific digital citizenship curriculum to guide them through their learning, or use digital tools and resources available to have students explore and create.

Helping students learn to safely navigate what has become a highly digital world is something that we are all responsible for. Students need to be aware of the impact of their posts online, how to create and manage social accounts and protect their information, and how to properly access and use resources they obtain through technology.

3 Reasons School and District Leaders Should Get on Social Media — from edweek.org by Marina Whiteleather

Excerpt:

School and district leaders can—and should—be using social media in their work.

That’s the message shared by Stephanie McConnell, a superintendent in the Hawkins Independent School District in Texas, and Salome Thomas-El, a K-8 principal in Delaware, during an Education Week K-12 Essentials forum on Oct. 13.

At the event, McConnell and Thomas-El provided insights and advice for school leaders who are hesitant to post on certain social platforms or unsure how to use them.

Updated Creative Cloud helps you create with precision and speed and collaborate seamlessly [Belsky]

On 10/19/2022, in Adobe, collaboration, content development, aggregation, repositories, creativity, design, digital audio, digital photography, digital storytelling, digital video, graphics, tools, vendors, by Daniel Christian

Updated Creative Cloud helps you create with precision and speed and collaborate seamlessly — from blog.adobe.com by Scott Belsky

Excerpt:

Over the past few years, creative expression has become a widespread desire. From new social media platforms to our efforts to stand out in school, or at work through our ideas, creativity has become a vital skill for everyone. Our teams at Adobe are on a mission to outfit everyone to create.

The latest version of Adobe Creative Cloud, released [on 10/18/22] at Adobe MAX, includes innovations that support creativity for all.

Also relevant/see:

Opening Keynote of Adobe Max 2022 — from adobe.com by various

Student Preference for Online Learning Up 220% Since Pre-Pandemic — from campustechnology.com by Rhea Kelly

Excerpt:

According to a recent Educause survey, the number of students expressing preferences for courses that are mostly or completely online has increased 220% since the onset of the pandemic, from 9% in 2020 (before March 11) to 29% in 2022. And while many students still prefer learning mostly or completely face-to-face, that share has dropped precipitously from 65% in 2020 to 41% this year.

“These data point to student demand for online instructional elements, even for fully face-to-face courses,” Educause stated.

Also relevant/see:

A Surge in Young Undergrads, Fully Online — from insidehighered.com by Susan D’Agostino
Tens of thousands of 18- to 24-year-olds are now enrolling at Western Governors, Southern New Hampshire and other national online institutions. Does this represent a change in student behavior?

How Long Should a Branching Scenario Be?— from christytuckerlearning.com by Christy Tucker
How long should a branching scenario be? Is 45 minutes too long? Is there an ideal length for a branching scenario?

Excerpt:

Most of the time, the branching scenarios and simulations I build are around 10 minutes long. Overall, I usually end up at 5-15 minutes for branching scenarios, with interactive video scenarios being at the longer end.

From DSC:
This makes sense to me, as (up to) 6 minutes turned out to be an ideal length for videos.

Excerpt from Optimal Video Length for Student Engagement — from blog.edx.org

The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content. Finally, certificate-earning students engaged more with videos, presumably because they had greater motivation to learn the material. (These findings appeared in a recent Wall Street Journal article, An Early Report Card on Massive Open Online Courses and its accompanying infographic.)

The take-home message for instructors is that, to maximize student engagement, they should work with instructional designers and video producers to break up their lectures into small, bite-sized pieces.

What might the ramifications be for text-to-everything? [Christian]

On 10/11/2022, in 21st century, 24x7x365 access, A/V -- audio/visual, art, Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communications, communities of practice, community colleges, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, drama/theater, e-books, e-publishing related items (EPUB and more), education, education technology, elearning, emerging technologies, engagement / engaging students, experimentation, face-to-face, faculty/staff, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, IT in HE, K-12 related, languages and translation, law schools, learner profiles, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, legal technologies, media/film, Metaverse, microlearning, Mixed Reality (MR), more voice more choice more control, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, online learning, online media, online tutoring, platforms, podcasting, presentations, productivity / tips and tricks, publishing, smart classrooms, smart/connected TV, story, storytelling, streams of content, teachers, teaching & learning, teaching online, technologies for your home, technology (general), telecommunications, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, training / L&D, transmedia, trends, United States, universities, usability, user experience (UX), vendors, videoconferencing, Virtual courts and law firms, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, wearables, web-based collaboration, Web3, webinars, workplace, by Daniel Christian

From DSC:

We can now type in text to get graphics and artwork.
We can now type in text to get videos.
There are several tools to give us transcripts of what was said during a presentation.
We can search videos for spoken words and/or for words listed within slides within a presentation.

Allie Miller’s posting on LinkedIn (see below) pointed these things out as well — along with several other things.

