formal learning

From DSC:
Reading the first item from today’s Learning TRENDS — from Elliott Masie — it appears that employees’ learning ecosystems are morphing…big time. More and more, employees are producing content and/or finding it outside the internal Learning & Development groups.

Having worked in Fortune 500 companies for 15 years, I experienced first hand the need to keep growing and learning — and that the employee ultimately needs to own their own learning. It’s in the organizations’ and employees’ best interests to have employees tap into multiple streams of content in order to keep learning and growing. The L&D Groups are still very important, but given the pace of change — and disruption — one simply can’t afford to have someone else be in charge of one’s learning.

Excerpt from Learning TRENDS #911 (emphasis DSC)

Learner as Content Producer? More of the learning consumed by learners has been created, compiled or produced by sources other than internal Learning & Development groups. We have been surveying a significant shift in the origin of content used by employees of our organizations. Increasingly, we are seeing these as the source of content:

Search Found Content.
Public Content Collections – TED Talks, YouTube, Others.
Peer Created Content or Collaborations.
Curated Content by Learners.
3rd Party Content from External Providers.

The “meta” trend is that organization is building less and less of the content in a formal designer mode. In fact, the Learner is often becoming a “Learning Producer”, through their own assembly and selection of content from a wider and wider set of resources. It will be interesting to track how learners expand and hone their skills of being their own “Producers” – and how learning functions leverage this to help curate a more effective and efficient set of learning choices for the rest of the enterprise.

New Media Consortium (NMC) & Educause Learning Initiative (ELI) release the NMC Horizon Report > 2016 Higher Ed Edition — from nmc.org

Excerpt:

The New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) are jointly releasing the NMC Horizon Report > 2016 Higher Education Edition at the 2016 ELI Annual Meeting. This 13^th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education.

The report identifies six key trends, six significant challenges, and six important developments in educational technology across three adoption horizons spanning over the next one to five years, giving campus leaders, educational technologists, and faculty a valuable guide for strategic technology planning. The report provides higher education leaders with in-depth insight into how trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership, and practice.

RIP Jay Cross — and thank you for all of your contributions.

On 11/09/2015, in adult learning, career development, collaboration, corporate / business world, corporate universities / corporate training, formal learning, informal learning, leadership, learning, learning ecosystem, lifelong learning, training / L&D, using teams, web-based collaboration, workplace, by Daniel Christian

From DSC:
The world of learning lost a great contributor last Friday when Jay Cross passed away.

To me, Jay modeled lifelong learning — not only helping others to learn and to grow, but also seeking to do those very things himself. For example, he was constantly trying out new tools, experimenting with them, learning about them, and then taking what works and discarding the rest. He’d pick up a new web-based collaboration tool, make a recording, and then move onto something else.

He was a founding member of a great, collaborative team in the Internet Time Alliance, where members included Jay, Jane Hart, Harold Jarche, Charles Jennings, Clark Quinn, and Paul Simbeck-Hampson.

One area of all of our learning ecosystems involves informal learning, something that Jay stressed and had a tremendous influence on. More recently, he tackled the The Real Learning Project which “aims to help millions of people learn to learn, increase their intelligence, and realize their life goals.”

There are many postings out there re: Jay, so I’ll point to Jane Hart’s compilation/tributes to Jay to steer you towards some of them.

Two days before passing, Jay posted an item entitled Real Learning: Micro and Macro on his Internet Time Blog:

Quoting from that posting, Jay says:

Setting goals, reflecting daily, taking risks, and doing experiments
prime the brain for spotting opportunities and working smarter.

So you can see that up to his dying day, Jay was about helping people learn and grow.

Thanks Jay for your work and your very important contributions.

RIP Jay.

