DC: In the future…will there be a “JustWatch” or a “Suppose” for learning-related content?

DC: In the future...will there be a JustWatch or a Suppose for learning-related content?

 

 

Top eLearning Gamification Companies 2019 — from elearningindustry.com by Christopher Pappas

Excerpt:

The Top Performing eLearning Gamification Companies 2019
As community leaders, here at eLearning Industry, we have evaluated hundreds of eLearning content development companies in the past. As we are constantly on the lookout for new advancements and trends in the eLearning field that are relevant to the industry, we decided to take a very close look at outstanding providers of gamification. We have focused on prestige, influence, application of gamification tools, activity in the eLearning field, gamification innovations, and many more subcategories.

For the list of the Top eLearning Gamification Companies 2019, we chose and ranked the best gamification companies based on the following 7 criteria:

  • Gamification eLearning quality
  • Customer reviews
  • eLearning expertise
  • Niche specialization on gamification
  • Gamification industry innovation
  • Company’s social responsibility
  • Gamification features and capabilities
 

Reflections on “DIY Mindset Reshaping Education” [Schaffhauser]

DIY Mindset Reshaping Education — from campustechnology.com by Dian Schaffhauser

Excerpt:

A do-it-yourself mindset is changing the face of education worldwide, according to new survey results. Learners are “patching together” their education from a “menu of options,” including self-teaching, short courses and bootcamps, and they believe that self-service instruction will become even more prevalent for lifelong learning. In the United Sates specifically, 84 percent of people said learning would become even more self-service the older they get.

Among those who have needed to reskill in the last two years to continue doing their jobs, 42 percent found information online and taught themselves and 41 percent took a course or training offered by their employers, a professional association or bootcamp, compared to just 28 percent who pursued a professional certification program, 25 percent who enrolled in a university-level degree program or 12 percent who did nothing.

If people had to learn something new for their career quickly, they said they would be more likely turn to a short training program (47 percent), followed by access to a free resource such as YouTube, Lynda.com or Khan Academy (33 percent). A smaller share (20 percent) would head to an accredited university or college.

 

From DSC:
This is why the prediction from Thomas Frey carries weight and why I’ve been tracking a new learning platform for the 21st century. Given:

  • The exponential pace of technological change occurring in many societies throughout the globe

  • That emerging technologies are game-changers in many industries
  • That people will need to learn about those emerging technologies and how to leverage/use them <– if they want to remain marketable/employed
  • That people need to reinvent themselves quickly, efficiently, and cost-effectively
  • That many people can’t afford the time nor the funding necessary these days to acquire a four-year higher ed degree
  • That running new courses, programs, etc. through committees, faculty senates, etc. takes a great deal of time…and time is something we no longer have (given this new pace of change)

…there needs to be a new, up-to-date, highly responsive, inexpensive learning-related platform for the 21st century. I call this learning platform of the future, “Learning from the Living [Class] Room.” And while it requires subject matter experts / humans in significant ways, AI and other technologies will be embedded throughout such a platform.

 



 

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

source

 

Addendum on 9/18/19:

For $400 per course, students will be able to gain access to course videos that are cinematically filmed and taught by “some of the brightest minds in academia.” Outlier.org students will also have access to problem sets, one-on-one tutoring and assessments proctored through artificial intelligence.

 

 

Is virtual reality the future of online learning? — from builtin.com by Stephen Gossett; with thanks to Dane Lancaster for his tweet on this (see below)
Education is driving the future of VR more than any other industry outside of gaming. Here’s why virtual reality gets such high marks for tutoring, STEM development, field trips and distance education.

 

 

 

10 Must-Have Elements in a Structured Online Learning Journey [Infographic] — from blog.commlabindia.com

Excerpt:

Haven’t we all heard that it’s always about the journey and not the destination? It’s the same for learning as well. Simply dumping content in an online format doesn’t make learning effective. What matters is designing and developing content, keeping in mind adult learning principles and strong instructional design.

If learning has to be an enriching experience, work on crafting a memorable learning journey. Wondering how to do this?

 

A Snapshot of Instructional Design: Talking Points for a Field in Transition — from er.educause.edu by Whitney Kilgore, Patrice Torcivia and Laura Gogia

Excerpt:

The resurgence of learning engineering as a concept and professional role in higher education has exacerbated tensions within the field of instructional design related to job titles, responsibilities, and position within academic institutions.

 

“World-class instructional designers can help one institution differentiate itself from others in the online learning market. I think that realization is driving the conversation on instructional design in many institutions.”

