Are we there yet? Impactful technologies and the power to influence change — from campustechnology.com by Mary Grush and Ellen Wagner

Excerpt:

Learning analytics, augmented reality, artificial intelligence, and other new and emerging technologies seem poised to change the business of higher education — yet, we often hear comments like “We’re just not there yet…” or “This is a technology that is just too slow to adoption…” or other observations that make it clear that many people — including those with a high level of expertise in education technology — are thinking that the promise is not yet fulfilled. Here, CT talks with veteran education technology leader Ellen Wagner, to ask for her perspectives on the adoption of impactful technologies — in particular the factors in our leadership and development communities that have the power to influence change.

 

 

State Attempts to Nix Public School’s Facial Recognition Plans — from futurism.com by Kristin Houser
But it might not have the authority to actually stop an upcoming trial.

Excerpt (emphasis DSC):

Chaos Reigns
New York’s Lockport City School District (CSD) was all set to become the first public school district in the U.S. to test facial recognition on its students and staff. But just two days after the school district’s superintendent announced the project’s June 3 start date, the New York State Education Department (NYSED) attempted to put a stop to the trial, citing concerns for students’ privacy. Still, it’s not clear whether the department has the authority to actually put the project on hold — *****the latest sign that the U.S. is in desperate need of clear-cut facial recognition legislation.*****

 

Recommended books from RetrievalPractice.org
Check out our recommended books and reports that describe research on the science of learning and provide practical tips for classroom teaching.

 

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…plus several others

 

 
 

5 Research-Backed Studying Techniques — from edutopia.org by Edward Kang
Teachers can guide students to avoid ineffective studying habits in favor of ones that will increase their learning outcomes.

Excerpts:

Ineffective techniques include:

  • Studying for long periods of time
  • Studying a single subject for a long period of time and repeating phrases over and over to memorize them (known as massed practice)
  • Reviewing one topic repeatedly before moving onto another topic (blocked practice)
  • Reading and rereading a text
  • Highlighting or underlining important concepts in a text and then reviewing
  • Reviewing notes

The book Make It Stick identifies several research-proven studying techniques.

  1. Pre-test
  2. Spaced practice
  3. Self-quizzing
  4. Interleaving practice
  5. Paraphrasing and reflecting
 

The finalized 2019 Horizon Report Higher Education Edition (from library.educause.edu) was just released on 4/23/19.

Excerpt:

Key Trends Accelerating Technology Adoption in Higher Education:

Short-TermDriving technology adoption in higher education for the next one to two years

  • Redesigning Learning Spaces
  • Blended Learning Designs

Mid-TermDriving technology adoption in higher education for the next three to five years

  • Advancing Cultures of Innovation
  • Growing Focus on Measuring Learning

Long-TermDriving technology adoption in higher education for five or more years

  • Rethinking How Institutions Work
  • Modularized and Disaggregated Degrees

 

 

An excerpt from a recent e-newsletter from Pooja K. Agarwal, Ph.D. from RetrievalPractice.org

Want more tips for building rapport with students? We highly recommend Professor James Lang’s series in the Chronicle of Higher Education on how to make the most of:

We love his book, Small Teaching. It’s full of practical teaching strategies and the science behind them. For example, combine retrieval, spacing, feedback, and more with quick and easy Connection Notebooks!

 

Excerpt from the last 5 minutes of class (emphasis DSC):

Don’t waste them trying to cram in eight more points or call out as many reminders as possible

The minute paper. You can’t wade very far into the literature of teaching and learning in higher education without encountering some version of the Minute Paper, a technique made justly famous by Thomas A. Angelo and K. Patricia Cross in their book Classroom Assessment Techniques: A Handbook for College Teachers. The Minute Paper comes in many variations, but the simplest one involves wrapping up the formal class period a few minutes early and posing two questions to your students:

  • What was the most important thing you learned today?
  • What question still remains in your mind?

Taken together, those two questions accomplish multiple objectives. The first one not only requires students to remember something from class and articulate it in their own words (more about that in a moment), but it also requires them to do some quick thinking. They have to reflect on the material and make a judgment about the main point of that day’s class.

 

The Growing Profile of Non-Degree Credentials: Diving Deeper into ‘Education Credentials Come of Age’ — from evolllution.com by Sean Gallagher
Higher education is entering a “golden age” of lifelong learning and that will mean a spike in demand for credentials. If postsecondary institutions want to compete in a crowded market, they need to change fast.