Daniel

What might our learning ecosystems look like by 2025? [Christian]

On 07/31/2015, in 21st century, 24x7x365 access, active learning, adult learning, analytics, Apple, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), blended learning, business side of he, career development, changing business models, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, data related items, digital learning, digital storytelling, disruption, distance education, education, education technology, elearning, emerging technologies, engagement / engaging students, expectations, experimentation, formal learning, future, future of higher education, game-changing environment, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), IBM, ideas, informal learning, innovation, intelligent systems, intelligent tutoring, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, liberal arts, lifelong learning, marketplaces, mobile learning, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, pace of change, participation, personalized/customized learning, platforms, professional development, reinvent, second screen apps, smart/connected TV, social learning / networks, staying relevant, streams of content, student-related, surviving, technologies for your home, technology (general), telepresence, television, training / L&D, transmedia, trends, universities, user experience (UX), using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

This posting can also be seen out at evoLLLution.com (where LLL stands for lifelong learning):

From DSC:
What might our learning ecosystems look like by 2025?

In the future, learning “channels” will offer more choice, more control. They will be far more sophisticated than what we have today.

That said, what the most important aspects of online course design end up being 10 years from now depends upon what types of “channels” I think there will be and what might be offered via those channels. By channels, I mean forms, methods, and avenues of learning that a person could pursue and use. In 2015, some example channels might be:

Attending a community college, a college or a university to obtain a degree
Obtaining informal learning during an internship
Using social media such as Twitter or LinkedIn
Reading blogs, books, periodicals, etc.

In 2025, there will likely be new and powerful channels for learning that will be enabled by innovative forms of communications along with new software, hardware, technologies, and other advancements. For examples, one could easily imagine:

That the trajectory of deep learning and artificial intelligence will continue, opening up new methods of how we might learn in the future
That augmented and virtual reality will allow for mobile learning to the Nth degree
That the trend of Competency Based Education (CBE) and microcredentials may be catapulted into the mainstream via the use of big data-related affordances

Due to time and space limitations, I’ll focus here on the more formal learning channels that will likely be available online in 2025. In that environment, I think we’ll continue to see different needs and demands – thus we’ll still need a menu of options. However, the learning menu of 2025 will be more personalized, powerful, responsive, sophisticated, flexible, granular, modularized, and mobile.

Highly responsive, career-focused track

One part of the menu of options will focus on addressing the demand for more career-focused information and learning that is available online (24×7). Even in 2015, with the U.S. government saying that 40% of today’s workers now have ‘contingent’ jobs and others saying that percentage will continue climbing to 50% or more, people will be forced to learn quickly in order to stay marketable. Also, the 1/2 lives of information may not last very long, especially if we continue on our current trajectory of exponential change (vs. linear change).

However, keeping up with that pace of change is currently proving to be out of reach for most institutions of higher education, especially given the current state of accreditation and governance structures throughout higher education as well as how our current teaching and learning environment is set up (i.e., the use of credit hours, 4 year degrees, etc.). By 2025, accreditation will have been forced to change to allow for alternative forms of learning and for methods of obtaining credentials. Organizations that offer channels with a more vocational bent to them will need to be extremely responsive, as they attempt to offer up-to-date, highly-relevant information that will immediately help people be more employable and marketable. Being nimble will be the name of the game in this arena. Streams of content will be especially important here. There may not be enough time to merit creating formal, sophisticated courses on many career-focused topics.

With streams of content, the key value provided by institutions will be to curate the most relevant, effective, reliable, up-to-date content…so one doesn’t have to drink from the Internet’s firehose of information. Such streams of content will also offer constant potential, game-changing scenarios and will provide a pulse check on a variety of trends that could affect an industry. Social-based learning will be key here, as learners contribute to each other’s learning. Subject Matter Experts (SMEs) will need to be knowledgeable facilitators of learning; but given the pace of change, true experts will be rare indeed.

Microcredentials, nanodegrees, competency-based education, and learning from one’s living room will be standard channels in 2025. Each person may have a web-based learner profile by then and the use of big data will keep that profile up-to-date regarding what any given individual has been learning about and what skills they have mastered.

