experimentation

L&D in Lockdown: What’s taking place? — from modernworkplacelearning.com by Jane Hart

Excerpt:

So what are L&D doing differently?

Zoom is still being used to power virtual sessions, but L&D folk are using different formats than traditional training, e.g.

leaders’ talk shows
virtual interactive sessions for staff to share how they are doing, what has inspired them, energised them, what they are learning and they will take into the future.
virtual coaching to support people managing change and virtual working.
30-min “pop up” trainings on simple, urgent topics like MS Teams

Others in L&D are experimenting with new (for them) formats, e.g.

book summaries and podcasts
weekly newsletters on key topics, mostly to create faster distribution channels
converting face to face items to virtual offerings in various forms, accelerating online access and remote learning campaigns
curation of internal and external content
experimenting with creative practice via an online platform (eg simple drawing exercises designed to help people learn, engage, relax, talk, draw, experiment)
taking the time to reflect and make a better learning experience? Running things online that people said couldn’t be done virtually.

Also see:

5 Things You Must Do To Unlock Team Videoconferencing Potential — from learningsolutionsmag.com by Carmi Levy

Setting Expectations for Remote Learning [Robinson]

On 05/02/2020, in adjunct faculty, CMS/LMS, colleges, community colleges, design, expectations, experimentation, faculty, higher education, instructional design, online learning, online media, online tutoring, pedagogy, remote teaching and learning, teaching & learning, teaching online, universities, by Daniel Christian

Setting Expectations for Remote Learning — from evoLLLution.com (where LLL stands for lifelong learning) by Robin Robinson

Excerpt:

Evo: How important is it to clearly differentiate remote learning and online education?

RR: You need to set expectations. Normally, if someone is going to produce an online course, they’re going to spend at least a semester building out the appropriate course map and alignments to their course objectives. In this situation, with remote learning, you’re trying to meet the same objective as you would in a regular face-to-face class, but online learning is completely different. Your head space needs to reflect that, and you need to consider the things in this environment that can’t be done in a face-to-face environment. We’re drawing on what people understand as good teaching and trying to emulate that experience online as much as possible.

Remote delivery requires using a lot of the synchronous tools. Online learning is about combining the best of both worlds.

Faculty who were skeptical have now adopted online learning. Many of them are amazed at how well they can get to know their students and how well they can track their performances in school.
…
What I’m concerned about is the digital divide. We want a very inclusive and diverse university, but that means recognizing that there are students at a disadvantage.

[Podcasts] COVID 19: Leonard, Furlong, & Moon: The Future of Legal Services (Pts 1 & 2)

On 04/21/2020, in 21st century, Access to Justice (A2J), career development, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, communities of practice, competency-based learning/education, corporate / business world, Cost of legal services - including access, experimentation, law schools, leadership, Legal operations, legal reform, legal technologies, legislatures / government / legal, new business models, online learning, podcasting, political science, presentations, productivity / tips and tricks, professional development, society, technology (general), telelegal, tools, vision/possibilities, by Daniel Christian

Jennifer Leonard, Jordan Long, and Cat Moon

Part I — 4/10/20

This episode is the first of two episodes that discuss the future of the profession in the wake of the COVID19 crisis. Guests Jordan Furlong and Cat Moon discuss:

How COVID 19 exposes the access to justice crisis the profession has created
Why the crisis offers the opportunity to leverage technology in new ways
Why the structures and systems that have defined the profession have been so durable
Whether lawyers view the crisis as a blip or a transformation
How leaders can pivot toward innovation

From DSC:
At several points in the conversation, when Cat and Jordan were both referring to the importance of experimentation within the legal realm, I was reminded of this graphic that I did back in 2013:

I was reminded of it as well because Jennifer Leonard rightly (in my perspective), brought in higher education into the discussion at several points. There are some similarities — especially concerning power and privilege. Well, it’s now true in the legal realm as well (and probably has been true for a while…I’m just behind).

