On 09/08/2021,
in 21st century, 24x7x365 access, business side of he, change, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, community colleges, content development, aggregation, repositories, experimentation, face-to-face, future, future of higher education, game-changing environment, generational differences, higher education, ideas, innovation, instructional design, IT in HE, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, platforms, smart classrooms, smart/connected TV, United States, universities, vendors, vision/possibilities,
by Daniel Christian
In a truly connected campus, time, space and location should be absolutely irrelevant. “We should be able to build a digital twin of space and services and we need to think about things that are physical and digital – ‘phygital’,” he pointed out. https://t.co/cyud0rigZl
— Daniel Christian (he/him/his) (@dchristian5) September 8, 2021
On 09/03/2021,
in 24x7x365 access, A/V -- audio/visual, active learning, adjunct faculty, Adobe, adult learning, analytics, animation, Apple, art, blogs / blogging / vlogging, business, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, design, digital audio, digital learning, digital photography, digital storytelling, digital video, e-books, e-publishing related items (EPUB and more), e-readers, education technology, educational games / serious games, elearning, engagement / engaging students, experimentation, face-to-face, faculty, flipping -- inverted learning, Google, higher education, homeschooling/homeschoolers, innovation, instructional design, interactivity, IT in HE, K-12 related, learning, learning ecosystem, online learning, online media, open courseware and systems, platforms, podcasting, presentations, productivity / tips and tricks, professional development, programming, reading, remote teaching and learning, RSS, social learning / networks, social media, STEAM-related, storytelling, streams of content, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, trends, UK, United States, universities, vendors, videoconferencing, web-based collaboration, webinars, workplace, writing, youth,
by Daniel Christian
Top 300 Tools for Learning 2021 — from toptools4learning.com by Jane Hart
Excerpt:
2021 was the YEAR OF DISRUPTION! There were a substantial number of new tools nominated this year so the main list has now been extended to 300 tools to accommodate them, and each of the 3 sub-lists has been increased to 150 tools. Although the top of this year’s list is relatively stable, there is quite bit of movement of tools on the rest of the list, and the effect of the new tools has been to push other established tools down – if not off the list altogether. Further analysis of the list appears in the right-hand column of the table below.
This table shows the overall rankings as well as the rankings on the 3 sub-lists: Top 150 Tools for Personal Learning (PL150), the Top 150 Tools for Workplace Learning (WL150) and the Top 150 Tools for Education (ED150). NEW tools are shaded YELLOW, tools coming BACK on the list are shaded GREEN. The most popular context in which each tool is used is also highlighted in BLUE. Click on a tool name to find out more about it.
On 07/30/2021,
in A/V -- audio/visual, active learning, Artificial Intelligence/Agents/LLMs/and Related, attention, Augmented Reality (AR), communications, communities of practice, Daniel S. Christian, education technology, emerging technologies, engagement / engaging students, face-to-face, faculty, higher education, ideas, innovation, learning, learning agents, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, Natural Language Processing (NLP), online learning, participation, platforms, presentations, teaching & learning, United States, user experience (UX), vendors, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, web-based collaboration, XR - extended reality,
by Daniel Christian
Will AR glasses provide this type of information in real-time? #AI, #NLP, smartclassrooms #edtech [Christian]
.
DSC:Modified image which was originally from Minerva.com > Forum Learning Environment
On 06/16/2021,
in Alternatives, colleges, experimentation, face-to-face, higher education, learning, learning ecosystem, learning hubs & pods & microschooling, United States, universities,
by Daniel Christian
Combining Online Courses With In-Person Supports, ‘Hybrid Colleges’ Unite — from by Rebecca Koenig
Excerpt:
Over the past decade, brick-and-mortar outposts have popped up across the U.S. to offer students who take online college courses a physical space to study and interact. In Denver, there’s a suite in an office complex. In Austin, there’s an airy hall that resembles a co-working facility. In Philadelphia, there’s room in a modern high-rise.
