game-changing environment

From “A New Way Forward” –> Big Picture Learning: Grab the Remote!

On 09/03/2020, in 21st century, 24x7x365 access, change, content development, aggregation, repositories, Daniel S. Christian, digital learning, distance education, drama/theater, education, education reform, face-to-face, future, game-changing environment, homeschooling/homeschoolers, ideas, innovation, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, legal reform, legislatures / government / legal, online learning, pedagogy, platforms, policy, political science, reinvent, remote teaching and learning, second screen apps, smart classrooms, smart/connected TV, social learning / networks, society, staying relevant, streams of content, student teaching/teacher education, student-related, teachers, teaching & learning, technologies for your home, telepresence, television, traditional / tradition, United States, user experience (UX), using teams, vendors, virtual K-12 schools, vision/possibilities, web-based collaboration, youth, by Daniel Christian

From A New Way Forward:

Also see the following “Must Reads” from A New Way Forward:

Get Real! by Carlos Moreno and Elliot Washor
(Source: Navigating Our Way)
To Reimagine the Future of Education, Innovation Isn’t Enough
by Kelly Young and Josh Schacter
(Source: The 74 Million)
An Opportunity to Disrupt Education for the Better: Lessons From Starting a School in a Pandemic by Tom Woelper
(Source: Getting Smart)
Keeping Your Child Engaged During Distance Learning by Elizabeth Yun
(Source: Altitude Learning)

From DSC:
Along these lines…in regards to digital equity, I’m reminded of this recent graphic:

Editorial: Spaces is only a small part of Apple’s enormous AR/VR puzzle [Jeremy Horwitz]

On 09/02/2020, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, animation, Apple, Augmented Reality (AR), corporate universities / corporate training, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, immersion, innovation, instructional design, intelligent systems, intelligent tutoring, internet, K-12 related, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, mathematics, media/film, multimedia, online learning, online media, platforms, teachers, teaching & learning, teaching online, technologies for your home, tools, United States, usability, user experience (UX), vendors, XR - extended reality, by Daniel Christian

Editorial: Spaces is only a small part of Apple’s enormous AR/VR puzzle — from uploadvr.com by Jeremy Horwitz

Excerpt:

A demonstration of Spaces’ latest tech shows a cartoony teacher offering whiteboard presentations with accompanying lip and body synchronization — a gentle evolution of existing VR avatar technology. You could easily imagine the 3D model replaced with one of Apple’s current Memoji avatars, enabling an iPad- or iPhone-toting teacher to offer a presentation to a virtual class over Zoom.

VR Pre-Algebra with Ms. Jeffries // Volume Review https://t.co/EBT95NewaA via @YouTube

— Daniel Christian (@dchristian5) September 1, 2020

The future of the academic work force: How will the pandemic change the way higher education works? [chronicle.com]

On 09/02/2020, in 21st century, career development, change, changing business models, colleges, community colleges, disruption, future of higher education, game-changing environment, higher education, traditional / tradition, trends, United States, universities, workplace, by Daniel Christian

The future of the academic work force — from chronicle.com
How will the pandemic change the way higher education works?

Excerpt:

Heading into a fall in which the pandemic shows no signs of abating, we asked administrators, professors, grad students, and university staff to peer around the corner and speculate about how the coronavirus will change the academic work force. What has the pandemic revealed about the campus workplace — and how will that change it going forward? What jobs will be most in demand? Which roles are most imperiled? What sort of shared governance will survive the pandemic? When this is all over, what should the composition of university work forces look like?