Experimentation. Experimentation. Experimentation. <– so key in the legal realm right now!

Other notes I took:

Triage: Need to deal with essentials to keep afloat. Yourself, staff, clients, cash flow. Put out the fire.
Reconstruction: In parallel, create “field hospitals.” Recession is going to have massive impacts on old systems. Need new systems. Start building institutions that work. Build as many of these as you can. Experiments. House isn’t going to be inhabitable after the fire. Need a new shelter — maybe start w/ a tent, then a cabin, then a house. Build on something small. Start building what’s going to replace the old systems.
Power and privilege imbalance is why people haven’t been able to change things. “I can make you do something for me. You come here so I can dispense justice to you.” But not just judges…throughout the system.
Public legal awareness and legal education. In high schools, universities, colleges, churches, mosques, synagogues, etc.
Higher ed and legal services? Anything we can learn from each other?
Systems created by people who rule the systems. Power imbalance exists in higher ed, but hubris is completely indefensible within the legal realm. Need much better access to legal information and legal understanding.
OS on the Mac. Don’t have another OS for legal system to move to. We need to redesign our legal OS to serve more people.
Law is society’s OS. Law is DOS-based…need Windows or Mac type of leap.
Self protectionism. Hubris. Power imbalance. Power hungry.
Yet many who enter legal profession come in wanting to make the world a better place. Why the move away from these ideals? Need more focus on developing professional identity. Structure, framework for how to be a lawyer. Students become more cynical as time goes by. Also, there’s “ladder pulling.” Pay your dues. Get hazed. I had to do it…now you have to do it. Bar Exam good example of this. Confirmation bias. It’s the way we’ve always done it.

Today, the following things ARE happening — so it CAN be done! The people in charge just didn’ want to do these things.

lawyers working from home
e-filing of documents to courts
video hearings in court
faster, cheaper, more convenient

Jennifer Leonard, Jordan Long, and Cat Moon

Part II – 4/14/20

On this second part of a two-part series, Professor Cat Moon and Jordan Furlong discuss COVID 19’s impact on legal education and law firms. The conversation explores:

The “knock out effect” the crisis has on the various parts of the lawyer formation system
Who might take ownership of coordinating the new landscape of lawyer accreditation
The opportunities lifelong learning creates for law schools to be involved in the ongoing development of legal professionals
How human-centered design and project-based learning offer ways to integrate the three sides of the Delta model of lawyer competency
How small and solo law firms might be impacted by the crisis

Notes I took:

The knock-out effect.
How can we coordinate amongst the players in the system? Will be hard, because of the existing fiefdoms. Power and authority move back up the chain to those who did the delegating in the first place. If the power has been delegated to you, you are at a disadvantage. Jordan sees an assertion of authority from a central entity — legislatures most likely; possibly courts.
This moment offers us an opportunity to experiment and to redesign our systems. Can find new ways to fulfill missions.
Have no choice but to embrace the ambiguity of the moment.
Triage, then try to build something better than what we had before.
We have to build something different. “And look, the sky’s not falling!” Think big. Act boldly in these experiments. Expand what we think is possible.
The repercussions of the Coronavirus will be with us for much longer than many think it will
Legal principles/concepts/rules. Areas of practice. Professional formation (ethics, integrity, operational aspects, & more). Know the law, but also WHY we have the law and lawyers.
Can learn “black letter law” asynchronously and via videoconferencing.
Need to expand curriculum: Project/time management, customer service, financial and tech literacy
Delta Model — a framework for developing lawyer competencies; starts in law schools; what are the skills and competencies; the foundation is the practice of law; research, issue spotting, PM, data analysis, understanding business; understanding people; wholistic approach. A lifelong journey of growth.
Law schools — 3 years, then done. Not a productive way to do things. We need to keep people on top of their game throughout a career. Is legal education a place or a system/process that you enter and re-enter again and again throughout one’s career? Wouldn’t it be great if I could access ___ modules along the way?
How are we going to create/design highly engaging online-based learning experiences? #1 on Cat’s priority list now. Got moved up the priority list.
There are pros and cons for both F2F and online-based learning. Humanizing impact when your professors are teaching from their homes.
Reframing legal education just as we are reframing courts as a service, not a place.
Blended approach can be very effective/powerful.
Need to collect data on what’s working and what’s not working.
Fundamental business model of corporate side is likely at the end of its course; law firms will need a new model for generating profit. For smaller firms, prospects are more dire as their clients are going through major negative changes. Potential unsustainability of many practices.
How can we provide different models that expand access to justice? That help develop happier and healthier lawyers?
Per legalproblemsolving.org, human-centered design is:
- …a fluid framework for discovering problems, ideating solutions, and iterating to continuously improve solutions. HCD provides a methodology for considering both legal service delivery challenges, as well as clients’ legal problems. The HCD method also serves as a tool individual law students can use to craft a rewarding, successful legal career.