Calling themselves “hybrid colleges,” these mini campus centers have set big goals for themselves, such as bringing college within reach for people historically left out of higher education.
Now, more than a dozen of these nonprofits are strengthening their bonds and committing to shared goals by creating the Hybrid College Network.
Also see:
On 06/05/2021,
in 21st century, accessibility / UDL, active learning, blended learning, collaboration, colleges, community colleges, experimentation, face-to-face, faculty, higher education, hybrid learning, instructional design, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, online learning, pedagogy, quality, strategy, teachers, teaching & learning, teaching online, traditional / tradition, universities,
by Daniel Christian
Planning for a blended future: A research-driven guide for educators — from everylearnereverywhere.org by Every Learner Everywhere in partnership with Online Learning Consortium (OLC) & National Research Center for Distance Education and Technological Advancements (DETA)
Excerpt:
The purpose of this guide
This resource is a collaboration among the National Research Center for Distance Education and Technological Advances (DETA), the Online Learning Consortium (OLC), and the Every Learner Everywhere Network. It is designed to serve as a resource for educators — faculty, instructors, instructional staff, instructional improvement staff, instructional designers, learning experience designers and developers, technological support staff, and other stakeholders — to guide strategic planning for blended learning courses and programs.
Therefore, blended learning is instruction that blends technological, temporal, spatial, and pedagogical dimensions to create actualized learning. Students feel they are successful when they actually learn and that does not always equate to grade and course completion.
KEY IDEAS
- Designing courses to meaningfully integrate the different environments and temporal cadence (online and onsite, live and overtime) while incorporating an active learning approach can improve student outcomes in blended and hybrid courses.
- Faculty must become guides for students and their engagement by intentionally and strategically using a variety of modalities to scaffold learning.
- By designing and scaffolding blended courses effectively, faculty can avoid the common pitfall of course and-a-half-syndrome, which occurs when the online portion of a course is tacked on, creating busywork for students.
On 05/25/2021,
in career development, dangers of the status quo, Daniel S. Christian, education, education reform, experimentation, face-to-face, formal learning, future, ideas, K-12 related, leadership, learner profiles, learning ecosystem, Learning Experience Design, learning preferences, Michigan, more voice more choice more control, student-related, teachers,
by Daniel Christian
Michigan appeals to former teachers as districts face ‘dire’ shortage — from mlive.com by Kayla Miller
Kindergarten teacher Melissa Sanborn instructs students…Thursday, Jan. 23, 2020 at Cook Elementary School in Grand Blanc. (Jake May | MLive.com) Jake May | MLive.com
Excerpt:
Looking ahead to August, Beecher Community School District is expecting to be short about a quarter of their needed teaching staff for the 2021-22 school year.
The Flint-area district is one of many schools across Michigan fighting to keep educators in classrooms amid a statewide teacher shortage. The Michigan Department of Education (MDE) is now appealing to former teachers to get recertified and back to work.
…
David Crim, spokesperson for the Michigan Education Association, said multiple factors are keeping people from pursuing teaching and forcing young teachers to leave the profession.
“There’s no respect for teachers, no respect for the profession and poor compensation,” Crim said. “We have the perfect storm.”
From DSC:
It feels like there are major changes occurring throughout the K-12 learning ecosystems out there. It will be interesting to see what shakes out from this period of disruption.
By the way, those with little respect for teachers clearly have never taught themselves. Teaching is a very difficult profession. You try providing personalized learning to 25-30+ students at a time. Once you begin to scratch the surface, you’re retiring. We need to continue to try to share our knowledge, learnings, effective pedagogies/research, growth, tools, contacts, and more to help the next generation of teachers, students, administrators, and leaders.
Personally, I would like to see teachers have far more agency themselves. Don’t straight jacket them so much with standardized testing every ___ weeks/months. And allow more choice and control for the students (where possible). And allow the damn trains to slow down and/or vary their pace — allow them to stop if necessary for a student or a group of students.