For example, even currently in 2015, a company called StackUp creates their StackUp Report to add to one’s resume or grades, asserting that their services can give “employers and schools new metrics to evaluate your passion, interests, and intellectual curiosity.” Stackup captures, categorizes, and scores everything you read and study online. So they can track your engagement on a given website, for example, and then score the time spent doing so. This type of information can then provide insights into the time you spend learning.

Project teams and employers could create digital playlists that prospective employees or contractors will have to advance through; and such teams and employers will be watching to see how the learners perform in proving their competencies.

However, not all learning will be in the fast lane and many people won’t want all of their learning to be constantly in the high gears. In fact, the same learner could be pursuing avenues in multiple tracks, traveling through their learning-related journeys at multiple speeds.

The more traditional liberal arts track

To address these varied learning preferences, another part of the menu will focus on channels that don’t need to change as frequently. The focus here won’t be on quickly-moving streams of content, but the course designers in this track can take a bit more time to offer far more sophisticated options and activities that people will enjoy going through.

Along these lines, some areas of the liberal arts* will fit in nicely here.

*Speaking of the liberal arts, a brief but important tangent needs to be addressed, for strategic purposes. While the following statement will likely be highly controversial, I’m going to say it anyway. Online learning could be the very thing that saves the liberal arts.

Why do I say this? Because as the price of higher education continues to increase, the dynamics and expectations of learners continue to change. As the prices continue to increase, so do peoples’ expectations and perspectives. So it may turn out that people are willing to pay a dollar range that ends up being a fraction of today’s prices. But such greatly reduced prices won’t likely be available in face-to-face environments, as offering these types of learning environment is expensive. However, such discounted prices can and could be offered via online-based environments. So, much to the chagrin of many in academia, online learning could be the very thing that provides the type of learning, growth, and some of the experiences that liberal arts programs have been about for centuries. Online learning can offer a lifelong supply of the liberal arts.

But I digress…
By 2025, a Subject Matter Expert (SME) will be able to offer excellent, engaging courses chocked full of the use of:

Engaging story/narrative
Powerful collaboration and communication tools
Sophisticated tracking and reporting
Personalized learning, tech-enabled scaffolding, and digital learning playlists
Game elements or even, in some cases, multiplayer games
Highly interactive digital videos with built-in learning activities
Transmedia-based outlets and channels
Mobile-based learning using AR, VR, real-world assignments, objects, and events
…and more.

However, such courses won’t be able to be created by one person. Their sophistication will require a team of specialists – and likely a list of vendors, algorithms, and/or open source-based tools – to design and deliver this type of learning track.

Final reflections

The marketplaces involving education-related content and technologies will likely look different. There could be marketplaces for algorithms as well as for very granular learning modules. In fact, it could be that modularization will be huge by 2025, allowing digital learning playlists to be built by an SME, a Provost, and/or a Dean (in addition to the aforementioned employer or project team). Any assistance that may be required by a learner will be provided either via technology (likely via an Artificial Intelligence (AI)-enabled resource) and/or via a SME.

We will likely either have moved away from using Learning Management Systems (LMSs) or those LMSs will allow for access to far larger, integrated learning ecosystems.

Functionality wise, collaboration tools will still be important, but they might be mind-blowing to us living in 2015. For example, holographic-based communications could easily be commonplace by 2025. Where tools like IBM’s Watson, Microsoft’s Cortana, Google’s Deepmind, and Apple’s Siri end up in our future learning ecosystems is hard to tell, but will likely be there. New forms of Human Computer Interaction (HCI) such as Augmented Reality (AR) and Virtual Reality (VR) will likely be mainstream by 2025.

While the exact menu of learning options is unclear, what is clear is that change is here today and will likely be here tomorrow. Those willing to experiment, to adapt, and to change have a far greater likelihood of surviving and thriving in our future learning ecosystems.

What Learners Really Want — from clomedia.com by Todd Tauber
Listen to your learners: They want speed, diversity and adaptability in internal development programs.