4 reasons to build choice into classroom design — and how to make it work for students [Lock]

On 04/09/2020, in A/V -- audio/visual, active learning, adjunct faculty, attention, blended learning, collaboration, colleges, communications, community colleges, corporate universities / corporate training, Daniel S. Christian, education, education technology, engagement / engaging students, experimentation, higher education, homeschooling/homeschoolers, ideas, informal learning, innovation, IT in HE, K-12 related, law schools, learning, learning ecosystem, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, love of learning, more voice more choice more control, motivation, participation, pedagogy, smart classrooms, social learning / networks, student-related, teachers, teaching & learning, tools, universities, vendors, youth, by Daniel Christian

From DSC:
The article below is meant as fodder for thought for us now…until we get back to holding class in physical learning spaces again. But it caught my attention because I’d like to see us give students “More choice. More Control.” in all areas of their learning — whether that be in the physical realm or in the digital/virtual realm.

4 reasons to build choice into classroom design — and how to make it work for students — from spaces4learning.com by Deanna Marie Lock
A look at the key elements of a modern and highly engaging learning space

Why education is a ‘wicked problem’ for learning engineers to solve [Koenig]

On 04/03/2020, in 21st century, 24x7x365 access, accessibility / UDL, Artificial Intelligence/Agents/LLMs/and Related, career development, change, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communities of practice, community colleges, computer science, cost of getting a degree, data related items, digital learning, education, education technology, emerging technologies, engineering, experimentation, future of higher education, game-changing environment, global / globalization, higher education, human-computer interaction (HCI), ideas, India, intelligent systems, intelligent tutoring, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, MOOCs -- Massive Open Online Courses, morals/values, more voice more choice more control, new business models, personalized/customized learning, platforms, science, smart/connected TV, social learning / networks, society, STEAM-related, student-related, teaching & learning, technologies for your home, technology (general), tools, United States, universities, by Daniel Christian

Why education is a ‘wicked problem’ for learning engineers to solve — from edsurge.com by Rebecca Koenig

Excerpts (emphasis DSC):

So, back to the wicked problem: How do we make education that’s both quality education and at the same time accessible and affordable?

“Now, we are building a new technology that we call Agent Smith. It’s another AI technology— and we’re very excited about it—that builds [a] Jill Watson for you. And Agent Smith can build a Jill Watson for you in less than 10 percent of the hours.”
…
So one question for online education is, can we build a new set of tools—and I think that’s where AI is going to go, that learning engineering is going to go—where AI is not helping individual humans as much as AI is helping human-human interaction.

Huge ethical issues and something that learning engineering has not yet started focusing on in a serious manner. We are still in a phase of, “Look ma, no hands, I can ride a bike without hands.”
…
Technology should not be left to technologists.

Why combine law with design? [Hagan]

On 04/02/2020, in Access to Justice (A2J), design, entrepreneurship, experimentation, innovation, law schools, legal reform, legal technologies, legislatures / government / legal, United States, universities, usability, user experience (UX), user interface design, vendors, by Daniel Christian

Law by Design — a book by Margaret Hagan

Excerpt:

Why combine law with design? Even if these two fields have traditionally not intersected, I see three main points of value in bringing them together.