This raises some ideas/questions for me:

What might the ramifications be in our learning ecosystems for these types of functionalities? What affordances are forthcoming? For example, a teacher, professor, or trainer could quickly produce several types of media from the same presentation.
What’s said in a videoconference or a webinar can already be captured, translated, and transcribed.
Or what’s said in a virtual courtroom, or in a telehealth-based appointment. Or perhaps, what we currently think of as a smart/connected TV will give us these functionalities as well.
How might this type of thing impact storytelling?
Will this help someone who prefers to soak in information via the spoken word, or via a podcast, or via a video?
What does this mean for Augmented Reality (AR), Mixed Reality (MR), and/or Virtual Reality (VR) types of devices?
Will this kind of thing be standard in the next version of the Internet (Web3)?
Will this help people with special needs — and way beyond accessibility-related needs?
Will data be next (instead of typing in text)?

Hmmm….interesting times ahead.

Artificial Intelligence in Video Production [Anderson]

On 10/09/2022, in 21st century, art, Artificial Intelligence/Agents/LLMs/and Related, creativity, design, digital storytelling, digital video, experimentation, Facebook / Meta Platforms, Google, graphics, media/film, storytelling, by Daniel Christian

Artificial Intelligence in Video Production — from provideocoalition.com by Iain Anderson

Introduction

Artificial Intelligence has promised so much for so long, and in many ways, it’s been less than perfect. Siri doesn’t quite understand what you’re asking; Google Translate can’t yet seamlessly bridge the gap between languages, and navigation software still doesn’t always offer an accurate route. But it’s getting pretty good. While a variety of AI-based technologies have been improving steadily over the past several years, it’s the recent giant strides made in image generation that’s potentially groundbreaking for post production professionals. Here, I’ll take you through the ideas behind the tech, along with specific examples of how modern, smart technology will change your post workflow tomorrow, or could today.

Also relevant/see:

Google’s newest AI generator creates HD video from text prompts — from arstechnica.com by Benj Edwards
Not to be outdone by Meta, Google’s AI generator can output 1280×768 HD video at 24 fps.
Google demos two new text-to-video AI systems, focusing on quality and length — from theverge.com by James Vincent

OpenAI Says DALL-E Is Generating Over 2 Million Images a Day—and That’s Just Table Stakes [Dorrier]

On 10/04/2022, in 21st century, 24x7x365 access, A/V -- audio/visual, Artificial Intelligence/Agents/LLMs/and Related, design, digital video, disruption, emerging technologies, Facebook / Meta Platforms, graphics, media/film, open courseware and systems, vendors, by Daniel Christian

OpenAI Says DALL-E Is Generating Over 2 Million Images a Day—and That’s Just Table Stakes — from singularityhub.com by Jason Dorrier

Excerpt:

The venerable stock image site, Getty, boasts a catalog of 80 million images. Shutterstock, a rival of Getty, offers 415 million images. It took a few decades to build up these prodigious libraries.

Now, it seems we’ll have to redefine prodigious. In a blog post last week, OpenAI said its machine learning algorithm, DALL-E 2, is generating over two million images a day. At that pace, its output would equal Getty and Shutterstock combined in eight months. The algorithm is producing almost as many images daily as the entire collection of free image site Unsplash.

And that was before OpenAI opened DALL-E 2 to everyone.

Here’s a look at what DALL·E 2 can do. ???

Want to see more? Follow along on Instagram: https://t.co/eKejIFxWdn

— OpenAI (@OpenAI) April 6, 2022

From DSC:
Further on down that Tweet is this example image — wow!
.

.

On the video side of things, also relevant/see:

Meta’s new text-to-video AI generator is like DALL-E for video — from theverge.com by James Vincent
Just type a description and the AI generates matching footage

A sample video generated by Meta’s new AI text-to-video model, Make-A-Video. The text prompt used to create the video was “a teddy bear painting a portrait.” Image: Meta

From DSC:
Hmmm…I wonder…how might these emerging technologies impact copyrights, intellectual property, and/or other types of legal matters and areas?

Lessons Learned from Six Years of Podcasting — from derekbruff.org by Derek Bruff

Excerpt:

Last month on Twitter, I shared some of the many, many things I’ve learned from podcast guests over the last six years. I encourage you to check out that thread and listen to a few of my favorite episodes. Here on the blog, I’d like to share a few more general reflections about what I learned through producing Leading Lines.

Finally, one lesson that the podcast reinforced for me is that faculty and other instructors want to hear stories. Sure, a peer-reviewed journal article on the impact of some teaching practice is useful, but some of those can focus too much on assessment and not enough on the practice itself. Hearing a colleague talk about their teaching, the choices they’ve made, why they made those choices, what effects those choices have had on student learning… that can be both inspirational and intensely practical for those seeking to improve their teaching. A big part of Leading Lines was finding instructors with compelling stories and then letting them shine during our interviews.

