Learning experience designs of the future!!! [Christian]

From DSC:
The article below got me to thinking about designing learning experiences and what our learning experiences might be like in the future — especially after we start pouring much more of our innovative thinking, creativity, funding, entrepreneurship, and new R&D into technology-supported/enabled learning experiences.


LMS vs. LXP: How and why they are different — from blog.commlabindia.com by Payal Dixit
LXPs are a rising trend in the L&D market. But will they replace LMSs soon? What do they offer more than an LMS? Learn more about LMS vs. LXP in this blog.

Excerpt (emphasis DSC):

Building on the foundation of the LMS, the LXP curates and aggregates content, creates learning paths, and provides personalized learning resources.

Here are some of the key capabilities of LXPs. They:

  • Offer content in a Netflix-like interface, with suggestions and AI recommendations
  • Can host any form of content – blogs, videos, eLearning courses, and audio podcasts to name a few
  • Offer automated learning paths that lead to logical outcomes
  • Support true uncensored social learning opportunities

So, this is about the LXP and what it offers; let’s now delve into the characteristics that differentiate it from the good old LMS.


From DSC:
Entities throughout the learning spectrum are going through many changes right now (i.e., people and organizations throughout K-12, higher education, vocational schools, and corporate training/L&D). If the first round of the Coronavirus continues to impact us, and then a second round comes later this year/early next year, I can easily see massive investments and interest in learning-related innovations. It will be in too many peoples’ and organizations’ interests not to.

I highlighted the bulleted points above because they are some of the components/features of the Learning from the Living [Class] Room vision that I’ve been working on.

Below are some technologies, visuals, and ideas to supplement my reflections. They might stir the imagination of someone out there who, like me, desires to make a contribution — and who wants to make learning more accessible, personalized, fun, and engaging. Hopefully, future generations will be able to have more choice, more control over their learning — throughout their lifetimes — as they pursue their passions.

Learning from the living class room

In the future, we may be using MR to walk around data and to better visualize data


AR and VR -- the future of healthcare

 

 

Meet the new face of Webex Assistant — from blog.webex.com by Kacy Kizer

Excerpt:

You may be familiar with Webex Assistant, the AI-powered voice assistant for work. Now known as Webex Assistant for Webex Rooms, our original digital assistant allows you to control compatible Webex Rooms devices with your voice, making it easy to join a meeting with just a few words, manage your meetings and devices from anywhere in the room, and much more.

  • A voice-activated assistant allows you to easily control the meeting through a set of voice commands.
  • Simply ask your AI-powered Webex Assistant to do things like create actions items, take notes, and even set up future meetings—with just your voice.
  • Your Webex Assistant will automatically transcribe the entire meeting in real-time.
  • With visual animation, your virtual AI assistant interacts with you and your meeting attendees during the meeting and when called upon.

The Cisco Webex Digital Assistant -- how might AI impact the online-based learning experience?

From DSC:

  • How might these types of technologies impact online-based learning?
  • What new affordances might they bring to the learner’s experience?
  • For example, what if a listening assistant (AI) could identify some key issues/topics and then go out and grab/present some URL’s of relevant journal articles, chapters from a given textbook, blog postings, etc.? What if each student’s AI could be directed to do so independently?

#IntelligentTutoring | #IntelligentSystems |  #AI |  #EmergingTechnologies | #Collaboration | #Productivity | #PersonalizedEducation

Also see:

Cisco Webex Desk Pro -- AI integrated into Webex Meetings

 

Team-based content creation/delivery | We need this & other paradigm shifts to help people survive & thrive [Christian]

From DSC:
If the first wave of the Coronavirus continues — and is joined by a second wave later this year or early next year — I think a more permanent, game-changing situation is inevitable. As such, now’s the time to change the paradigms that we’ve been operating under.

It’s time to move to *a team-based approach.* To build up the set of skills an organization needs to pivot and adapt — regardless of what comes their way.

Let’s stop asking one faculty member to do it all! Consider this:

  • Would you fly in a plane that was engineered/designed/built by one person?
  • Would you drive a car that was engineered/designed/built by one person?
  • Would you go into brain surgery with only one other person in the operating room?
  • Are you, like me, amazed at the long list of people (and their specialties) who contributed to a major motion picture?!? The credits go on for several minutes — even when moving at a fast pace! Would you watch a major motion picture that was written, acted, produced, directed by — and had all of the music, special effects, and audio-related work done by — only one person? 

With the move to online learning, one person can’t do it all anymore — at least not at the level that the newer generations are coming to expect. They have grown accustomed to amazing, team-based/built content and products.