Experimental Culture: To be more forward-thinking in how we as legal professionals generate solutions for problems in the legal sector;
User Centered Innovation: To put greater focus on the client and the lay person who has to use legal systems, to deliver them better services tailored their function and their experiential needs;
New Paths for Legal Work & Serving Justice: To build a new set of professional paths and opportunities for people who want to work in law — and especially those who see that traditional ways of being law students and lawyers do not enable them to make the positive changes in society that originally drove them into law.

Also see:

From DSC:
Very nice! “The Contemplative Commons at the University of Virginia” — from csc.virginia.edu
The Contemplative Commons embodies a new model of higher education at the University of Virginia that is based upon immersive, experiential, and participatory modes of deep learning that facilitate student flourishing.

My thanks to a friend for causing me to further reflect on this article: “Can computers ever replace the classroom?” [Beard]

On 03/26/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, Artificial Intelligence/Agents/LLMs/and Related, Asia, career development, change, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, community colleges, corporate universities / corporate training, Daniel S. Christian, data related items, digital learning, distance education, education, education reform, education technology, elearning, emerging technologies, engagement / engaging students, Europe, experimentation, future, game-changing environment, global / globalization, heutagogy, higher education, human-computer interaction (HCI), ideas, India, innovation, instructional design, intelligent systems, intelligent tutoring, internet, K-12 related, law schools, leadership, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, legal technologies, legislatures / government / legal, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, personalized/customized learning, platforms, policy, political science, programming, society, teachers, teaching & learning, the downsides of how people use tech, tools, training / L&D, UK, United States, vendors, videoconferencing, virtual tutoring, vision/possibilities, by Daniel Christian

From DSC:
I’d like to thank Mr. Eric Osterberg — a fraternity brother and friend of mine — for sending me the following article. I wrote back to him. After thanking Eric for the article, I said:

Such an article makes me reflect on things — which is always a good thing for me to try to see my blindspots and/or to think about the good and bad of things. Technologies are becoming more powerful and integrated into our lives — for better at times and for worse at other times.

I’m wondering how the legal realm can assist and/or help create a positive future for societies throughout the globe…any thoughts?

Can computers ever replace the classroom? — from theguardian.com by Alex Beard
With 850 million children worldwide shut out of schools, tech evangelists claim now is the time for AI education. But as the technology’s power grows, so too do the dangers that come with it.

Excerpts:

But it’s in China, where President Xi Jinping has called for the nation to lead the world in AI innovation by 2030, that the fastest progress is being made. In 2018 alone, Li told me, 60 new AI companies entered China’s private education market. Squirrel AI is part of this new generation of education start-ups. The company has already enrolled 2 million student users, opened 2,600 learning centres in 700 cities across China, and raised $150m from investors.
…
The supposed AI education revolution is not here yet, and it is likely that the majority of projects will collapse under the weight of their own hype.

The point, in short, is that AI doesn’t have to match the general intelligence of humans to be useful – or indeed powerful. This is both the promise of AI, and the danger it poses.

It was a reminder that Squirrel AI’s platform, like those of its competitors worldwide, doesn’t have to be better than the best human teachers – to improve people’s lives, it just needs to be good enough, at the right price, to supplement what we’ve got. The problem is that it is hard to see technology companies stopping there. For better and worse, their ambitions are bigger. “We could make a lot of geniuses,” Li told me.

