Cut the curriculum — from willrichardson.com by Will Richardson

Excerpt:

Here’s an idea: A Minimal Viable Curriculum (MVC). That’s what Christian Talbot over at Basecamp is proposing, and I have to say, I love the idea.

He writes: “What if we were to design MVCs: Minimum Viable Curricula centered on just enough content to empower learners to examine questions or pursue challenges with rigor? Then, as learners go deeper into a question or challenge, they update their MVC…which is pretty much how learning happens in the real world.”

The key there to me is that THEY update their MVC. That resonates so deeply; it feels like that’s what I’m doing with my learning each day as I read about and work with school leaders who are thinking deeply about change.

 

When we pursue questions that matter to us, rigor is baked in.

 

From DSC:
I love the idea of giving students — as they can handle it — more choice, more control. So anytime around 8th-12th grade, I say we turn much more control over to the students, and let them make more choices on what they want to learn about. We should at least try some experiments along these lines.

 

 

As everyone in the workforce is now required to be a lifelong learner, our quality of life goes much higher if we actually enjoy learning. As I think about it, I have often heard an adult (especially middle age and older) say something like, “I hated school, but now, I love to learn.”

Plus, I can easily imagine greater engagement with the materials that students choose for themselves, as well as increased attention spans and higher motivation levels.

Also, here’s a major shout out to Will Richardson, Bruce Dixon, Missy Emler and Lyn Hilt for the work they are doing at ModernLearners.com.

 

Check out the work over at Modern Learners dot com

 

 

On one hand XR-related technologies
show some promise and possibilities…

 

The AR Cloud will infuse meaning into every object in the real world — from venturebeat.com by Amir Bozorgzadeh

Excerpt:

Indeed, if you haven’t yet heard of the “AR Cloud”, it’s time to take serious notice. The term was coined by Ori Inbar, an AR entrepreneur and investor who founded AWE. It is, in his words, “a persistent 3D digital copy of the real world to enable sharing of AR experiences across multiple users and devices.”

 

Augmented reality invades the conference room — from zdnet.com by Ross Rubin
Spatial extends the core functionality of video and screen sharing apps to a new frontier.

 

 

The 5 most innovative augmented reality products of 2018 — from next.reality.news by Adario Strange

 

 

Augmented, virtual reality major opens at Shenandoah U. next fall — from edscoop.com by by Betsy Foresman

Excerpt:

“It’s not about how virtual reality functions. It’s about, ‘How does history function in virtual reality? How does biology function in virtual reality? How does psychology function with these new tools?’” he said.

The school hopes to prepare student for careers in a field with a market size projected to grow to $209.2 billion by 2022, according to Statista. Still at its advent, Whelan compared VR technology to the introduction of the personal computer.

 

VR is leading us into the next generation of sports media — from venturebeat.com by Mateusz Przepiorkowski

 

 

Accredited surgery instruction now available in VR — from zdnet.com by Greg Nichols
The medical establishment has embraced VR training as a cost-effective, immersive alternative to classroom time.

 

Toyota is using Microsoft’s HoloLens to build cars faster — from cnn.comby Rachel Metz

From DSC:
But even in that posting the message is mixed…some pros…some cons. Some things going well for XR-related techs…but for other things, things are not going very well.

 

 

…but on the other hand,
some things don’t look so good…

 

Is the Current Generation of VR Already Dead? — from medium.com by Andreas Goeldi

Excerpt:

Four years later, things are starting to look decidedly bleak. Yes, there are about 5 million Gear VR units and 3 million Sony Playstation VR headsets in market, plus probably a few hundred thousand higher-end Oculus and HTC Vive systems. Yes, VR is still being demonstrated at countless conferences and events, and big corporations that want to seem innovative love to invest in a VR app or two. Yes, Facebook just cracked an important low-end price point with its $200 Oculus Go headset, theoretically making VR affordable for mainstream consumers. Plus, there’s even more hype about Augmented Reality, which in a way could be a gateway drug to VR.

But it’s hard to ignore a growing feeling that VR is not developing as the industry hoped it would. So is that it again, we’ve seen this movie before, let’s all wrap it up and wait for the next wave of VR to come along about five years from now?

There are a few signs that are really worrying…

 

 

From DSC:
My take is that it’s too early to tell. We need to give things more time.

 

 

 

From DSC:
Not too long ago, I really enjoyed watching a program on PBS regarding America’s 100 most-loved books, entitled, “The Great American Read.”