Artificial Intelligence for Learning: How to use AI to Support Employee Development [Donald Clark]

On 09/02/2020, in 21st century, 24x7x365 access, adjunct faculty, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, business, business side of he, change, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communities of practice, community colleges, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, education technology, emerging technologies, engagement / engaging students, faculty, formal learning, future, future of higher education, game-changing environment, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning theories, Natural Language Processing (NLP), New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, professional development, research, society, student-related, teachers, teaching & learning, teaching online, technologies for your home, technology (general), tools, training / L&D, trends, UK, United States, universities, user experience (UX), vendors, web-based collaboration, workplace, by Daniel Christian

So what is the book about? — from donaldclarkplanb.blogspot.com by Donald Clark; which discusses his book entitled, Artificial Intelligence for Learning: How to use AI to Support Employee Development

Excerpt:

AI changes everything. It changes how we work, shop, travel, entertain ourselves, socialize, deal with finance and healthcare. When online, AI mediates almost everything – Google, Google Scholar, YouTube, Facebook, Twitter, Instagram, TikTok, Amazon, Netflix. It would be bizarre to imagine that AI will have no role to play in learning – it already has.

Both informally and formally, AI is now embedded in many of the tools real learners use for online learning – we search for knowledge using AI (Google, Google Scholar), we search for practical knowledge using AI (YouTube), Duolingo for languages, and CPD is becoming common on social media, almost all mediated by AI. It is everywhere, just largely invisible. This book is partly about the role of AI in informal learning but it is largely about its existing and potential role in formal learning – in schools, Universities and the workplace. AI changes the world, so it changes why we learn, what we learn and how we learn.

Also see:

Abandon lectures: increase attendance, attitudes and attainment — from donaldclarkplanb.blogspot.com by Donald Clark
Excerpt:
The groups were taught a module in a physics course, in three one hour sessions in one week. In short; attendance increased, measured attitudes were better (students enjoyed the experience (90%) and thought that the whole course would be better if taught this way (77%)). More importantly students in the experimental group outperformed the control group, doing more than twice as well in assessment than the control group.

Let’s do a reality check, shall we? [Christian]

On 09/01/2020, in adjunct faculty, Asia, Australia, Canada, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education technology, elearning, engagement / engaging students, Europe, expectations, experimentation, faculty, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, India, instructional design, K-12 related, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, lifelong learning, Michigan, new business models, online learning, parents/guardians, pedagogy, reinvent, remote teaching and learning, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, telecommunications, UK, United States, universities, user experience (UX), using teams, vision/possibilities, web design and production, web-based collaboration, by Daniel Christian

From DSC:
I’ve heard many people mention that what we did throughout K-16 in the spring of 2020 was remote teaching — an emergency response to the Coronavirus. And I would agree with that assessment and verbiage — that was/is very true. It wasn’t online-based learning as many of us have come to know it over the last 20+ years. It didn’t offer a lot of the things that organizations like the Online Learning Consortium (OLC) and Quality Matters have been trying to promote and get us to achieve for years.

But then I hear the expectation that everything has been vastly improved over the summer and suddenly, almost overnight, all teachers, professors, trainers, adjunct faculty members, etc. have become highly proficient in matters involving online-based teaching and learning. In other words, the expectations say that:

Students should expect a top-notch experience now that summer is over.
Suddenly, Rome was built in a day!

But it wasn’t, and it isn’t.

It takes time and practice to become proficient in how to teach online. That’s the truth. It also takes a great deal of time and investments in hardware, software, tools, training/education/professional development, networking and telecommunications infrastructure, and more. It takes numerous skillsets to do it well. (By the way, that’s why I like to think in terms of team-based content creation and delivery.)

Also, often times, it takes MORE time to teach online than it does to teach in a face-to-face classroom. That is certainly the case for the first time that you will be teaching online. You need to know that going into it. You have to put your course together PLUS learn how to deliver it effectively in an online-based format. You need to learn a variety of tools and related ecosystems. Not a simple, overnight kind of task, I can assure you.

So students, don’t expect your faculty members to become professional online-based teachers overnight. Again, it takes time and practice…just like anything we set out to do.