Using Cisco Webex’ Meeting Room, any classroom can become an active learning classroom [Grant & Miller]

On 01/16/2020, in 21st century, A/V -- audio/visual, active learning, attention, Bring your own device (BYOD), collaboration, colleges, community colleges, corporate universities / corporate training, Daniel S. Christian, digital learning, education technology, engagement / engaging students, experimentation, face-to-face, faculty, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, liberal arts, mirroring and/or multiple devices, multimedia, participation, platforms, second screen apps, smart classrooms, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, tools, training / L&D, universities, user experience (UX), vendors, videoconferencing, web-based collaboration, by Daniel Christian

From DSC:
If you are using a tool like Cisco Webex in your school, consider implementing the idea below. I’d like to thank Mr. Steve Grant and Mr. Nelson Miller from the WMU-Cooley Law School for their work in implementing/recommending this approach.

If you are using a tool like Cisco Webex, you can use it to share content to displays, laptops, smartphones, and tablets. If the professor starts a Cisco Webex Meeting Center session using their own personal room, the students can then join that meeting via their devices. (To eliminate noise and confusion — as well as to reduce bandwidth — the students should mute their microphones and choose not to send the video from their webcams.)

If you were doing a think-pair-share, for example, and you really liked what a certain pair of students had going on, one of the students could share their work with the rest of the class. By doing so, whatever was going on on that student’s device could be displayed by any projectors in the room, as well as on any other devices that were connected to the Cisco Webex Meeting Room.

“So you could project any student’s work as students proceed with in-class exercises. Projecting student work adds another level of accountability, excitement, and concentration to in-class exercises.”

*********

Also, using the Cisco Webex Meeting Center in your face-to-face classroom not only opens up that sort of collaboration channel, but, via the chat feature, it can also open up a running backchannel to draw out your more introverted students, or those students who have questions but don’t want to have the spotlight thrown on them.

*********

Some items re: the Computer Electronics Show for 2020

On 01/15/2020, in 21st century, Amazon, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), corporate / business world, data related items, emerging technologies, experimentation, human-computer interaction (HCI), innovation, new business models, the downsides of how people use tech, tools, vendors, Virtual Reality (VR) / worlds / learning, XR - extended reality, by Daniel Christian

CES 2020: Finding reality in a deluge of utopia — from web-strategist.com by Jeremiah Owyang

Excerpts:

One of my strategies is to look past the products that were announced, and instead find the new technologies that will shed light on which products will emerge such as sensors and data types.

The trick to approaching CES: Look for what creates the data, then analyze how it will be used, therein lies the power/leverage/business model of the future.

Sharp’s augmented windows give us an interesting glimpse of what retail could look like if every window was a transparent screen…
…
Rivian, the new electric truck company, which is funded by both Ford and Amazon was featured at the Amazon booth, with a large crowd, each wheel has an independent motor and it’s Alexa integrated – watch out Cybertruck.
…
Caution: “Data leakage” (where your data ends up in places you didn’t expect) is frightening, and people will start to care. The amount of devices present, that offer data collection to unknown companies in unknown countries is truly astounding. Both from a personal, business, and national security perspective, consumers and businesses alike really don’t know the ramifications of all of this data sharing.

Also see:

CES 2020: Panasonic Unveils World’s First Ultra HD VR Eyeglasses — from vrscount.com by Kyle Melnick
CES 2020: Samsung Teases Prototype AR Glasses — from vrscount.com by Kyle Melnick
The Weird, the Wacky, the Just Plain Cool: Best of CES 2020 — from singularityhub.com by Vanessa Bates Ramirez

Some of the emerging trends 2020 will bring in educational technology [Borkowski]

On 12/21/2019, in active learning, Artificial Intelligence/Agents/LLMs/and Related, CMS/LMS, content development, aggregation, repositories, digital learning, education, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, future, global / globalization, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, interface design, K-12 related, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, more voice more choice more control, neurodivergent/special needs, online learning, personalized/customized learning, platforms, STEAM-related, student teaching/teacher education, student-related, teaching & learning, teaching online, trends, by Daniel Christian

Below are some thoughts from Michal Borkowski, CEO and Co-Founder of Brainly, regarding some emerging edtech-related trends for 2020.

