Are universities going the way of CDs and cable TV? [Smith]

Are universities going the way of CDs and cable TV? — from theatlantic.com by Michael Smith; with thanks to Homa Tavangar & Will Richardson for this resource
Like the entertainment industry, colleges will need to embrace digital services in order to survive.

Excerpts:

We all know how that worked out: From 1999 to 2009, the music industry lost 50 percent of its sales. From 2014 to 2019, roughly 16 million American households canceled their cable subscriptions.

Similar dynamics are at play in higher education today. Universities have long been remarkably stable institutions—so stable that in 2001, by one account, they comprised an astonishing 70 of the 85 institutions in the West that have endured in recognizable form since the 1520s.

That stability has again bred overconfidence, overpricing, and an overreliance on business models tailored to a physical world. Like those entertainment executives, many of us in higher education dismiss the threats that digital technologies pose to the way we work.

Information technology transforms industries by making scarce resources plentiful, forcing customers to rethink the value of established products.

Paul Krugman, Economist, teaching on Masterclass.com

 

Learning from the Living Class Room

From DSC:
I can’t help but hear Clayton Christenson’s voice in the following quote:

An analogous situation prevails in higher education, where access to classroom seats, faculty experts, and university diplomas have been scarce for half a millennium. When massively open online courses first appeared, making free classes available to anyone with internet access, universities reflexively dismissed the threat. At the time, MOOCs were amateuristic, low-quality, and far removed from our degree-granting programs. But over the past 10 years, the technology has improved greatly.

 

Are you ready? Self-directed learning is the next wave for L&D — from learningsolutionsmag.com by Bill Brandon

Excerpt:

This article begins an exploration of the other major shift that is already in play and that will continue to affect our work: the phenomenon of self-directed learning. This is a trend that (like distance learning) was already underway before the pandemic, driven by a desire to reduce or eliminate the cost of formal instruction and to keep up with the speed of change itself.

What is self-directed learning?
Let’s use the classic definition from Malcolm Knowles. Self-directed learning is a process “in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating those learning outcomes.” (See reference at the end of this article.)

 

 

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


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

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

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


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

Excerpts:

But it’s in China, where President Xi Jinping has called for the nation to lead the world in AI innovation by 2030, that the fastest progress is being made. In 2018 alone, Li told me, 60 new AI companies entered China’s private education market. Squirrel AI is part of this new generation of education start-ups. The company has already enrolled 2 million student users, opened 2,600 learning centres in 700 cities across China, and raised $150m from investors.

The supposed AI education revolution is not here yet, and it is likely that the majority of projects will collapse under the weight of their own hype.

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

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

 

Notes from Stewart Hase’s keynote (Feb 2020) — with thanks to Dr. Lisa Marie Blaschke in Germany for her Tweet on this

  • The commodification of education – turns out sausages
    or
  • Are we creating more Greta Thunbergs?

Creating learning experiences where people are not sausages. Policymakers don’t get it. Practitioners do.

~11:00 mark –> Learner agency; have control over what they can learn about (inserted graphic from DSC below)

Heutagogy (self-determined learning)

  • …the learner is a partner (agent) in designing and realizing their own learning (Hase & Kenyon, 2000)

PAH continuum – Pedagogy –> Andragogy –>  Heutagogy

Hobby – learned to do it but didn’t go to school for it. How did you go about learning it?

  • Listened to radio, watched YouTube videos, watched other people, trial and error, repeated activity, conversations/reflections/group learning, read books, break things down into smaller parts, seek out a mentor, exploring, testing hypothesis, fail, get stuck and find a way through

Kids know how to do heutagogy – very natural; self-determined learning.

~21:45 To what extent do we incorporate heutagogy into our classrooms?

  • Context and experience – the neurons you bring to the learning table
  • Competence and capability
  • Negotiated learning; let the learner contextualize stuff for you
  • Experiential learning
  • Flexible assessment
  • Chunking the learning
  • Chunk the assessment
  • Flipped classroom
  • Project-based learning

The learning leader: New skills

  • Happy with ambiguity – have to give up control and power
  • Have to trust people
  • Relationship oriented
  • Process not content oriented
  • Coach and guide
  • Scientist
  • Facilitator
 

The 5 top tech skills companies want in new hires right now — from fortune.com by Anne Fisher; with thanks to Ryan Craig for his relaying this resource

Excerpts (emphasis DSC):

Tim Tully agrees. Chief technology officer at data giant Splunk—whose clients number 92 of the Fortune 100—Tully says that the most important trait IT job candidates need now is “a strong desire to learn.” It might be too broad of a requirement, but consider Tully’s own list of the five most essential tech skills now:

1. Real-time data management
2. Design thinking
3. App development
4. A.I. and machine learning
5. A composite of the first four skills

From DSC:
I’m especially posting this for students who are considering a tech-related career. If that’s you, Tim’s words ring true — you must have a strong desire to learn. And I would add, to keep learning and to keep learning and to keep learning…

If you are in IT, it’s wise to check in regularly on career progress – because staying still for too long could quickly lead to falling behind. (source)

Also, given the pace of change and today’s current marketplace, you need to be ready to be let go and take a right turn (i.e., be flexible and adaptable). You need to have a healthy learning ecosystem built up and maintained — one that will support you over the long haul.  Heutagogy comes into play here. And at least for me, prayer helps greatly here too — as one can easily put one’s eggs into the wrong basket(s) when we’re talking about tech-related jobs.

