Presentation Translator for PowerPoint — from Microsoft (emphasis below from DSC:)

Presentation Translator breaks down the language barrier by allowing users to offer live, subtitled presentations straight from PowerPoint. As you speak, the add-in powered by the Microsoft Translator live feature, allows you to display subtitles directly on your PowerPoint presentation in any one of more than 60 supported text languages. This feature can also be used for audiences who are deaf or hard of hearing.

 

Additionally, up to 100 audience members in the room can follow along with the presentation in their own language, including the speaker’s language, on their phone, tablet or computer.

 

From DSC:
Up to 100 audience members in the room can follow along with the presentation in their own language! Wow!

Are you thinking what I’m thinking?! If this could also address learners and/or employees outside the room as well, this could be an incredibly powerful piece of a next generation, global learning platform! 

Automatic translation with subtitles — per the learner’s or employee’s primary language setting as established in their cloud-based learner profile. Though this posting is not about blockchain, the idea of a cloud-based learner profile reminds me of the following graphic I created in January 2017.

A couple of relevant quotes here:

A number of players and factors are changing the field. Georgia Institute of Technology calls it “at-scale” learning; others call it the “mega-university” — whatever you call it, this is the advent of the very large, 100,000-plus-student-scale online provider. Coursera, edX, Udacity and FutureLearn (U.K.) are among the largest providers. But individual universities such as Southern New Hampshire, Arizona State and Georgia Tech are approaching the “at-scale” mark as well. One could say that’s evidence of success in online learning. And without question it is.

But, with highly reputable programs at this scale and tuition rates at half or below the going rate for regional and state universities, the impact is rippling through higher ed. Georgia Tech’s top 10-ranked computer science master’s with a total expense of less than $10,000 has drawn more than 10,000 qualified majors. That has an impact on the enrollment at scores of online computer science master’s programs offered elsewhere. The overall online enrollment is up, but it is disproportionately centered in affordable scaled programs, draining students from the more expensive, smaller programs at individual universities. The dominoes fall as more and more high-quality at-scale programs proliferate.

— Ray Schroeder

 

 

Education goes omnichannel. In today’s connected world, consumers expect to have anything they want available at their fingertips, and education is no different. Workers expect to be able to learn on-demand, getting the skills and knowledge they need in that moment, to be able to apply it as soon as possible. Moving fluidly between working and learning, without having to take time off to go to – or back to – school will become non-negotiable.

Anant Agarwal

 

From DSC:
Is there major change/disruption ahead? Could be…for many, it can’t come soon enough.

 

 

EdTechs and Instructional Designers—What’s the Difference? — from er.educause.edu by Pat Reid

Excerpt:

Both edtechs and instructional designers (IDs) work with computer systems and programs, yet their actual duties differ from traditional IT tasks. The resulting confusion over what edtechs and IDs do—and how the two roles differ—is rampant, not least in the sector that needs them most: higher education.

 

Can online learning help higher ed reverse its tuition spiral? — from edsurge.com by Robert Ubell (Columnist)

Excerpt:

Classic economic theory predicts that when demand falls, so do prices. But when it comes to the price of college in the past few decades, it’s been just the other way around.

As data from the National Student Clearinghouse Center shows, tuition has escalated even as enrollments fell.

 

 

The dispiriting result is that half of all low-income high school graduates, cowed by sticker shock, don’t even bother to fill-out applications to go to college. A report by the American Council on Education concludes: “The rapid price increases in recent years, especially in the public college sector, may have led many students—particularly low-income students—to think that college is out of reach financially.”

 

Still, colleges that have devoted imagination and commitment show that even with the financial stranglehold in which most schools are locked, the spiral can actually be arrested.

College leaders need to recognize that prices have shot up too far. In the next budget cycle, as they face their treacherous spreadsheets—and before they add yet another percentage point to next year’s tuition—they must act to roll back the perilous climb.

 

 

Virtual classes shouldn’t be cringeworthy. Here are 5 tips for teaching live online — from edsurge.com by Bonni Stachowiak (Columnist)

Excerpt:

Dear Bonni: I’m wanting to learn about best practices for virtual courses that are “live” (e.g., using a platform like Zoom). It differs both from face-to-face classroom learning and traditional (asynchronous) online courses. I’d love to know about resources addressing this learning format. —Keith Johnson. director of theological development at Cru. My team facilitates and teaches graduate-level theological courses for a non-profit.

Teaching a class by live video conference is quite different than being in person with a room full of students. But there are some approaches we can draw from traditional classrooms that work quite well in a live, online environment.

Here are some recommendations for virtual teaching…

 

 

Creating an Immersive, Global Experience for Business Education — from campustechnology.com by Meg Lloyd
The University of Oxford’s Saïd Business School is using cutting-edge videoconferencing technology to connect students and academic scholars in a truly global classroom.