 

Watch “The Grand Finale”

 

While that’s not the show I’m talking about, it got me to thinking of one similar to it — something educational, yet entertaining. But also, something more.

The program that came to my mind would be a program that’s focused on significant topics and issues within American society — offered up in a debate/presentation style format. 

For example, you could have different individuals, groups, or organizations discuss the pros and cons of an issue or topic. The show would provide contact information for helpful resources, groups, organizations, legislators, etc.  These contacts would be for learning more about a subject or getting involved with finding a solution for that problem.

For example, how about this for a potential topic: Grades or no grades?
  • What are the pros and cons of using an A-F grading system?
  • What are the benefits and issues/drawbacks with using grades? 
  • How are we truly using grades Do we use them to rank and compare individuals, schools, school systems, communities? Do we use them to “weed people out” of a program?
  • With our current systems, what “product” do we get? Do we produce game-players or people who enjoy learning? (Apologies for some of my bias showing up here! But my son has become a major game-player and, likely, so did I at his age.)
  • How do grades jibe with Individualized Education Programs (IEPs)? On one hand…how do you keep someone moving forward, staying positive, and trying to keep learning/school enjoyable yet on the other hand, how do you have those grades mean something to those who obtain data to rank school systems, communities, colleges, programs, etc.?
  • How do grades impact one’s desire to learn throughout one’s lifetime?

Such debates could be watched by students and then they could have their own debates on subjects that they propose.

Or the show could have journalists debate college or high school teams. The format could sometimes involve professors and deans debating against researchers. Or practitioners/teachers debating against researchers/cognitive psychologists. 

Such a show could be entertaining, yet highly applicable and educational. We would probably all learn something. And perhaps have our eyes opened up to a new perspective on an issue.

Or better yet, we might actually resolve some more issues and then move on to address other ones!

 

 

Combining retrieval, spacing, and feedback boosts STEM learning — from retrievalpractice.org

Punchline:
Scientists demonstrated that when college students used a quizzing program that combined retrieval practice, spacing, and feedback, exam performance increased by nearly a letter grade.

—-

Abstract
The most effective educational interventions often face significant barriers to widespread implementation because they are highly specific, resource intense, and/or comprehensive. We argue for an alternative approach to improving education: leveraging technology and cognitive science to develop interventions that generalize, scale, and can be easily implemented within any curriculum. In a classroom experiment, we investigated whether three simple, but powerful principles from cognitive science could be combined to improve learning. Although implementation of these principles only required a few small changes to standard practice in a college engineering course, it significantly increased student performance on exams. Our findings highlight the potential for developing inexpensive, yet effective educational interventions that can be implemented worldwide.

In summary, the combination of spaced retrieval practice and required feedback viewing had a powerful effect on student learning of complex engineering material. Of course, the principles from cognitive science could have been applied without the use of technology. However, our belief is that advances in technology and ideas from machine learning have the potential to exponentially increase the effectiveness and impact of these principles. Automation is an important benefit, but technology also can provide a personalized learning experience for a rapidly growing, diverse body of students who have different knowledge and academic backgrounds. Through the use of data mining, algorithms, and experimentation, technology can help us understand how best to implement these principles for individual learners while also producing new discoveries about how people learn. Finally, technology facilitates access. Even if an intervention has a small effect size, it can still have a substantial impact if broadly implemented. For example, aspirin has a small effect on preventing heart attacks and strokes when taken regularly, but its impact is large because it is cheap and widely available. The synergy of cognitive science, machine learning, and technology has the potential to produce inexpensive, but powerful learning tools that generalize, scale, and can be easily implemented worldwide.

Keywords: Education. Technology. Retrieval practice. Spacing. Feedback. Transfer of learning.

 

 

New Virtual 3D Microscope Lab Program Offered for Online Students by Oregon State University — from virtuallyinspired.org
OSU solves degree completion issue for online biology students

Excerpt:

“We had to create an alternative that gives students the foundational experience of being in a lab where they can maneuver a microscope’s settings and adjust the images just as they would in a face-to-face environment,” said Shannon Riggs, the Ecampus director of course development and training.

Multimedia developers mounted a camera on top of an actual microscope and took pictures of what was on the slides. Using 3D modeling software, the photos were interweaved to create 3D animation. Using game development software enabled students to adjust lighting, zoom and manipulate the images, just like in a traditional laboratory. The images were programmed to create a virtual simulation.