Speaking of digital audio, also relevant/see:

With Audiobooks Launching in the U.S. Today, Spotify Is the Home for All the Audio You Love — from newsroom.spotify.com by

Excerpt:

Adding an entirely new content format to our service is no small feat. But we’ve done it before with podcasts, and we’re excited to now do the same with audiobooks.
…
Just as we did with podcasting, this will introduce a new format to an audience that has never before consumed it, unlocking a whole new segment of potential listeners. This also helps us support even more kinds of creators and connect them with fans that will love their art—which makes this even more exciting.

Addendum on 9/30/22:

8 TIME-SAVING TIPS FOR TEACHING WITH PODCASTS – EASY EDTECH PODCAST 182 — from classtechtips.com by Dr. Monica Burns

Moving from program effectiveness to organizational implications [Walter]

On 09/22/2022, in business, corporate / business world, corporate universities / corporate training, digital learning, digital video, elearning, organizational change, training / L&D, by Daniel Christian

Moving from program effectiveness to organizational implications — from chieflearningofficer.com by Rachel Walter

Excerpt:

To summarize, begin by ensuring that you are able to add business value. Do this by designing solutions specific to the known business problem to achieve relevance through adding value. Build credibility through these successes and expand your network and business acumen. Use the expanding business knowledge to begin gathering information about leading and lagging indicators of business success. Build some hypotheses and start determining where to find data related to your hypotheses.

More than looking at data points, look for trends across the data and communicate these trends to build upon them. It’s critical to talk about your findings and communicate what you are seeing. By continuing to drive business value, you can help others stop looking at data that does not truly matter in favor of data that directly affects the organization’s goals.

Also, from the corporate learning ecosystem:

Creating Better Video For Learning, Part 1 — from elearningindustry.com by Patti Shank

Summary:

This is the first article in a series about what evidence (research) says about creating better video for learning. It discusses the attributes of media and technologies for digital or blended instruction, selecting content and social interactions, and the strengths and challenges of video.

Reflections on “To improve outcomes for students, we must improve support for faculty” [Wiley]

On 09/12/2022, in A/V -- audio/visual, adjunct faculty, Alternatives, animation, CMS/LMS, collaboration, colleges, community colleges, content development, aggregation, repositories, cost of getting a degree, Daniel S. Christian, design, digital audio, digital learning, digital video, education technology, faculty/staff, future of higher education, game-changing environment, higher education, instructional design, law schools, learning, Learning Experience Design, learning theories, library / librarians, online learning, online media, professional development, research, teaching & learning, United States, universities, by Daniel Christian

To Improve Outcomes for Students, We Must Improve Support for Faculty — from campustechnology.com by Dr. David Wiley
The doctoral programs that prepare faculty for their positions often fail to train them on effective teaching practices. We owe it to our students to provide faculty with the professional development they need to help learners realize their full potential.

Excerpts:

Why do we allow so much student potential to go unrealized? Why are well-researched, highly effective teaching practices not used more widely?

The doctoral programs that are supposed to prepare them to become faculty in physics, philosophy, and other disciplines don’t require them to take a single course in effective teaching practices.

The entire faculty preparation enterprise seems to be caught in a loop, unintentionally but consistently passing on an unawareness that some teaching practices are significantly more effective than others. How do we break this cycle and help students realize their full potential as learners?

From DSC:
First of all, I greatly appreciate the work of Dr. David Wiley. His career has been dedicated to teaching and learning, open educational resources, and more. I also appreciate and agree with what David is saying here — i.e., that professors need to be taught how to teach as well as what we know about how people learn at this point in time.

For years now, I’ve been (unpleasantly) amazed that we hire and pay our professors primarily for their research capabilities — vs. their teaching competence. At the same time, we continually increase the cost of tuition, books, and other fees. Students have the right to let their feet do the walking. As the alternatives to traditional institutions of higher education increase, I’m quite sure that we’ll see that happen more and more.

While I think that training faculty members about effective teaching practices is highly beneficial, I also think that TEAM-BASED content creation and delivery will deliver the best learning experiences that we can provide. I say this because multiple disciplines and specialists are involved, such as:

Subject Matter Experts (i.e., faculty members)
Instructional Designers
Graphic Designers
Web Designers
Learning Scientists; Cognitive Learning Researchers
Audio/Video Specialists and Learning Space Designers/Architects
CMS/LMS Administrators
Programmers
Multimedia Artists who are skilled in working with digital audio and digital video
Accessibility Specialists
Librarians
Illustrators and Animators
and more

The point here is that one person can’t do it all — especially now that the expectation is that courses should be offered in a hybrid format or in an online-based format. For a solid example of the power of team-based content creation/delivery, see this posting.