Excerpts (emphasis DSC):

One of the first levels of opportunity is simply embedding the skills that are demanded in the job market into educational programs. Education certainly has its own merits independent of professional outcomes. But critics of higher education who suggest graduates aren’t prepared for the workforce have a point in terms of the opportunity for greater job market alignment, and less of an “ivory tower” mentality at many institutions. Importantly, this does not mean that there isn’t value in the liberal arts and in broader ways of thinking—problem solving, leadership, critical thinking, analysis, and writing are among the very top skills demanded by employers across all educational levels. These are foundational and independent of technical skills.

The second opportunity is building an ecosystem for better documentation and sharing of skills—in a sense what investor Ryan Craig has termed a “competency marketplace.” Employers’ reliance on college degrees as relatively blunt signals of skill and ability is partly driven by the fact that there aren’t many strong alternatives. Technology—and the growth of platforms like LinkedIn, ePortfolios and online assessments—is changing the game. One example is digital badges, which were originally often positioned as substitutes to degrees or certificates.

Instead, I believe digital badges are a supplement to degrees and we’re increasingly seeing badges—short microcredentials that discretely and digitally document competency—woven into degree programs, from the community college to the graduate degree level.

 

However, it is becoming increasingly clear that the market is demanding more “agile” and shorter-form approaches to education. Many institutions are making this a strategic priority, especially as we read the evolution of trends in the global job market and soon enter the 2020s.

Online education—which in all its forms continues to slowly and steadily grow its market share in terms of all higher ed instruction—is certainly an enabler of this vision, given what we know about pedagogy and the ability to digitally document outcomes.

 

In addition, 64 percent of the HR leaders we surveyed said that the need for ongoing lifelong learning will demand higher levels of education and more credentials in the future.

 

Along these lines of online-based collaboration and learning,
go to the 34 minute mark of this video:

 

From DSC:
The various pieces are coming together to build the next generation learning platform. Although no one has all of the pieces yet, the needs/trends/signals are definitely there.

 

Daniel Christian-- Learning from the Living Class Room

 

Addendums on 4/20/19:

 

 

From DSC:
First a posting that got me to wondering about something that I’ve previously wondered about from time to time…

College of Business unveils classroom of the future — from biz.source.colostate.edu by Joe Giordano

Excerpt:

Equipped with a wall of 27 high-definition video screens as well as five high-end cameras, the newest classroom in Colorado State University’s College of Business is designed to connect on-campus and online students in a whole new way.

The College of Business unveiled on March 29 the “Room of the Future,” featuring Mosaic, an innovative technology – powered by mashme.io – that creates a blended classroom experience, connecting on-campus and online students in real time.

 

From DSC:
If the pedagogies could be worked out, this could be a very attractive model for many people in the future as it:

  • Provides convenience.
  • Offers more choice. More control. (Students could pick whether they want to attend the class virtually or in a physical classroom).

If the resulting increase in students could bring down the price of offering the course, will we see this model flourish in the near future? 

For struggling colleges and universities, could this help increase the ROI of offering their classes on their physical campuses?

The technologies behind this are not cheap though…and that could be a show-stopper for this type of an experiment. But…thinking out loud again…what if there were a cheaper way to view a group of other people in your learning community? Perhaps there will be a solution using some form of Extended Reality (XR)…hmmm….

 

 

 

 

 

 

 

 

Also see:

 

Also see:

Learning from the Living Class Room

 

 

HBS Online: Why Harvard Business School’s digital rebrand is big news for online learning — from businessbecause.com by Seb Murray
Name change from HBX to Harvard Business School Online symbolizes a maturing market. We speak to Patrick Mullane, executive director of HBS Online, to find out more

Excerpt:

At first glance, it may have seemed like an inconsequential name change: Harvard Business School’s digital learning platform HBX would be called HBS Online.

But commentators have billed the recent rebrand as having the potential for a big impact on online education. For one, the makeover could help to further legitimize the market.

Online learning was initially considered second-rate to campus study, due to concerns about teaching quality and interactivity online. Nitin Nohria, the dean of HBS, saying in 2010 that the school would never go online in his lifetime, appeared to confirm the scepticism.

But he has since admitted he ‘misjudged the potential of online education’ and is…

 

From DSC:
This is very old hat…but those who haven’t taught online should not judge online teaching and learning. If I gave you the writeups from my students from a class that I have taught in both a face-to-face format as well as in an online format — where I ask them what they learned during the class — I swear that you could not tell which documents represented those courses taught online vs. those taught face-to-face. I guarantee it. So as the saying goes…don’t judge it if you haven’t tried it.

Oh…and by the way, many of the innovations in teaching and learning are happening in the digital/virtual realm. Not all, but many. And we haven’t seen anything yet. 