2020 is coming at us fast, and it’s bringing a haul of exciting EdTech trends along with it. A new decade means new learning opportunities created to cater to the individual rather than a collective hive. There are more than one or two ways of learning — by not embracing all of the ways to teach, we risk leaving students behind in subjects they may need extra help in.

Michal Borkowski, CEO and Co-Founder of Brainly– the world’s largest online learning platform with 150 million monthly users in 35 countries– has his finger on the pulse of global education trends. He was selected to speak at Disrupt Berlin, the world’s leading authority in debuting revolutionary startups and technologies, this year and has some insightful predictions on the emerging trends 2020 will bring in EdTech.

Customized learning via AI
AI systems with customizable settings will allow students to learn based on their personal strengths and weaknesses. This stylized learning takes into account that not every student absorbs information in the same way. In turn, it helps teachers understand what each individual student needs, spend more time teaching new material, and receive higher classroom results.
Responsible technological integration
Students today are more fluent in technology than older generations. Integrating tech through digital resources, textbooks, game-style lessons, and interactive learning are efficient ways to captivate students and teach them responsible usage of technology.
Expansive peer-to-peer learning
Allowing students access to a platform where they can view different student’s educational interpretations, and one specific perspective may help information click, is invaluable. These learning platforms break down barriers, encourage active learning anywhere, and cultivate a sense of community between students all over the world.
From STEM to STEAM
Science, technology, engineering, and math curriculums have been the major educational focus of the decade, but 2020 will see more integration of classical liberal arts into educational modules, turning STEM into STEAM. Incorporating the arts into a tech-based curriculum enables students to create important connections to the world and allows them to have a well-rounded education.
Options in learning environments
Who says learning has to take place in a classroom? Advancements in EdTech has provided new and exciting avenues where educators can experiment. Grade and high school level teachers are experimenting with webinars, online tutorials, and other forms of tech-based instruction to connect to students in environments where they are more inclined to learn.

2020 is the year that education forms itself around each student’s individual needs rather than leaving kids behind who don’t benefit from traditional instruction.

XR for Teaching and Learning [educause]

On 12/17/2019, in 3D, A/V -- audio/visual, adjunct faculty, attention, Augmented Reality (AR), digital audio, digital learning, education technology, emerging technologies, engagement / engaging students, experimentation, faculty, ideas, immersion, innovation, interaction design, interactivity, interface design, IT in HE, law schools, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, Mixed Reality (MR), multimedia, participation, pedagogy, platforms, play, simulations, teaching & learning, technologies for your home, tools, usability, user experience (UX), Virtual Reality (VR) / worlds / learning, XR - extended reality, by Daniel Christian

XR for Teaching and Learning — from educause

Key Findings

XR technologies are being used to achieve learning goals across domains.
Effective pedagogical uses of XR technologies fall into one of three large categories: (1) Supporting skills-based and competency-based teaching and learning, such as nursing education, where students gain practice by repeating tasks. (2) Expanding the range of activities with which a learner can gain hands-on experience—for example, by enabling the user to interact with electrons and electromagnetic fields. In this way, XR enables some subjects traditionally taught as abstract knowledge, using flat media such as illustrations or videos, to be taught as skills-based. (3) Experimenting by providing new functionality and enabling new forms of interaction. For example, by using simulations of materials or tools not easily available in the physical world, learners can explore the bounds of what is possible in both their discipline and with the XR technology itself.
Integration of XR into curricula faces two major challenges: time and skills.
The adoption of XR in teaching has two major requirements: the technology must fit into instructors’ existing practices, and the cost cannot be significantly higher than that of the alternatives already in use.
The effectiveness of XR technologies for achieving learning goals is influenced by several factors: fidelity, ease of use, novelty, time-on-task, and the spirit of experimentation.