And for you applying for jobs, don’t get discouraged by those organizations/people who are looking for those “purple unicorns” that Ryan Craig talks about in his Gap Letter Volume II, #4 (i.e., the perfect candidate who meets a ridiculously long list of requirements for the job).

 


Also see:


Below is a relevant excerpt from that report:

 

Soros urges world leaders to back his $1-billion Global Education Network — from chronicle.com by Dan Parks

Excerpt:

George Soros urged world leaders on Thursday to back his Open Society University Network, a $1-billion effort to integrate teaching and research across higher-education institutions worldwide to solve big problems.

The Central European University, which Soros founded, and Bard College will team up with Arizona State University and other institutions around the globe, according to a news release.

From DSC:
This is not an endorsement of the GEN nor do I have any perspectives to relay one way or another re: George Soros. I just find the idea of a global learning network/platform very interesting…and likely a piece of our future learning ecosystems.

 

DC: Precursor to a next gen learning platform…? Another piece is falling into place.

 

Some of the topics/items mentioned include:

  • Technologists join lawyers in creating the legal realm of the future.
  • Future lawyers will need to either have project managers on staff or be able to manage projects themselves.
  • Lifelong learning is now critically important. One doesn’t necessarily need to be able to code, but one needs to be constantly learning.
  • Need to understand legal principles but you will also need to have augmented skills (which will differ from person to person)
  • New business and delivery models. Don’t presuppose that the current model will always be around.
  • There will be fewer traditional roles/practices. Traditional roles are sunsetting; new skillsets are needed.
  • Students: Do your due diligence; read up on the industry and think about whether there’s a good fit. Learn your craft. Get experience. Be who you are. Bring your unique brand to the table.
 

 

Learning from the living class room

 

Coming down the pike: A next generation, global learning platform [Christian]

From DSC:
Though we aren’t quite there yet, the pieces continue to come together to build a next generation learning platform that will help people reinvent themselves quickly, efficiently, constantly, and cost-effectively.

Learning from the living class room

 

Learning from the living class room

 

Learning from the living class room

 

The 10 vital skills you will need for the future of work — from Bernard Marr

Excerpt:

Active learning with a growth mindset
Anyone in the future of work needs to actively learn and grow. A person with a growth mindset understands that their abilities and intelligence can be developed and they know their effort to build skills will result in higher achievement. They will, therefore, take on challenges, learn from mistakes and actively seek new knowledge.

Start by adopting a commitment to lifelong learning so you can acquire the skills you will need to succeed in the future workplace.

 

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

Excerpt (emphasis DSC):

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

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

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


From DSC:

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

 

The Rise of Do-It-Yourself Education — from insidehighered.com by Ray Schroeder
Do it yourself is more than just a trend for crafts and home improvements — it is an ethos that has reached higher education.

Excerpt (emphasis DSC):

More than 50 percent of the DIY-ers are between 24 and 44 years of age, and the numbers are growing. This trend is immutable now; it is continuing to grow in numbers and expand into new fields every year.

The pervasive DIY mind-set has spilled over into independent learning online, as Dian Schaffhauser writes:

A do-it-yourself mindset is changing the face of education worldwide, according to new survey results. Learners are “patching together” their education from a “menu of options,” including self-teaching, short courses and bootcamps, and they believe that self-service instruction will become even more prevalent for lifelong learning. In the United States specifically, 84 percent of people said learning would become even more self-service the older they get.

Heutagogy is the study and practice of self-determined learning.

As enrollments decline nationally, so many individual universities continue to experience declines year after year. Is it not worth considering these broad societal changes that are moving students toward skilling and upskilling via DIY, rather than marketing the same degrees in the same structure that is producing losses year after year? Who is leading this initiative at your university?

 

From DSC:
Another good example of a learning ecosystem! Here’s a shout out to all of you checking in here:

  • Thanks for your time and for the check in!
  • Let’s all intentionally enhance our individual — as well as our organizations’ — learning ecosystems!

From Directed Learning to Self-Directed Learning: The role of L&D — from modernworkplacelearning.com

Self-directed learningby

 

Delivering learning across a lifetime: Higher education’s new paradigm — from evolllution.com with thanks to Mr. Amrit Ahluwalia for his work on this

Excerpt:

Higher education is no longer a single engagement in an individual’s life, or a stop-off point between high school and a career.
Today, and into the future, higher education’s role is ongoing as the demands of the future labor market will require individuals to continuously up-skill and re-skill to remain relevant. As such, while the traditional two- or four-year postsecondary model will continue to play an important role, colleges and universities must expand their repertoire to consciously deliver learning across individuals’ lifetimes.

Read on to learn how the 100 Year Life is changing the fundamental learning needs of individuals across the labor market, and to understand how postsecondary institutions can evolve to fulfil their missions within this new paradigm.

 

From DSC:
This important perspective/trend reminds me of the graphic below…

 

Also see:

 

60 years of higher ed --really?

 

The employee of the future, he added, “typically will have a new job every five years, probably for 60 to 80 years, and probably every one of those will require skills you did not learn in college.”

 

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