“Today, we need instructional designers who are equally fluent in learning design, faculty professional development, research methods, and technology,” Bowen elaborated. “They must be able to partner with faculty to create, experiment, and publish innovative approaches to teaching and learning. Unfortunately, this looks a lot different than what we have in many instructional design units right now.”

Kyle Bowen, director of innovation at Penn State

 

DSC: Holy smokes!!! How might this be applied to education/learning/training in the 21st century!?!

DC: Holy smokes!!! How might this be applied to education/learning/training in the 21st century!?!

 

“What if neither distance nor language mattered? What if technology could help you be anywhere you need to be and speak any language? Using AI technology and holographic experiences this is possible, and it is revolutionary.”

 

 

Also see:

Microsoft has a wild hologram that translates HoloLens keynotes into Japanese — from theverge.com by
Azure and HoloLens combine for a hint at the future

Excerpt:

Microsoft has created a hologram that will transform someone into a digital speaker of another language. The software giant unveiled the technology during a keynote at the Microsoft Inspire partner conference [on 7/17/19] in Las Vegas. Microsoft recently scanned Julia White, a company executive for Azure, at a Mixed Reality capture studio to transform her into an exact hologram replica.

The digital version appeared onstage to translate the keynote into Japanese. Microsoft has used its Azure AI technologies and neural text-to-speech to make this possible. It works by taking recordings of White’s voice, in order to create a personalized voice signature, to make it sound like she’s speaking Japanese.

 

 

 

Bigscreen TV launches with 50+ channels of video content — from vrscout.com by Allison Hollender

Excerpts:

Bigscreen, an immersive social platform that allows you to access your computer in VR, aims to continue revolutionizing the TV viewing experience with Bigscreen TV — a VR streaming experience that opens up access to over 50 major television providers.


“With Bigscreen, users can watch a Netflix show or a Twitch stream in an IMAX-like virtual movie theater,” Bigscreen reports. This means users from around the world can gather together to watch big championship games or their favorite shows with their friends as though they are together on the same couch.

 

How might immersive techs like those found in BigScreen TV impact teaching and learning related experiences?

 

From DSC:
Interesting…how might technologies and vendors like Bigscreen TV impact learning-related experiences? Hmmm….time will tell.

 

Reflections on “Clay Shirky on Mega-Universities and Scale” [Christian]

Clay Shirky on Mega-Universities and Scale — from philonedtech.com by Clay Shirky
[This was a guest post by Clay Shirky that grew out of a conversation that Clay and Phil had about IPEDS enrollment data. Most of the graphs are provided by Phil.]

Excerpts:

Were half a dozen institutions to dominate the online learning landscape with no end to their expansion, or shift what Americans seek in a college degree, that would indeed be one of the greatest transformations in the history of American higher education. The available data, however, casts doubt on that idea.

Though much of the conversation around mega-universities is speculative, we already know what a mega-university actually looks like, one much larger than any university today. It looks like the University of Phoenix, or rather it looked like Phoenix at the beginning of this decade, when it had 470,000 students, the majority of whom took some or all of their classes online. Phoenix back then was six times the size of the next-largest school, Kaplan, with 78,000 students, and nearly five times the size of any university operating today.

From that high-water mark, Phoenix has lost an average of 40,000 students every year of this decade.

 

From DSC:
First of all, I greatly appreciate both Clay’s and Phil’s thought leadership and their respective contributions to education and learning through the years. I value their perspectives and their work.  Clay and Phil offer up a great article here — one worth your time to read.  

The article made me reflect on what I’ve been building upon and tracking for the last decade — a next generation ***PLATFORM*** that I believe will represent a powerful piece of a global learning ecosystem. I call this vision, “Learning from the Living [Class] Room.” Though the artificial intelligence-backed platform that I’m envisioning doesn’t yet fully exist — this new era and type of learning-based platform ARE coming. The emerging signs, technologies, trends — and “fingerprints”of it, if you will — are beginning to develop all over the place.

Such a platform will:

  • Be aimed at the lifelong learner.
  • Offer up major opportunities to stay relevant and up-to-date with one’s skills.
  • Offer access to the program offerings from many organizations — including the mega-universities, but also, from many other organizations that are not nearly as large as the mega-universities.
  • Be reliant upon human teachers, professors, trainers, subject matter experts, but will be backed up by powerful AI-based technologies/tools. For example, AI-based tools will pulse-check the open job descriptions and the needs of business and present the top ___ areas to go into (how long those areas/jobs last is anyone’s guess, given the exponential pace of technological change).

Below are some quotes that I want to comment on:

Not nothing, but not the kind of environment that will produce an educational Amazon either, especially since the top 30 actually shrank by 0.2% a year.