 

 

Huge study finds professors’ attitudes affect students’ grades — and it’s doubly true for minority students. — from arstechnica.com by Scott Johnson

Excerpt:

Instead, the researchers think the data suggests that—in any number of small ways—instructors who think their students’ intelligence is fixed don’t keep their students as motivated, and perhaps don’t focus as much on teaching techniques that can encourage growth. And while this affects all students, it seems to have an extra impact on underrepresented minority students.

The good news, the researchers say, is that instructors can be persuaded to adopt more of a growth mindset in their teaching through a little education of their own. That small attitude adjustment could make them a more effective teacher, to the significant benefit of a large number of students.

 

Along these lines, also see:

 


 

 

 

Higher Education’s 2019 Trend Watch & Top 10 Strategic Technologies — from EDUCAUSE Center for Analysis and Research (ECAR)

Most Influential Trends

  • Growing complexity of security threats
  • Student success focus/imperatives
  • Data-driven decision-making
  • Increasing complexity of technology, architecture, and data
  • Contributions of IT to institutional operational excellence
  • Each of these trends is influential at 63% or more of colleges and universities. And, they are enduring—these are the same trends that exerted the most influence on IT strategy in 2018.

 

 

4 key tech strategies for the survival of the small liberal arts college — from campustechnology.com by Kellie B. Campbell
In a recent study on the use of technology to reduce academic costs in liberal arts colleges, four distinct themes emerged: the strategic role of IT; the importance of data; the potential of alternative education delivery modes; and opportunities for institutional partnerships. Here’s how IT leaders at these small colleges understand the future of their institutions.

Excerpt:

In this study, the flexibility of the semi-constructed interview format resulted in a fascinating level of honesty and bluntness from participants. In particular, participants’ language changed when they were asked to take off their professional hat and consider a new point of view — it was a chance to be vulnerable and honest. What was probably most interesting was that almost everyone signaled that the status quo is not sustainable. Something in the higher education model has to change for institutions to stay open, yet many lack a strategy for effecting change. Even if they do have a strategy in place on the business side, many are hesitant to dive into analysis and change on the academic side of the institution.

Institutions simply cannot continue to nibble at the edges of change. Significant change is needed in order to sustain the financial model of higher education. The ideas for doing so are out there, though the work must be guided by the institutional mission and consider new models for delivering education. CIOs and their departments can play an important role in that work — providing infrastructure, data, access, services and ideas — but institutional leadership at large needs to understand IT’s strategic role and position the organization to make that impact.

When participants were able to think about the “what if” question — what if the institution were forced to drastically cut academic costs — several had detailed, “out there” ideas that might not be traditionally welcomed into higher education cultures. Yet a number of participants were not being asked by their institutions to think about such ideas. The question is, if everyone agrees that the status quo is not sustainable, why aren’t they thinking about it?

 

 

The information below is from Deb Molfetta, Outreach Coordinator at EdDPrograms.org


EdDPrograms.org helps educators and administrators research doctoral education opportunities. Their organization’s work in education began in 2008 with projects ranging from a new teacher survival guide to their own teacher education scholarship program. More recently they realized that there weren’t any websites dedicated to professional development through Doctor of Education (EdD) programs, which is why they created their own – EdDPrograms.org. It covers a lot of ground, but here are a few sections they think administrators will appreciate:

EdDPrograms.org is owned and operated by a group that has been creating post-secondary education resources since 2008. According to Deb, they have a history of providing students with objective, fact-based resources.

 

 

 

Is Teaching an Art or a Science? New Book Takes a Fresh Look at ‘How Humans Learn.’ — from edsurge.com by Jeff Young

Excerpts:

Eyler: That is the perennial question. We actually wrote a post for our Teaching Center’s blog with that title, “Is teaching an art or a science?” It has by far been read more than any other blog post that we’ve written.

My answer might be a little unfulfilling because I think it’s actually both. I think there is a scientific element to teaching. The book is about understanding the science of how we learn, how learning has evolved over time, and the social interactions that shape teaching. And the best teachers also often approach teaching and teaching issues scientifically. They have a hypothesis of what they think will help students learn, and they’re going to test it out and then learn from it and revise.

But if we focus too much on the science, we lose the human element of teaching—what I think of as the art of teaching.

What’s the thing that surprised you most in your research or putting this book together?

Much of what surprised me most makes up a lot of the final chapter, which is on failure. As teachers, we don’t get trained to think of failure as a positive thing in any way, even though as researchers we know that failure is a part of the learning process. No one walks into a lab right away and comes up with the Nobel Prize-winning discovery. It’s an iterative cycle.

We have these educational systems that are set up to move in exactly the opposite way. We give students really high-stakes assignments and assessments with very few opportunities to do them.

 

 

 

 

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