And for you student teachers and Education Departments/Programs out there, keep at it. Don’t dismiss this time as a brief period/phenomenon that will simply go away and we’ll get back to “normal.” Make the necessary adjustments to your curriculum, toolsets, “teacher placements,” and more. Let’s get prepared for the future, come what may.

For higher ed, if you want to continue to use adjunct faculty members to handle a significant amount of the teaching load out there, you will need to better address the training and the $$/reimbursements that you provide to them.

And for all of the teachers, trainers, faculty members — and now even parents and/or guardians — out there, cut yourself some slack, give yourself some grace, and keep trying. One step at a time. Don’t get discouraged.

Also relevant/see:

Build and accelerate beyond the pandemic: Consciously deliver a great online experience for lifelong learners — from evoLLLution.com by Philip Regier

Excerpt:

Today’s learners have high expectations as expert consumers in all aspects of their lives. Higher education needs to create an infrastructure that meets the needs of this tech-savvy demographic. Institutions need to recognize that the online environment is here to stay and is in need of a rebuild in order to deliver the best student experience possible, even post-pandemic. In this interview, Phil Regier discusses the today’s learners’ expectations, scaling a high-quality online environment, and how to build the right infrastructure to support learners in this new and digitized normal.

Moody’s: Coronavirus is accelerating shift to online education [Schwartz]

On 08/31/2020, in 21st century, 24x7x365 access, active learning, business side of he, change, changing business models, colleges, community colleges, content development, aggregation, repositories, cost of getting a degree, culture, digital learning, distance education, education technology, elearning, future, future of higher education, game-changing environment, Google, higher education, human-computer interaction (HCI), instructional design, IT in HE, online learning, pace of change, parents/guardians, platforms, reinvent, remote teaching and learning, society, staying relevant, surviving, teaching & learning, teaching online, traditional / tradition, training / L&D, trends, United States, universities, vendors, vision/possibilities, web-based collaboration, by Daniel Christian

Moody’s: Coronavirus is accelerating shift to online education — from educationdive.com by Natalie Schwartz

Dive Brief:

The pandemic will hasten a transformation of higher education business models, according to a new Moody’s Investors Service report.
The crisis will accelerate many colleges’ plans to grow their online footprints, though not all schools have the resources to invest in digital infrastructure, the report notes. They will also likely expand non-degree and certificate programs.
Analysts predict that once the pandemic subsides, some colleges will struggle if they haven’t established a strong online presence.

“Some universities previously resistant to change will have to take more expansive steps to adapt to this transformation,” Pranav Sharma, assistant vice president at Moody’s, said in a statement. “Not all universities, however, have the resources or culture to move quickly and the coronavirus will expedite existential threats for some.”

Also see:

Active Learning while Physically Distant — from blogs.acu.edu

Excerpt:

Use a Google Form as an entrance or exit ticket. Upon entering class, a quick google form can engage students with a couple of quick questions. A google form as an exit ticket can provide good insight into student learning that day.

Big 4 as the next legal disruptor: Is it game over? [Embry]

On 08/31/2020, in business, career development, change, changing business models, corporate / business world, disruption, future, game-changing environment, global / globalization, law schools, Legal operations, legal technologies, trends, United States, workplace, by Daniel Christian

Big 4 as the next legal disruptor: Is it game over? — from legaltechmonitor.com by Stephen Embry

Excerpt:

One of the more fascinating keynotes at this week’s ILTA virtual conference was a panel discussion among three representatives of the big four accounting firms: Peter Krakaur, Managing Director of EY Law, Mark Ross, Principal, Deloitte, and Juan Crosby, PWC NewLaw Services Leader. The title of the talk was Legal’s Next Disruptor? Demystifying the Big 4. Or as I put it before, is the Big 4 the proverbial big bad wolf?

Also see:

Friday happenings at the ILTA-ON* Virtual Conference: eDiscovery Trends — from

Excerpt:

As I discussed last week (and have discussed all this week as well), the International Legal Technology Association’s (ILTA) annual conference has gone virtual this year and ILTA>ON has been running throughout the week.