 

Instead of an “Amazon vs. the rest” dynamic, online education is turning into something much more widely adopted, where the biggest schools are simply the upper end of a continuum, not so different from their competitors, and not worth treating as members of a separate category.

 

Since the founding of William and Mary, the country’s second college, higher education in the U.S. hasn’t been a winner-take-all market, and it isn’t one today. We are not entering a world where the largest university operates at outsized scale, we’re leaving that world; 

 

From DSC:
I don’t see us leaving that world at all…but that’s not my main reflection here. Instead, I’m not focusing on how large the mega-universities will become. When I speak of a forthcoming Walmart of Education or Amazon of Education, what I have in mind is a platform…not one particular organization.

Consider that the vast majority of Amazon’s revenues come from products that other organizations produce. They are a platform, if you will. And in the world of platforms (i.e., software), it IS a winner take all market. 

Bill Gates reflects on this as well in this recent article from The Verge:

“In the software world, particularly for platforms, these are winner-take-all markets.

So it’s all about a forthcoming platform — or platforms. (It could be more than one platform. Consider Apple. Consider Microsoft. Consider Google. Consider Facebook.)

But then the question becomes…would a large amount of universities (and other types of organizations) be willing to offer up their courses on a platform? Well, consider what’s ALREADY happening with FutureLearn:

Finally…one more excerpt from Clay’s article:

Eventually the new ideas lose their power to shock, and end up being widely copied. Institutional transformation starts as heresy and ends as a section in the faculty handbook. 

From DSC:
This is a great point. Reminds me of this tweet from Fred Steube (and I added a piece about Western Telegraph):

 

Some things to reflect upon…for sure.

 
 

 

The World’s First Full in VR Semester Course Taught by Survios CTO — from medium.com by Rahel Demant

Excerpt:

VR First is excited to announce its strategic partnership with Axon Park?—?the world’s first educational campus in VR. To kick things off, they are running a full semester course taught in VR. Launching this fall, the course will teach expert-level Unreal Engine VR development, taught remotely by Survios CTO and Co-Founder Alex Silkin with support from the Unreal Engine team.

To enable Axon Park’s commitment to diversity and inclusion through immersive education, VR First has signed a strategic partnership with Axon Park, an organization which maintains the largest network of VR lab enabled universities and science parks internationally. Together, Axon Park and VR First are announcing a needs-based scholarship program that will provide students with low cost or free access to VR hardware and resources through their partner network of 850 universities. With their expertise in VR/AR workforce education and regional tech cluster facilities, VR First is the international distribution partner for Axon Park training solutions to universities, businesses and governments.

 

 

Also see:

Axon Park -- in fall 2019, delivering the world’s first full in VR semester course

 

 
 

Blockchain: The move from freedom to the rigid, dominant system in learning — from oeb.global by Inge de Waard
In this post Inge de Waard gives an overview of current Blockchain options from industry and looks at its impact on universities as well as philosophises on its future.

Excerpt:

I mentioned a couple of Blockchain certification options already, but an even more advanced blockchain in learning example has entered on my radar too. It is a Russian implementation called Disciplina. This platform combines education (including vocational training), recruiting (comparable with what LinkedIn is doing with its economic graph) and careers for professionals. All of this is combined into a blockchain solution that keeps track of all the learners’ journey. The platform includes not only online courses as we know it but also coaching. After each training, you get a certificate.

TeachMePlease, which is a partner of Disciplina, enables teachers and students to find each other for specific professional training as well as curriculum-related children’s schooling. Admittedly, these initiatives are still being rolled out in terms of courses, but it clearly shows where the next learning will be located: in an umbrella above all the universities and professional academies. At present, the university courses are being embedded into course offerings by corporations that roll out a layer post-university, or post-vocational schooling.

Europe embraces blockchain, as can be seen with their EU Blockchain observatory and forum. And in a more national action, Malta is storing their certifications in a blockchain nationwide as well. We cannot deny that blockchain is getting picked up by both companies and governments. Universities have been piloting several blockchain certification options, and they also harbour some of the leading voices in the debate on blockchain certification.

 

Also see:

AI in education -- April 2019 by Inge de Waard

Future proof learning -- the Skills 3.0 project

 

Also see:

  • 7 blockchain mistakes and how to avoid them — from computerworld.com by Lucas Mearian
    The blockchain industry is still something of a wild west, with many cloud service offerings and a large universe of platforms that can vary greatly in their capabilities. So enterprises should beware jumping to conclusions about the technology.
 
 

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