One last thought/question here though. Once a professor is teaching, are they open to working with and learning from the Instructional Designers, Learning Scientists, and/or others from the Teaching & Learning Centers that do exist on their campus? Or do they, like many faculty members, think that such people are irrelevant because they aren’t faculty members themselves? Oftentimes, faculty members look to each other and don’t really care what support is offered (unless they need help with some of the technology.)

Also relevant/see:

The unasked question about the student loan bailout: What’s colleges’ responsibility? — from hechingerreport.org by Jon Marcus
Schools that benefit from all that debt share almost no accountability for poor returns

What if smart TVs’ new killer app was a next-generation learning-related platform? [Christian]

On 09/06/2022, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business, change, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, Design Thinking, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-publishing related items (EPUB and more), education, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, legislatures / government / legal, liberal arts, library / librarians, lifelong learning, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, personalized/customized learning, platforms, second screen apps, skills, smart classrooms, smart/connected TV, social learning / networks, society, staying relevant, strategy, streams of content, surviving, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, training / L&D, transmedia, trends, ubiquitous learning, United States, universities, user experience (UX), vendors, videoconferencing, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, Web3, webinars, by Daniel Christian

TV makers are looking beyond streaming to stay relevant — from protocol.com by Janko Roettgers and Nick Statt

Excerpts:

The search for TV’s next killer app
TV makers have some reason to celebrate these days: Streaming has officially surpassed cable and broadcast as the most popular form of TV consumption; smart TVs are increasingly replacing external streaming devices; and the makers of these TVs have largely figured out how to turn those one-time purchases into recurring revenue streams, thanks to ad-supported services.
…
What TV makers need is a new killer app. Consumer electronics companies have for some time toyed with the idea of using TV for all kinds of additional purposes, including gaming, smart home functionality and fitness. Ad-supported video took priority over those use cases over the past few years, but now, TV brands need new ways to differentiate their devices.

Turning the TV into the most useful screen in the house holds a lot of promise for the industry. To truly embrace this trend, TV makers might have to take some bold bets and be willing to push the envelope on what’s possible in the living room.

From DSC:
What if smart TVs’ new killer app was a next-generation learning-related platform? Could smart TVs deliver more blended/hybrid learning? Hyflex-based learning?
.

.

Or what if smart TVs had to do with delivering telehealth-based apps? Or telelegal/virtual courts-based apps?

Top Tools for Learning 2022 [Jane Hart]

On 09/02/2022, in adjunct faculty, Adobe, adult learning, Africa, Asia, Australia, blogs / blogging / vlogging, Bring your own device (BYOD), Canada, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, design, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, e-publishing related items (EPUB and more), education, education technology, educational games / serious games, elearning, engagement / engaging students, Europe, experimentation, face-to-face, faculty/staff, Google, graphics, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), instructional design, interactivity, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, library / librarians, lifelong learning, love of learning, Microsoft, multimedia, new media literacies, online learning, participation, personalized/customized learning, platforms, play, podcasting, presentations, productivity / tips and tricks, professional development, RSS, simulations, social learning / networks, social media, society, storytelling, streams of content, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, trends, UK, United States, universities, vendors, videoconferencing, visualizing information, web design and production, workplace, by Daniel Christian

Top tools for learning 2022 — from toptools4learning.com by Jane Hart

Excerpt:

In fact, it has become clear that whilst 2021 was the year of experimentation – with an explosion of tools being used as people tried out new things, 2022 has been the year of consolidation – with people reverting to their trusty old favourites. In fact, many of the tools that were knocked off their perches in 2021, have now recovered their lost ground this year.

Also somewhat relevant/see:

Tech & Learning Names Winners of the Best for Back to School 2022 Awards — from techlearning.com
The best education technology tools and solutions for back to school 2022

15 technical skills employers look for in 2022 [Dale]

On 07/27/2022, in 21st century, analytics, Artificial Intelligence/Agents/LLMs/and Related, business, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, digital video, marketing/social marketing, mathematics, platforms, programming, research, skills, social media, UK, workplace, by Daniel Christian

15 technical skills employers look for in 2022 — from wikijob.co.uk by Nikki Dale

Excerpts:

A technical skill is the ability to carry out a task associated with technical roles such as IT, engineering, mechanics, science or finance. A typical technical skill set might include programming, the analysis of complex figures or the use of specific tools.

Technical skills are sometimes referred to as ‘hard skills’ because you can learn how to do them and, in some cases, get qualified or at least certified.
…
Some technical skills employers are looking for include:

Learning Ecosystems

Beyond Courses: Instructional Approaches in 2022 [Bozarth]

Updated Creative Cloud helps you create with precision and speed and collaborate seamlessly [Belsky]

Moving from program effectiveness to organizational implications [Walter]

Reflections on “To improve outcomes for students, we must improve support for faculty” [Wiley]

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