I don’t see real personalized learning occurring until more technologies get involved/integrated into the classrooms out there — things like learner preferences, cloud-based learner profiles, AI and more.
On 05/19/2021,
in adjunct faculty, change, colleges, community colleges, distance education, expectations, experimentation, face-to-face, faculty, future of higher education, higher education, instructional design, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, online learning, United States, universities,
by Daniel Christian
73 percent of students prefer some courses be fully online post-pandemic — from campustechnology.comby Rhea Kelly
“When three-fourths of students and more than half of faculty want to experience at least some courses fully online, the key takeaway is that the pandemic did not threaten but in fact accelerated the long-term growth, acceptance, and desirability of online learning, and those numbers will only improve, as emergency remote offerings are rebuilt as modern online courses and programs.”
On 05/17/2021,
in attention, education, education reform, engagement / engaging students, experimentation, face-to-face, formal learning, ideas, informal learning, innovation, K-12 related, learning, learning ecosystem, Learning Experience Design, love of learning, Michigan, student-related, United States, youth,
by Daniel Christian
From DSC:
My wife recently told me about The Thrive Learning Center. Though we don’t have any of our kids there, it looks very interesting to me! They offer play, choice, agency, a learning community, a chance to pursue one’s interests, and more! I wish we had seen this several years ago. But maybe it will help someone else out there reenvision what learning could look and be like.
Six postings designed to help students learn how to study effectively [Megan Smith & Yana Weinstein]
On 05/10/2021,
in adjunct faculty, adult learning, corporate / business world, corporate universities / corporate training, education, face-to-face, faculty, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, liberal arts, memory, metacognition / metacognitive skills, pedagogy, productivity / tips and tricks, research, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, tools, training / L&D, universities, workplace, youth,
by Daniel Christian
Learn How To Study Using… Dual Coding — from learningscientists.org by Megan Smith & Yana Weinstein
Excerpt:
This is the final post in a series of six posts designed to help students learn how to study effectively. You can find the other five here:
- Learn How to Study Using… Retrieval Practice
- Learn How to Study Using… Elaboration
- Learn How to Study Using… Spaced Practice
- Learn How to Study Using… Interleaving
- Learn How to Study Using… Concrete Examples
What is dual coding?
Dual coding is the process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers.
When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study.
Now, look at only the visuals and explain what they mean in your own words. Then, take the words from your class materials and draw your own visuals to go along with them!
From DSC:
As the authors comment, this is NOT about learning styles (as research doesn’t back up the hypothesis of learning styles):
When we discuss verbal and visual materials, it does sound like we could be referring to learning styles. However, it is important to remember that a great deal of research has shown that assessing your learning style and then matching your study to that “style” is not useful, and does not improve learning (2). (For more, read this piece.)
On 04/28/2021,
in blended learning, experimentation, face-to-face, future, future of higher education, higher education, hybrid learning, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces,
by Daniel Christian
The Pandemic May Have Permanently Altered Campuses. Here’s How. — from chronicle.com by Francie Diep
Trends accelerated by Covid-19 may make more sense than ever in the future, experts say.
Excerpt (emphasis DSC):
Although they were not required to meet in person, students liked to do so anyway. They organized meet-ups in cities including San Francisco, Austin, and Bangalore. They formed groups like Nerdy Bones, for women, who made up 19 percent of the students in the fall of 2020. Administrators found that as many as 80 percent of the U.S.-based students in each cohort lived within a two-hour drive of one of 10 major population centers. That gave the administrators an idea: Build co-working spaces in those cities, where online students could work and meet one another. Each space, called an atrium, would have career and advising services too.
From DSC:
I haven’t heard that term used like this before — atrium. I’ve been thinking about this in terms of learning hubs…but the idea is the same. Nontraditional learning spaces.