Plus, newer generations are going to know and experience much more telehealth-related services…then much more telelegal-related services. They will come to experience/expect high-quality learning-related products and services that way as well. Going forward, there are too many skillsets required by the creation and production of high-quality, online-based learning — not to mention the continued hard work of staying up-to-date on the main subject matter expertise at hand.

So if the kind of perspective continues as found in this piece — SURVEY: Students say they shouldn’t have to pay full price for online classes — then colleges and universities would do well to invest money in new Research & Development efforts, in team-based content creation, and in reimagining what online-learning could act/be like. Same for the vendors out there. And faculty members would be wise to invest the time and energy it takes to be able to teach online as well as in a face-to-face setting. Not only are they more marketable once they’ve done this, but they are then also more prepared to find their place within an uncertain future.

All of this will likely be an expensive process. Also, greater collaboration will be needed within a department (as we can’t be building a course per professor) as well as between organizations.  Perhaps the use of consortiums will increase…I’m not sure.

Perhaps a new platform will develop — similar to what’s contained in this vision. Such a platform will feature content that was designed and built by a team. Such a learning-related platform will offer streams of highly-relevant content — while providing continuous, affordable, up-to-date, convenient, and very well done means of staying marketable/employed. 

We will likely be seeing this vision come to reality in the future.

For another paradigm shift, accreditation bodies/practices are going to have to also change, adapt, pivot, and help innovative ideas come to fruition. But that’s another posting for another day.

 

What will learning look like this fall? — excerpt and resources below are from Instructure’s Canvas CSM June 2020 Newsletter

Institutions across the world are preparing for the upcoming school year with the “new normal.” Educators have been sharing their successes, lessons learned, and new initiatives. Explore these resources on bringing the classroom environment online:

 

This unique free event is designed to give our learning community a chance to explore the most popular topics discussed at Learning Technologies.

The 2020 Learning Technologies Summer Forum (#LTSF20) takes place online, looking at some of the key topics we examined at February’s conference. Once again, the Summer event is an opportunity to interact, experiment and try some new things together.

 

4 in 10 U.S. teens say they haven’t done online learning since schools closed — from kqed.org by Anya Kamenetz

Excerpt:

With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.

 

From DSC:
If you are able to — whether as a business or as an individual — please consider finding ways to help level the playing field in our nation by providing computers and broadband connectivity. Our society doesn’t need yet another gap, especially when you have this type of thing going on.

Online-based learning — along with blended learning — is likely a solid component of our learning ecosystems from here on out — but it’s not a level playing field out there right now.

 

 

Remote collaboration and virtual conferences, the future of work — from forces.com by Charlie Fink

Excerpts:

Ten weeks ago, Jesse Damiani, writing on Forbes.com, told the story of a college professor who turned his course about XR into a research project about remote collaboration and virtual conferences.

He and his students reimagined the course as an eight-week research sprint exploring how XR tools will contribute to the future of remote work—and the final product will be a book, tentatively titled, Remote Collaboration & Virtual Conferences: The End of Distance and the Future of Work.”

This is a chapter of that book. It will be available on June 15.

The thing everyone wants is not a technology, it’s engagement. The same kind of engagement that you would have in real life, but better, faster, cheaper *and safer* than it was before.

Also see:

 

The Post-Pandemic Outlook for Edtech — from edsurge.com by Rebecca Koenig

Excerpts:

For the edtech industry, the pandemic poses a paradox. Never before have schools and colleges so urgently needed digital tools and services to facilitate remote learning—and been less able to afford them.

Consumer edtech, then, may be where the market is hottest moving forward. And experts say a new key audience has emerged in the sector: parents. Many have been thrust—begrudgingly—into the role of homeschool teacher, and they’re looking for ways to keep kids on track academically that don’t require them to spend hours brushing up on fractions.

“The new audience for edtech companies, whether they sell directly to consumers or not, is the parent. That’s a major and permanent change,” he explains. “Whether it’s needed all the time or not, it needs to be built in.” 

— Frank Catalano

Online Tutoring Services
It’s been a hot few years for companies that connect students with tutors who teach online. Between 2016 and 2019, online tutoring services raised more than $1.2 billion in venture capital.

 

XR for Learning – June 3, 2020 — from twist.learningguild.net

Excerpt:

Augmented, Virtual, and other mixed reality technologies are rapidly emerging and advancing, creating new and exciting opportunities for training and education. XR for Learning collects some of the best XR content that learning professionals can learn from.

Here’s this week’s recommended content.