Do we have the “situational awareness” to navigate into the future? [Tavangar & Richardson]

On 08/24/2020, in career development, change, collaboration, communities of practice, Daniel S. Christian, education, education reform, future, future of higher education, game-changing environment, higher education, ideas, K-12 related, by Daniel Christian

Do we have the “situational awareness” to navigate into the future? — from bigquestions.institute by Homa Tavangar and Will Richardson

Excerpt:

In our work with leaders over the past six months, we’ve been deeply focused on one particular aspect of “situational awareness,” namely building the skill of “reading the signs” in this moment more effectively to make better decisions about the future for students and school communities. One of the “big questions” we’re asking is what are we seeing happening now that gives us strong clues as to what’s coming around the corner?

Obviously, we can’t predict the future with 100% certainty. And actually, as situations can change in a heartbeat, that shouldn’t be the goal. What we can do, however, is get a clearer sense of where we’re going by being more fully aware of where we are.

In an education context, many of the signs are pointing to some big changes that require a greater sense of awareness in this moment.

From DSC:
Readers of this blog know that I’m big on pulse-checking the relevant landscapes around us. The ability to do this continues to become a critically important skill and habit for most of us these days. Along these lines, when the world is moving at 180mph, we need to be looking into the horizons…developing potential scenarios, and the plans to address those potential scenarios. I think of these graphics:
.

Alternative Credentials, Scaled Degrees, and the New Higher Ed Matthew Effect — from insidehighered.com by Joshua Kim
The potential impact of elite-branded affordable online certificates and degrees on regionally-branded tuition-dependent colleges and universities.

Excerpt:

I pulled those quotes from the 8/10/20 IHE article At Home, Workers Seek Alternative Credentials. Given the crazy times, I’m not sure if that article is getting the attention across higher ed that it deserves. Everyone is entirely focused on the near-term challenges of academic continuity during the pandemic. And that is the right place to be focusing. You can’t plan for the long-term when the short-term is so unstable.

But today, I’m going to ask you to do just that. If you can, step back from thinking about COVID-19 and what is happening to your school in the fall, and give some thought to the medium-to-long-term impact of the rise of alternative credentials and scaled degrees to your institution.

First, let me ask you a question. How does your school balance its books? Where does the money come from?

Let’s use television to minimize the learning gaps that will otherwise be experienced by many students this next year! [Christian]

On 08/19/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, Amazon, Apple, collaboration, communications, content development, aggregation, repositories, convergence, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital video, distance education, education, engagement / engaging students, game-changing environment, homeschooling/homeschoolers, ideas, innovation, instructional design, internet, K-12 related, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, media/film, microlearning, multimedia, parents/guardians, participation, passions, platforms, policy, political science, remote teaching and learning, smart/connected TV, social learning / networks, society, sociology, staying relevant, STEAM-related, storytelling, strategy, streams of content, student-related, surviving, teachers, teaching & learning, technologies for your home, television, tools, United States, user experience (UX), vendors, vision/possibilities, youth, by Daniel Christian

From DSC:

If one doesn’t have access to the Internet, a computer, or any such mobile technology as seen in the image above…could TV become the medium through which one could be educated during this next year of the Coronavirus situation? That is, until we can develop better and more equitable policies, plans, funding, systems, infrastructures, and connectivity for all students!
After that, could we see more televisions morph into smart/connected TVs?
Could PBS, ABC, CBS, NBC, Fox, and other major networks collaborate with the U.S. Department of Education to help us educate all students?
Could the largest internet company of 2030 be an online school as Thomas Frey predicts?

A few years ago, I had hoped that Apple was going to go all-in with their tvOS platform.

SAN FRANCISCO, CA – SEPTEMBER 9: Apple CEO Tim Cook introduces the New Apple TV during a Special Event; 9/9/15.