Learning for a Living [Petriglieri]

On 12/15/2019, in business, corporate / business world, corporate universities / corporate training, experimentation, face-to-face, formal learning, heutagogy, informal learning, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, pace of change, professional development, society, training / L&D, by Daniel Christian

Learning for a Living — from MIT Sloan Mgmt Review by Gianpiero Petriglieri

Excerpt (emphasis DSC):

Calls for learning have long been common at corporate retreats, professional conferences, and similar gatherings. But with the furious pace of change that technology has brought to business and society, they have become more urgent. Leaders in every sector seem to agree: Learning is an imperative, not a cliché. Without it, careers derail and companies fail. Talented people flock to employers that promise to invest in their development whether they will stay at the company or not.

If we are after transformative learning, what we need is a familiar yet open frame — a playground of sorts that magnifies our habits and the culture that breeds them so that we can examine both, and imagine and try new ways of being.

A boot camp must replicate workplace constraints to help us master ways of navigating them more efficiently. Whether it’s a course on, say, reaping insights from data analytics or a training session on giving respectful feedback, the space supports practice and improvement. A playground must remove most constraints to promote experimentation. Providing some distance from day-to-day reality allows us to get real in a deeper sense. A boot camp amplifies and exploits the shame of learning, helping us learn how not to be found wanting. A playground exposes and challenges that shame, helping us realize that if we were less anxious, it might be easier to claim what we want and discover how to get it.

From DSC:
A heads up. The way they use the word bootcamp is different from the way I’ve heard that word used these last 5-7 years. I think of bootcamps as more along the lines of a 10-12 week, intensive course — often involving programming. I don’t see them as internal training courses. But this article uses the word bootcamp in that way.

FTI 2020 Trend Report for Entertainment, Media, & Technology [FTI]

On 11/13/2019, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, Amazon, analytics, Apple, Artificial Intelligence/Agents/LLMs/and Related, Asia, Augmented Reality (AR), Australia, Blockchain, bots, business, Canada, career development, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, communications, computer science, content development, aggregation, repositories, convergence, corporate / business world, creativity, digital audio, digital photography, digital video, drama/theater, education technology, educational games / serious games, emerging technologies, engagement / engaging students, engineering, entrepreneurship, Europe, experimentation, Facebook / Meta Platforms, future, game-changing environment, generational differences, global / globalization, Google, human-computer interaction (HCI), IBM, ideas, immersion, India, innovation, intelligent systems, interactivity, internet, law schools, leadership, learning ecosystem, legislatures / government / legal, media/film, Microsoft, Mixed Reality (MR), multimedia, Natural Language Processing (NLP), Near Field Communication (NFC), parents/guardians, photography, platforms, policy, privacy, programming, psychology, publishing, robotics, smart/connected TV, social learning / networks, social media, society, strategy, streams of content, technology (general), telecommunications, television, tools, trends, United States, vendors, Virtual Reality (VR) / worlds / learning, vision/possibilities, voice recognition / voice enabled interfaces, wearables, workplace, XR - extended reality, youth, by Daniel Christian

FTI 2020 Trend Report for Entertainment, Media, & Technology — from futuretodayinstitute.com

Our 3rd annual industry report on emerging entertainment, media and technology trends is now available.

157 trends
28 optimistic, pragmatic and catastrophic scenarios
10 non-technical primers and glossaries
Overview of what events to anticipate in 2020
Actionable insights to use within your organization

KEY TAKEAWAYS

Synthetic media offers new opportunities and challenges.
Authenticating content is becoming more difficult.
Regulation is coming.
We’ve entered the post-fixed screen era.
Voice Search Optimization (VSO) is the new Search Engine Optimization (SEO).
Digital subscription models aren’t working.
Advancements in AI will mean greater efficiencies.

Learning Ecosystems

L&D in Lockdown: What’s taking place? [Hart]

Setting Expectations for Remote Learning [Robinson]

[Podcasts] COVID 19: Leonard, Furlong, & Moon: The Future of Legal Services (Pts 1 & 2)

Why combine law with design? [Hagan]

XR for Teaching and Learning [educause]

Learning for a Living [Petriglieri]

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