 

From DSC:
I, for one, am glad that we made the investments in the telecommunications and networking infrastructures, in the PCs, Macs, laptops, tablets, other items in the #edtech realm, as well as investing in a variety of technologies through the years. Given the need to move online due to the Coronavirus, I’d say such investments offered many a solid ROI throughout K-12, higher education, as well as in the corporate world. But I realize that not everyone has access to these things…which is something we must work on as a nation.

But had we not made those investments, where we would be now?

Also see:

Teaching during COVID-19: Why We’re Fortunate — from er.educause.edu by Gardner Campbell

 

Not in the Future—Now — from er.educause.edu by John O’Brien

Excerpts:

…technology can no longer be seen as a utility working quietly in the background. Now more than ever, technology is a strategic asset that is vital to the success of every higher education institution.

Digital transformation (Dx) can no longer be considered an aspirational concept. It must be understood as an imperative. And that well-worn, precious notion of campus technology professionals doing work that is noticed only when there is an outage? This too is a thing of the past.


[Technology] is not just a lifeline that got us through a tricky situation. It is and must increasingly be understood as an integral, strategic part of the successful college or university. Not in the future. Now.

 

 

Learning channels of the future will offer us more choice. More control. [Christian]

 

From DSC:
And this phenomenon of learning from the living [class] room will likely pick up steam; some learning-related services are already heading that way.

 

Learning from home -- masterclass dot com

Learning from home -- masterclass dot com

 

Also see:

Preparing Students for a Lifelong Disruptive Future: The 60-Year Curriculum — from evolllution.com by Chris Dede | Professor of Learning Technologies in the Graduate School of Education, Harvard University and John Richards | Professor in the Graduate School of Education, Harvard University

Although written before the pandemic, a just-published book, The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy (Dede and Richards, 2020), describes the looming challenge/opportunity of a coming, epic half-century whose intensity of disruption will rival the historic period civilization faced from 1910-1960: two world wars, a global pandemic, a long-lasting economic depression and unceasing conflicts between capitalism and communism.

In our tactical responses to moving teaching online because of the pandemic, we have the strategic opportunity to develop a new model that blends higher and continuing education and realizes the potential of next-generation methods of instruction and assessment (National Academy of Sciences, Engineering and Medicine, 2018) to focus on lifelong learning.

 

Higher ed needs to build more mature Digital Learning Ecosystems

Higher Ed Needs a Long-Term Plan for Virtual Learning — from Harvard Business Review by James DeVaney, Gideon Shimshon, Matthew Rascoff, and Jeff Maggioncalda

Excerpts:

The staggering impact of Covid-19 on education systems around the world is unlike anything we have seen in the post-war era. More than 1.6 billion students have been affected, representing over 91% of all students in the world. Unsurprisingly, demand for online learning has skyrocketed. In the last 30 days, there were 10.3 million enrollments in courses on Coursera, up 644% from the same period last year.

As the emergency subsides but normal fails to return, higher ed institutions need to do more. There’s a good likelihood that virtual learning — in some capacity — will need to be a part of education for the foreseeable future. Higher ed institutions need a response framework that looks beyond the immediate actions. They have to prepare for an intermediate period of transition and begin future-proofing their institutions for the long term.

 

 
 

Young and in Legal Tech: Are You Sure You Want to Make the Leap? — from law.com by Zach Warren
Because of a changing law firm model, starting a legal technology company is becoming more attractive than ever for young law firm grads and associates. But legal tech founders say that while there are benefits, a smooth landing isn’t guaranteed

Excerpt:

Listening is the primary way to help balance on a precarious tightrope, Rubin adds. “It’s a delicate line to walk when you’re starting a company between being humble and really knowing that you’ve never started a company before and you haven’t been practicing for 30 years. There are a lot of things you don’t know. But also having conviction that you have an idea that you really stick to and that you believe can be a serious changemaker in an industry that has struggled with change.”

 

This magical interface will let you copy and paste the real world into your computer — from fastcompany.com by Mark Wilson
Wowza.

Excerpt:

But a new smartphone and desktop app coming from Cyril Diagne, an artist-in-residence at Google, greatly simplifies the process. Called AR Copy Paste, it can literally take a photo of a plant, mug, person, newspaper—whatever—on your phone, then, through a magical bit of UX, drop that object right onto your canvas in Photoshop on your main computer.

“It’s not so hard to open the scope of its potential applications. First of all, it’s not limited to objects, and it works equally well with printed materials like books, old photo albums, and brochures,” says Diagne. “Likewise, the principle is not limited to Photoshop but can be applied to any image, document, or video-editing software.”

 

 

https://arcopypaste.app/

 

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