The final product is “an interactive web application that utilizes a custom 3D microscope and incorporates animation and real-life slide photos,” according to Victor Yee, an Ecampus assistant director of course development and training.

 

Also see:

  • YouTube to Invest $20 Million in Educational Content — from campustechnology.com by Dian Schaffhauser
    Excerpt:
    YouTube, a Google company, has announced plans to invest $20 million in YouTube Learning, an initiative hinted at during the summer. The goal: “to support education-focused creators and expert organizations that create and curate high-quality learning content on the video site.” Funding will be spent on supporting video creators who want to produce education series and wooing other education video providers to the site.

 

 

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.

 

 

 

Why one London university is now offering degrees in VR — from techrepublic.com by Conner Forrest
London College of Communication, UAL is launching a master’s degree in virtual reality for the 2018-19 academic year.

The big takeaways for tech leaders:

  • London College of Communication, UAL is launching a Master of Arts in VR degree for the 2018-19 academic year.
  • The demand for VR professionals is growing in the film and media industries, where these technologies are being used most frequently.

 

From DSC:
Collaboration/videoconferencing tools like Webex, Blackboard Collaborate, Zoom, Google Hangouts, Skype, etc. are being used in a variety of scenarios. That platform has been well established. It will be interesting to see how VR might play into web-based collaboration, training, and learning.

 

 

Vanguard Projects: Expanding Teaching and Learning Horizons
Authors — from er.educause.edu by Malcolm Brown
Members of the higher education community provided a long list of projects that exemplify the six developments in educational technology from this year’s Horizon Report. A few of the projects are highlighted to convey a sense of the range and direction of current innovations in teaching and learning in higher education.

Excerpt:

This list summarizes the distribution across the six developments (as laid out in the preview):

  • Mixed reality: 31.4%
  • Makerspaces: 28.6%
  • Adaptive learning technology: 16.2%
  • Analytics technologies: 15.2%
  • Artificial intelligence: 4.8%
  • Robotics: 3.8%

 

 

 

Why higher ed should do more with blockchain tech — from by Dian Schaffhauser
Oral Roberts University recently held a conference to persuade higher education institutions that it’s time to get on board the blockchain train. Its recommendations: Learn about the technology’s potential, test it out and collaborate.

Excerpt:

As CIO Michael Mathews, the event’s organizer, explained, blockchain will be as important to transforming education as the internet was. He said he believes those colleges and universities that jump on the secure public ledger concept early enough and begin testing it out will be the ones who could see the biggest benefits.

Mathews believes blockchain will have the “biggest payback” within an organization’s processes where trust is essential as part of a “value chain”: student application processing, transcript evaluations, articulation agreements. Blockchain “templates” that run in the cloud could replace “entire cumbersome processes”…

 

 

From DSC:
It could easily be that blockchain-based technologies and processes feed into cloud/web-based learner profiles in the future. That’s one aspect of the next generation learning platform that I’m pulse checking — I call it Learning from the Living [Class] Room.

 

Blockchain could be involved with cloud/web-based learner profiles in the future

Blockchain -- something to keep on our radars in higher education

 

Also, from a while back…

Oracle to Launch Blockchain Products This Month — from investopedia.com by Shobhit Seth

Excerpt:

Tech corporations are seeing big opportunities in the blockchain space, and are now in a closely contested race to seize them sooner rather than later.

Oracle Corp. has announced that it will unveil its blockchain software later this month, reports Bloomberg. Oracle will launch its platform-as-a-service blockchain product later this month, which will be followed by launch of the decentralized ledger-based applications next month.

The Redwood City, California-based software giant is already having clients on board for its blockchain offerings. Santiago-based Banco de Chile is one of the early clients that Oracle is working with to record inter-bank transactions on a hyperledger. The world’s second-largest software company is also working with the government of Nigeria, which is aiming to document customs and import duties on a blockchain. Oracle is also hopeful of offering solutions to a large number of pharmaceutical companies to efficiently track and locate batches of drugs to help them reduce the number of recalls. Thomas Kurian, president of product development, said that Oracle’s products will be compatible with other platforms.

 

 

 

 

 

Looking for something?

Use the form below to search the site:

Still not finding what you're looking for? Drop a comment on a post or contact us so we can take care of it!

© 2019 | Daniel Christian