 

 

Fall 2017 Top 30 Largest Online Enrollments in US – With LMS Usage and Trends Since 2012 — from mfeldstein.com by Phil Hill

Excerpt:

Finally, it’s worth looking at the top 30 trend over time. Obviously the University of Phoenix is no longer the 800 pound gorilla in distance education, with two not-for-profits – Western Governors University and Southern New Hampshire University – poised to overtake Phoenix in the next year or two. This view also shows the tendency for most institutions to top out at approximately 60,000 students, but this may be changing with the three counter-examples above as well as Grand Canyon University.

 

 

Robots won’t replace instructors, 2 Penn State educators argue. Instead, they’ll help them be ‘more human.’ — from edsurge.com by Tina Nazerian

Excerpt:

Specifically, it will help them prepare for and teach their courses through several phases—ideation, design, assessment, facilitation, reflection and research. The two described a few prototypes they’ve built to show what that might look like.

 

Also see:

The future of education: Online, free, and with AI teachers? — from fool.com by Simon Erickson
Duolingo is using artificial intelligence to teach 300 million people a foreign language for free. Will this be the future of education?

Excerpts:

While it might not get a lot of investor attention, education is actually one of America’s largest markets.

The U.S. has 20 million undergraduates enrolled in colleges and universities right now and another 3 million enrolled in graduate programs. Those undergrads paid an average of $17,237 for tuition, room, and board at public institutions in the 2016-17 school year and $44,551 for private institutions. Graduate education varies widely by area of focus, but the average amount paid for tuition alone was $24,812 last year.

Add all of those up, and America’s students are paying more than half a trillion dollars each year for their education! And that doesn’t even include the interest amassed for student loans, the college-branded merchandise, or all the money spent on beer and coffee.

Keeping the costs down
Several companies are trying to find ways to make college more affordable and accessible.

 

But after we launched, we have so many users that nowadays if the system wants to figure out whether it should teach plurals before adjectives or adjectives before plurals, it just runs a test with about 50,000 people. So for the next 50,000 people that sign up, which takes about six hours for 50,000 new users to come to Duolingo, to half of them it teaches plurals before adjectives. To the other half it teaches adjectives before plurals. And then it measures which ones learn better. And so once and for all it can figure out, ah it turns out for this particular language to teach plurals before adjectives for example.

So every week the system is improving. It’s making itself better at teaching by learning from our learners. So it’s doing that just based on huge amounts of data. And this is why it’s become so successful I think at teaching and why we have so many users.

 

 

From DSC:
I see AI helping learners, instructors, teachers, and trainers. I see AI being a tool to help do some of the heavy lifting, but people still like to learn with other people…with actual human beings. That said, a next generation learning platform could be far more responsive than what today’s traditional institutions of higher education are delivering.

 

 

Affordable and at-scale — from insidehighered.com by Ray Schroeder
Affordable degrees at scale have arrived. The momentum behind this movement is undeniable, and its impact will be significant, Ray Schroeder writes.

Excerpt (emphasis DSC):

How many times have we been told that major change in our field is on the near horizon? Too many times, indeed.

The promises of technologies and practices have fallen short more often than not. Just seven years ago, I was part of the early MOOC movement and felt the pulsating potential of teaching thousands of students around the world in a single class. The “year of the MOOC” was declared in 2012. Three years later, skeptics declared that the MOOC had died an ignominious death with high “failure” rates and relatively little recognition by employers.

However, the skeptics were too impatient, misunderstood the nature of MOOCs and lacked the vision of those at Georgia Tech, the University of Illinois, Arizona State University, Coursera, edX and scores of other institutions that have persevered in building upon MOOCs’ premises to develop high-quality, affordable courses, certificates and now, degrees at scale.

No, these degrees are not free, but they are less than half the cost of on-campus versions. No, they are not massive in the hundreds of thousands, but they are certainly at large scale with many thousands enrolled. In computer science, the success is felt across the country.

 

Georgia Tech alone has enrolled 10,000 students over all in its online master’s program and is adding thousands of new students each semester in a top 10-ranked degree program costing less than $7,000. Georgia Tech broke the new ground through building collaborations among several partners. Yet, that was just the beginning, and many leading universities have followed.

 

 

Also see:

Trends for the future of education with Jeff Selingo — from steelcase.com
How the future of work and new technology will make place more important than ever.

Excerpt:

Selingo sees artificial intelligence and big data as game changers for higher education. He says AI can free up professors and advisors to spend more time with students by answering some more frequently-asked questions and handling some of the grading. He also says data can help us track and predict student performance to help them create better outcomes. “When they come in as a first-year student, we can say ‘People who came in like you that had similar high school grades and took similar classes ended up here. So, if you want to get out of here in four years and have a successful career, here are the different pathways you should follow.’”

 

 

 

Reflections on “Are ‘smart’ classrooms the future?” [Johnston]

Are ‘smart’ classrooms the future? — from campustechnology.com by Julie Johnston
Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.