Excerpt (emphasis DSC):

Everyone knows most learning happens beyond the classroom walls and outside learning management systems. But new research shows just how much — and the data are startling.

In the past year, learning technology company Degreed conducted two separate surveys that show workers spend four to five times more time on self-directed learning than on internal or external learning offerings. They invest more than 14 hours a month, on average, learning on their own but just two to three hours on employer-provided learning.

Those numbers should inform how and why development needs to evolve — urgently.
…
Learners want easier and faster access to answers. Degreed found almost 70 percent of workers say the first thing they do when they need to learn something for their jobs is Google it, then read or watch what they find. About 42 percent look for a live or online course, but they do it on their own. Fewer than 12 percent turn to their learning organization first.

Learning and development people do pretty much the same thing. They are “Googling it” too, and not just because it’s expedient. By a 3.5 to 1 margin, people believe self-directed learning is more effective in helping them succeed at work than taking part in company sponsored learning. These are mature adults. They have a good idea what they need.
…
Learners want to leverage the whole learning ecosystem. Informal learning initiatives should be valued because workers believe as much as 60 percent of the knowledge and skills they use on the job comes from informal learning.

From DSC:
I agree with Todd that this is where learning ecosystems come in. Employees are trying to use a variety of tools and methods to tap into streams of up-do-date content.

To me, the charter of those involved with corporate training/development should be to help employees learn about the current set of tools available to them and how to use such tools. Then do the necessary research to give employees a place to begin using those tools — such as whom should a particular group of employees should follow on Twitter or Scoop.It, which websites/blogs are especially well done and applicable to their particular positions and area of expertise, etc.

The pace of change has changed and at times, it’s moving too fast to create formal learning materials. We need to tap into streams of content. Perhaps those in corporate U’s could even be helping to curate and create the most beneficial streams of content for their employees in key strategic areas — and doing so using small, bite-sized chunks. They could recommend — and to some degree even provide — the platforms employees could use for self-directed learning. This self-directed learning wouldn’t be all alone though — each employee would be building and interacting with folks within their own Personal Learning Network (PLN); each person’s learning ecosystem would likely look different from others’ learning ecosystems.

Also relevant/see:

Heutagogy Community of Practice

If the NBA & NHL can do this, what about applying this in education & training?

On 03/16/2015, in 21st century, A/V -- audio/visual, business, changing business models, communications, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital learning, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, face-to-face, formal learning, future, global / globalization, health, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, immersion, innovation, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, more voice more choice more control, multimedia, online learning, online media, online tutoring, personalized/customized learning, play, second screen apps, smart/connected TV, social learning / networks, technologies for your home, training / L&D, transmedia, user experience (UX), user interface design, using teams, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, workplace, by Daniel Christian

Excerpt:

AUSTIN, TX – Virtual reality is featured prominently at South By Southwest Sports this year, from using it to better train athletes with Oculus Rift to how it could transform the fan experience watching basketball, football and hockey at home.
…
The NHL had its first successful test of a 360-degree virtual reality experience at its Stadium Series game between the San Jose Sharks and Los Angeles Kings last month, mounting cameras around the glass that filmed HD images in the round.

Excerpt:

When basketball lovers aren’t able to trek to stadiums near and far to follow their favorite teams, it’s possible that watching games on a bar’s widescreen TV from behind bowls of wings is the next best thing. This may no longer be true, however, as a wave of court-side, 3D virtual game experiences is becoming available to superfans with Oculus gear.

Earlier this month, NextVR showed off its new enhanced spectator experiences at the 2015 NBA All-Star Technology Summit with virtual reality (VR) footage of an October 2014 Miami Heat and Cleveland Cavaliers match-up in Rio de Janeiro. The NBA also already announced plans to record VR sessions of the NBA All-Star Game, the Foot Locker Three-Point Contest, and the Sprite Slam Dunk event and practice.

From DSC:
In the future, will you be able to “pull up a seat” at any lecture — throughout the globe — that you want to?