Though it’s still early in the game, that really hasn’t happened to the extent that I had hoped. That said, more recently, I was encouraged to see this article from back in July:

Let’s ask the employees of PBS, ABC, CBS, NBC, Fox, and other networks if they would be willing to work with the U.S. Department of Education to help educate ALL students! Though educational TV is not new, I’m talking about taking things to a *whole* new level.

With that in mind, I created the following graphic:

(One might ask why I used an old television in the above graphic. I was trying to get at the idea that one might not have a lot of resources to work with.)

“We, as a nation, have to do much better on this issue! It’s not right.” [Christian]

On 08/19/2020, in Daniel S. Christian, digital learning, distance education, education, education reform, education technology, elearning, future, game-changing environment, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, internet, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, legislatures / government / legal, online learning, parents/guardians, participation, platforms, policy, political science, society, staying relevant, student-related, surviving, teachers, teaching & learning, teaching online, technologies for your home, telecommunications, tools, trends, United States, usability, user experience (UX), vendors, youth, by Daniel Christian

Back-to-School Help for Students Without Internet — from by James K. Willcox
For millions of families, broadband access is a challenge. These resources can help bridge that digital divide.

Excerpt:

“If it wasn’t glaringly clear before, the pandemic has confirmed the vital importance of a broadband internet connection—one that is reliable, affordable, and in some cases, simply available,” says Jonathan Schwantes, senior policy counsel in Consumers Reports’ Washington, D.C., office. “Unfortunately, far too many Americans lack access or are unable to afford broadband.”

A new state-by-state report on America’s K-12 students by Common Sense and Boston Consulting finds that almost 16 million students and 10 percent of teachers lack adequate internet or computing devices at home. Minority households are among the most affected. Though 18 percent of white homes lack broadband, the figure rises to 26 percent for Latinx homes and 30 percent for Black homes. The percentage is even higher among Native American households.

From DSC:
Though this solid article lists some very helpful resources, we have to do much better than this as a nation! It’s not right.

My thanks to James McQueen for this resource.

With an eye towards the future…what questions should we be asking about learning experience design (#LXD)? [Christian]

On 08/19/2020, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, active learning, adjunct faculty, adult learning, attention, change, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, love of learning, mobile learning, more voice more choice more control, motivation, online learning, online media, online tutoring, participation, passions, pedagogy, personalized/customized learning, platforms, social learning / networks, society, staying relevant, storytelling, streams of content, student-related, teachers, teaching & learning, teaching online, training / L&D, ubiquitous learning, universities, user experience (UX), using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, XR - extended reality, by Daniel Christian

From DSC:
Some of the following questions came to my mind recently:

In this age of the Coronavirus, how can we think differently about learning experience design (#LXD)?
How can *teams* of people come together to reimagine what learning could look like in the future? Who might be some new players at the table? More students? Artists? Actors? More animators? More technicians and people from A/V? Specialists in XR? Corporate trainers coming together with Instructional Designers from higher ed and from K-12? #learningecosystems #future
How can we better tighten up the alignment between K-12, higher ed / vocational programs, and the corporate world?
How can we make self-directed learning more prevalent (which would release an enormous amount of energy & creativity)? #heutagogy

Maybe those aren’t even the right questions…

If not, what do you think? What questions should we be asking about learning these days?

#LXD #learningecosystems #future #lifelonglearning #onlinelearning #highereducation #K12 #corporatelearning #heutagogy

The main thing we need to remember is that this space no longer serves as an accessory to face-to-face teaching. It is now our main contact point with learners, so it needs to play different roles: communication channel, learning path, interaction platform and community space. Teachers therefore need a certain degree of freedom to design this space in the best way that suits their teaching style and philosophy as well as their course content and learning objectives.
…
What became obvious in the past months is that when it comes to teaching and learning fully online, the learning experience design aspect, including look, feel and logic of the platform from the users’ perspective- be it teachers or students-, are at least as important as the content.