Excerpt:

To achieve these goals, we are investigating smart solutions that will:

  • Untether instructors from the room’s podium, allowing them control from anywhere in the room;
  • Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
  • Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
  • Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
  • Deliver these features through a simple, user-friendly and reliable room/technology interface.

Activities included collaborative brainstorming focusing on these questions:

  • What else can we do to create the classroom of the future?
  • What current technology exists to solve these problems?
  • What could be developed that doesn’t yet exist?
  • What’s next?

 

 

 

From DSC:
Though many peoples’ — including faculty members’ — eyes gloss over when we start talking about learning spaces and smart classrooms, it’s still an important topic. Personally, I’d rather be learning in an engaging, exciting learning environment that’s outfitted with a variety of tools (physically as well as digitally and virtually-based) that make sense for that community of learners. Also, faculty members have very limited time to get across campus and into the classroom and get things setup…the more things that can be automated in those setup situations the better!

I’ve long posted items re: machine-to-machine communications, voice recognition/voice-enabled interfaces, artificial intelligence, bots, algorithms, a variety of vendors and their products including Amazon’s Alexa / Apple’s Siri / Microsoft’s Cortana / and Google’s Home or Google Assistant, learning spaces, and smart classrooms, as I do think those things are components of our future learning ecosystems.

 

 

 

Reflections on “Inside Amazon’s artificial intelligence flywheel” [Levy]

Inside Amazon’s artificial intelligence flywheel — from wired.com by Steven Levy
How deep learning came to power Alexa, Amazon Web Services, and nearly every other division of the company.

Excerpt (emphasis DSC):

Amazon loves to use the word flywheel to describe how various parts of its massive business work as a single perpetual motion machine. It now has a powerful AI flywheel, where machine-learning innovations in one part of the company fuel the efforts of other teams, who in turn can build products or offer services to affect other groups, or even the company at large. Offering its machine-learning platforms to outsiders as a paid service makes the effort itself profitable—and in certain cases scoops up yet more data to level up the technology even more.

It took a lot of six-pagers to transform Amazon from a deep-learning wannabe into a formidable power. The results of this transformation can be seen throughout the company—including in a recommendations system that now runs on a totally new machine-learning infrastructure. Amazon is smarter in suggesting what you should read next, what items you should add to your shopping list, and what movie you might want to watch tonight. And this year Thirumalai started a new job, heading Amazon search, where he intends to use deep learning in every aspect of the service.

“If you asked me seven or eight years ago how big a force Amazon was in AI, I would have said, ‘They aren’t,’” says Pedro Domingos, a top computer science professor at the University of Washington. “But they have really come on aggressively. Now they are becoming a force.”

Maybe the force.

 

 

From DSC:
When will we begin to see more mainstream recommendation engines for learning-based materials? With the demand for people to reinvent themselves, such a next generation learning platform can’t come soon enough!

  • Turning over control to learners to create/enhance their own web-based learner profiles; and allowing people to say who can access their learning profiles.
  • AI-based recommendation engines to help people identify curated, effective digital playlists for what they want to learn about.
  • Voice-driven interfaces.
  • Matching employees to employers.
  • Matching one’s learning preferences (not styles) with the content being presented as one piece of a personalized learning experience.
  • From cradle to grave. Lifelong learning.
  • Multimedia-based, interactive content.
  • Asynchronously and synchronously connecting with others learning about the same content.
  • Online-based tutoring/assistance; remote assistance.
  • Reinvent. Staying relevant. Surviving.
  • Competency-based learning.

 

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

 

 

 

 

 

 

 

We’re about to embark on a period in American history where career reinvention will be critical, perhaps more so than it’s ever been before. In the next decade, as many as 50 million American workers—a third of the total—will need to change careers, according to McKinsey Global Institute. Automation, in the form of AI (artificial intelligence) and RPA (robotic process automation), is the primary driver. McKinsey observes: “There are few precedents in which societies have successfully retrained such large numbers of people.”

Bill Triant and Ryan Craig

 

 

 

Also relevant/see:

Online education’s expansion continues in higher ed with a focus on tech skills — from educationdive.com by James Paterson

Dive Brief:

  • Online learning continues to expand in higher ed with the addition of several online master’s degrees and a new for-profit college that offers a hybrid of vocational training and liberal arts curriculum online.
  • Inside Higher Ed reported the nonprofit learning provider edX is offering nine master’s degrees through five U.S. universities — the Georgia Institute of Technology, the University of Texas at Austin, Indiana University, Arizona State University and the University of California, San Diego. The programs include cybersecurity, data science, analytics, computer science and marketing, and they cost from around $10,000 to $22,000. Most offer stackable certificates, helping students who change their educational trajectory.
  • Former Harvard University Dean of Social Science Stephen Kosslyn, meanwhile, will open Foundry College in January. The for-profit, two-year program targets adult learners who want to upskill, and it includes training in soft skills such as critical thinking and problem solving. Students will pay about $1,000 per course, though the college is waiving tuition for its first cohort.

 

 

 

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