Alternatively, another experiment might relate to second screening lectures — i.e., listening to the lecture on the main/large screen — in your home or office — and employing social-based learning/networking going on via a mobile device.

Consider this article:

Twitter Aims To Hook TV Viewers With Radical New Mobile Service
Twitter’s TV Timeline lets viewers focus on one show while second-screening

TV-friendly social network Twitter is testing a new Social TV service on iPhones which provides users with content and interaction about only one TV show at a time.

The aim is to give users significantly better engagement with their favourite shows than they presently experience when they follow a live broadcast via a Twitter hashtag.

This radical innovation in Social TV design effectively curates just relevant content (screening out irrelevant tweets that use a show’s hashtag) and presents it in an easy-to-use interface.

If successful, the TV Timeline feature will better position Twitter as it competes with Facebook to partner with the television industry and tap advertising revenue related to TV programming.

NMC Horizon Report > 2015 Higher Education Edition — from nmc.org

Excerpt:

What is on the five-year horizon for higher education institutions? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and educational change steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report: 2015 Higher Education Edition, in partnership with the EDUCAUSE Learning Initiative (ELI). The NMC Horizon Report series charts the five-year horizon for the impact of emerging technologies in learning communities across the globe. With more than 13 years of research and publications, it can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.

Stephen Downes: ‘This is the next era of learning’ — from online-educa.com

Excerpts:

This year we are building on work we have undertaken over the last few years to develop and deploy the next generation of learning technologies, which we are calling ‘learning and performance support systems’. This is the outcome of an internal prototype called Plearn – ‘Personal Learning Environment and Research Network’ – and develops the idea of learning support based on personal and individual needs. This is not simply ‘personalised’ learning, it is a step beyond that. Rather than offering a customised version of some generic offering, we propose to enable each learner to develop their own custom programme from the ground up.

Our application, which launches in a limited beta September 30, provides individual learners with the tools and support necessary to access learning from any number of providers – not just educational institutions, but also their friends and mentors, their current and future employers, community and social programmes, and much more. Built on current and evolving learning technology standards, it provides access to MOOCs, to traditional learning management systems, to stand-alone courses and software, and even to the world of the Internet of things.

At the core of LPSS is a system we call the ‘personal learning record’ (PLR). A person’s LPSS system keeps track of everything related to learning – exercises followed, tests taken, games and simulations attempted, work read – and stores that all in a single location. In this way, unlike a learning management system, it combines data from the learning environment, the work environment and even the social environment, thus enabling adaptive learning software to close the loop between learning and performance. The PLR is also combined with a learner’s personal library and their personal e-portfolio, and links to credentials offered by and stored by learning institutions, employers, and social network activities, such as badges.

Also see:

With a shout out to
Ana Cristina Pratas for her Scoop on this

Also see:

7 items on learning — learning hubs, PBL, motivation and more

On 03/29/2014, in elearning, face-to-face, formal learning, informal learning, learning, learning ecosystem, learning hubs & pods & microschooling, metacognition / metacognitive skills, online learning, user experience (UX), by Daniel Christian

Engaging ideas for designing learning videos — from Karl Kapp

Excerpt:

Here are some video techniques for creating a learning piece that caught my eye in terms of creativity and delivering a learning message. You may want to consider using some of these techniques for your own instructional design and delivery. It is always a good idea to mix up techniques to keep presentation styles fresh and engaging.

30 of the best apps for group project-based learning — from teachthought.com

Excerpt:

Project-based learning is a matter of identifying needs and opportunities (using an app like flipboard), gathering potential resources (using an app like pinterest), collecting notes and artifacts (with an app like Evernote), concept-mapping potential scale or angles for the project (using an app like simplemind), assigning roles (with an appp like Trello), scheduling deadlines (with apps like Google Calendar), and sharing it all (with apps like OneDrive or Google Drive).