(source)

At home, workers seek alternative credentials [McKenzie]

On 08/15/2020, in 21st century, 24x7x365 access, colleges, community colleges, computer science, corporate universities / corporate training, cost of getting a degree, credentialing, future, future of higher education, game-changing environment, generational differences, higher education, ideas, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, MOOCs -- Massive Open Online Courses, programming, reinvent, society, staying relevant, student-related, surviving, trends, United States, universities, user experience (UX), by Daniel Christian

At home, workers seek alternative credentials — from insidehighered.com by Lindsay McKenzie
Interest in alternative online credentials spiked after people started working remotely this spring. Will the surge continue long-term?

Excerpt:

Several leading massive open online course providers, coding bootcamps and business schools offering non-degree credentials reported manyfold increases in web traffic, inquiries and enrollments.

First They Came for Adjuncts, Now They’ll Come for Tenure: And who will be left to stop them? — from chronicle.com by Ed Burmila

Excerpts:

If, by their own accord or by caving to outside political pressures, university administrators take the current crisis as an opportunity to eliminate tenure once and for all, who’s going to stop them?

Put another way: Are there enough academic workers with a stake in the tenure system left to defend it?
…
As go the adjuncts and the nonacademic staff today, so go the tenured faculty tomorrow.

It is in the interest of tenured faculty to fight for their non-tenure-track colleagues. But the key question, as The Chronicle’s Emma Pettit asks, is: Will it be too little too late? When contingent labor protested for years about poor working conditions, it did not find many allies willing to fight alongside it. Now the roles are reversed: Tenured faculty will soon need the rest of the profession to help fight attempts to erode tenure.

Addendum on 8/20/20:

Higher ed group offers ideas for supporting contingent faculty — from educationdive.com by Hallie Busta

Dive Brief:

Support for non-tenure-track faculty members continues to be a concern amid pandemic-related cutbacks and pushback over how some campuses plan to reopen.
A faculty industry group this week put out a list of principles and recommendations for institutions to protect those instructors, calling for them to get paid sick leave, unemployment benefits, and extended access to rehire or promotion opportunities.
The ideas come as calls for greater shared governance grow across the sector in light of the ongoing health crisis.

How might tools like Microsoft’s new Whiteboard be used in online-based learning? In “learning pods?” [Christian]

On 07/29/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, Access to Justice (A2J), active learning, adjunct faculty, art, Artificial Intelligence/Agents/LLMs/and Related, Bring your own device (BYOD), business, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Cost of legal services - including access, creativity, Daniel S. Christian, digital learning, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, faculty, future, future of higher education, game-changing environment, graphics, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, Microsoft, multimedia, online learning, online media, online tutoring, participation, platforms, presentations, productivity / tips and tricks, second screen apps, smart classrooms, smart/connected TV, social learning / networks, society, teachers, teaching & learning, teaching online, technologies for your home, technology (general), telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, transmedia, United States, universities, by Daniel Christian

Questions/reflections from DSC:

How might this be used for online-based learning?
For “learning pods” and homeschoolers out there?
Will assistants such as the Webex Assistant for Meetings (WAM) be integrated into such tools (i.e., would such tools provide translation, transcripts, closed captioning, and more)?
How might this type of tool be used in telehealth? Telelegal? In online-based courtrooms? In presentations?

#onlinelearning #collaboration #education #secondscreen #edtedh #presentations #AI #telehealth #telelegal #emergingtechnologies

Learning Ecosystems

The future of the academic work force: How will the pandemic change the way higher education works? [chronicle.com]

Moody’s: Coronavirus is accelerating shift to online education [Schwartz]

Big 4 as the next legal disruptor: Is it game over? [Embry]

Alternative Credentials, Scaled Degrees, and the New Higher Ed Matthew Effect [Kim]

First They Came for Adjuncts, Now They’ll Come for Tenure (And who will be left to stop them?) [Burmila]

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