With that in mind, below are 30 of the best apps for getting this kind of work done in the classroom, with an emphasis on group project-based learning apps for both Android and iPad (and even a few for plain old browsers).

11 ways to create learning experiences that work — from dashe.com by Ben Nesvig

Excerpt:

The list of recommendations for creating better learning experiences is by no means a complete list (if I’m missing any, please share them in the comments). Every recommendation might not be right for your specific situation, but as a general rule, they will help you create better learning experiences.

Incorporating Social — from clomedia.com by Katie Kuehner-Hebert
Once companies decide how social learning should take place, it’s important to fully integrate it into an organization’s overall learning strategy.

Excerpt:

Collaboration on social platforms can be enhanced if employees also have the chance to interact in person. Puttaswamy said one of Saba’s global clients gathered hundreds of its employees in one location for an “idea jam.” “Then they followed up with informal interaction. The results were really amazing,” he said. “They shared a number of ideas that were implemented, and the informal content was used to enhance their formal content.”

John Seely Brown on motivating learners (Big Thinkers Series) — from edutopia.org; the video in this pieces was published on Mar 6, 2013
Innovative thinker John Seely Brown, known for his ideas for merging digital culture and education, shares lessons educators can learn from surfers, gamers, and artists on how passion and competitive hunger can drive intrinsic motivation.

Introducing Coursera Learning Hubs: Global Participation, Local Access and Support! (back from 10/31/13)

Excerpt (emphasis DSC):

At Coursera, we envision a future where everyone has access to a world-class education. We strive to create and deliver experiences that break down daily barriers that stand in the way of successful learning. Today, in support of our goals, we’re delighted to announce a new initiative- Coursera Learning Hubs – that will offer people around the world physical spaces where they can access the Internet to take a Coursera course, while learning alongside peers in an interactive, facilitated setting. All for free.

From DSC:
This idea of learning hubs — where some of the learning content is beamed in synchronously or asynchronously and where other parts of the learning experience is worked through via a group of people in the same physical location — continues to pick up steam and seems to combine the best of both worlds:

Let's take the best of both worlds -- online learning and face-to-face learning

What’s your learning philosophy? — from facultyfocus.com by Maryellen Weimer

Excerpt:

There are questions to ask before a learning experience, such as: How do you decide what you need to learn? And question to ask after: Was it worth learning? How do you know? If you were to learn it again, would you approach learning it in a different way? Why? In the process of learning this, did you discover anything about yourself as a learner? I agree with Haave. These are not questions most students have ever considered.

“Learning in the Living [Class] Room” — as explained by Daniel Christian [Campus Technology]

On 11/05/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, animation, Artificial Intelligence/Agents/LLMs/and Related, attention, blended learning, Bring your own device (BYOD), business side of he, career development, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, computer science, consortiums, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, data related items, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, expectations, experimentation, flipping -- inverted learning, formal learning, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, IBM, ideas, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning spaces, liberal arts, lifelong learning, love of learning, machine-to-machine communications, marketplaces, media/film, Michigan, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, motivation, multi-touch, multimedia, Near Field Communication (NFC), neurodivergent/special needs, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, open courseware and systems, organizational change, pace of change, participation, passions, personalized/customized learning, platforms, play, professional development, programming, real-world assignments, reinvent, second screen apps, simulations, smart classrooms, smart/connected TV, social learning / networks, social media, society, staying relevant, STEAM-related, story, storytelling, strategy, streams of content, student-related, surviving, tablets, teaching & learning, technologies for your home, technology (general), telecommunications, telepresence, television, transmedia, trends, ubiquitous learning, universities, user experience (UX), user interface design, using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, workplace, by Daniel Christian

Learning from the Living [Class] Room — from Campus Technology by Daniel Christian and Mary Grush; with a huge thanks also going out to Mr. Steven Niedzielski (@Marketing4pt0) and to Mr. Sam Beckett (@SamJohnBeck) for their assistance and some of the graphics used in making these videos.

From DSC:
These 4 short videos explain what I’m trying to relay with a vision I’m entitling, Learning from the Living [Class] Room. I’ve been pulse checking a variety of areas for years now, and the pieces of this vision continue to come into fruition. This is what I see Massive Open Online Courses (MOOCs) morphing into (though there may be other directions/offshoots that they go in as well).

After watching these videos, I think you will see why I think we must move to a team–based approach.

(It looks like the production folks for Campus Technology had to scale things way back in terms of video quality to insure an overall better performance for the digitally-based magazine.)

To watch these videos in a higher resolution, please use these links:

Alternatively, these videos can be found at:

.

From Jane Hart’s “Where the Top 100 Tools for Learning fit on the Comet’s Tail of Workplace Learning Trends”

Why mobile learning is the future of workplace learning [infographic by UpsideLearning; as found on wiredacademic.com]

On 04/23/2013, in corporate / business world, corporate universities / corporate training, Daniel S. Christian, face-to-face, formal learning, informal learning, mobile learning, social learning / networks, streams of content, by Daniel Christian

Why mobile learning is the future of workplace learning [infographic by UpsideLearning; as found on wiredacademic.com]

From DSC:
Here’s a portion of the infographic that I want to highlight — look at how many streams of content are flowing by (perfect for building one’s own learning ecosystem!)

.

I would add augmented reality-based apps
to the on-demand and embedded areas as well…

.

THIS is what it could look like if students designed and owned their own learning! A very powerful piece.

On 03/12/2013, in Daniel S. Christian, engagement / engaging students, formal learning, hearts -- matters of the heart, informal learning, innovation, instructional design, K-12 related, learning ecosystem, love of learning, participation, passions, student-related, by Daniel Christian

From DSC:
THIS is what it could look like if students OWNED their own learning and could pursue their own passions! — A powerful piece! Well worth your time if you are involved with — or concerned about — education in any way, shape, or form.

The video starts off with this troubling/deep assertion by a student (which I’m sure varies in actuality across the board):

“It’s crazy that…in a system that is meant to teach…and to help the youth, there is NO voice from the youth at all.”

From DSC:
A few radical — but powerful ideas — to help students OWN their own learning (something that they will need for the rest of their lives):

More choice, more control
Research what you want to research — “The most important thing about your question is that you ACTUALLY WANT to know the answer.”
Students pursue their own passions — be that an interest in music, art, science, aviation, or in another discipline.
Student present their findings to each other — which involves more of a team-based approach (i.e. peer pressure in a positive way here, strongly encouraging each other to do their best work so as not to let others down)
Peer evaluation
No quizzes
No grades
Often no adults in the room; if adults are there, they are acting more as guides and facilitators
Multiple types of “assignments”/activities — some individualistic, some group work, some long-term

A couple of questions kept running through the back of my mind:

Did they hand select these particular students for this program?
If so, what were the predominant characteristics of those students?

With that said, this is a very powerful piece — well worth your time to check out.

Jay’s Informal Learning Super Deck [Jay Cross]

On 02/05/2013, in corporate / business world, corporate universities / corporate training, formal learning, informal learning, learning ecosystem, training / L&D, workplace, by Daniel Christian

Jay’s Informal Learning Super Deck — from internettime.com by Jay Cross; thanks Jay for sharing this information/these slides

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From slide 169/370

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From slide 225/370

From DSC:
As I mentioned the other day…perhaps helping folks build their own learning ecosystems — based upon one’s gifts/abilities/passions — should be an objective for teachers, professors, instructional designers, trainers, and consultants alike. No matter whether we’re talking K-12, higher ed, or corporate training, these ever-changing networks/tools/strategies will help keep us marketable and able to contribute in a variety of areas to society.

Thanks again Jay for sharing this information/these slides with us!

Learning Ecosystems

RIP Jay Cross — and thank you for all of your contributions.

7 items on learning — learning hubs, PBL, motivation and more

Jay’s Informal Learning Super Deck [Jay Cross]

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