Learning from the Living [Class] Room: Adobe — via Behance — is already doing several pieces of this vision.

From DSC:
Talk about streams of content! Whew!

Streams of content

I received an email from Adobe that was entitled, “This week on Adobe Live: Graphic Design.”  (I subscribe to their Adobe Creative Cloud.) Inside the email, I saw and clicked on the following:

Below are some of the screenshots I took of this incredible service! Wow!

 

Adobe -- via Behance -- offers some serious streams of content

 

Adobe -- via Behance -- offers some serious streams of content

 

Adobe -- via Behance -- offers some serious streams of content

 

Adobe -- via Behance -- offers some serious streams of content

 

Adobe -- via Behance -- offers some serious streams of content

Adobe -- via Behance -- offers some serious streams of content

Adobe -- via Behance -- offers some serious streams of content

 


From DSC:
So Abobe — via Behance — is already doing several pieces of the “Learning from the Living [Class] Room” vision. I knew of Behance…but I didn’t realize the magnitude of what they’ve been working on and what they’re currently delivering. Very sharp indeed!

Churches are doing this as well — one device has the presenter/preacher on it (such as a larger “TV”), while a second device is used to communicate with each other in real-time.


 

 

The Dice Q3 Tech Job Report Tech Hiring and COVID-19: What You Need to Know

The Dice Q3 Tech Job Report: Tech Hiring and COVID-19: What You Need to Know — from techhub.dice.com
The report, issued quarterly by Dice, provides exclusive statistics and analysis on the tech hiring landscape, including top cities and states, top employers and the most sought-after skills and occupations.

From DSC:
One can quickly see how valuable this information would be as a data feed into an AI-based, next-generation learning platform.

The platform would connect the marketable skills with the courses, websites, blogs, RSS feeds/streams of content, etc. that would help a learner quickly and affordably build such in-demand skills. Given the shortening half-lives of many kinds of information, such a service is needed desperately…especially now with the impact of the Coronavirus.

Also relevant: See how ISTE built its upcoming virtual event!

 

From DSC: What if each learner/ person/ student could have a lifelong, cloud-based “tribute” site? [Christian]


From DSC: What if each learner/person/student could have a lifelong, cloud-based “tribute” site?

What if you could hire a career coach to sift through the tributes to find common themes?


From DSC:
I recently asked friends and family to help me celebrate a significant birthday for my wife by creating a tribute for her — using a service called Tribute.co. It was a fun, meaningful, relational experience — it opened the doors to some great communications.

Check out tribute.co -- what if each learner could have a lifelong, cloud-based tribute?

Here’s a video that describes what a Tribute is (from the company of that same name).

So I put out potential suggestions for what I hoped that we could relay to my wife, and people contributed their videos. Then a person at Tribute edited the videos to come up with a highlight reel. They also presented to my wife all of the videos, not just the highlight reel.

That got me to wonder, “What if each learner had a cloud-based, lifelong tribute site that parents, guardians, grandparents, teachers, coaches, musical directors, pastors, friends, and others could leave encouraging and instructive messages on? Or when they note something that might be of use later on in terms of career selection, they could “jot it down.” For example:

  • [First-grade teacher] “I noticed Anne that when we did the art projects, you were enthralled with any sort of creative endeavor or project. We almost lost you in another world!”
  • [Family member] “Tony, I’ve noticed ____. Here’s something to consider for your future pathways. Would you be interested in exploring _____ — such as if we signed you up for some lessons in that area?”
  • [Eight grade teacher] “Eloise, I saw that your engagement level skyrocket when we studied ____, especially when you did the project on ___.”
  • [Basketball coach] “Chan, I appreciated your hard work in practice today. Keep up the good work and you will be a super player! You are fast, strong, and seem to have a competitive spirit about you. Consider making a workout chart and charting out the workouts that you do each day. Monitor your progress over time. As of today, here are some apps to do just that: ___.
  • [Pastor] “So glad Amanda that you were able to join us on our youth group visit to ___. I appreciated your end-of-the-day reflections on the experiences of the day. I also appreciated your hard work helping others.”
  • [Friend] “It was great horsing around on Garageband with you today Zach. I look forward to diving into iMovie next with you. Let’s create a movie for each other. You seem to have a very creative side to you.”
  • [High school CS Teacher] “Keep up the good work programming Jeremy! I hope that you will consider going into some type of job that uses critical thinking, mathematics, problem-solving — perhaps it will be programming, perhaps it will be engineering, or something else.”
  • [College professor/advisor] “You mentioned that you hate college to me the last two times we met. You don’t seem happy studying ___. Have you considered ____?”
  • [Tennis coach] Remember to bend those knees…get low. Keep your eyes on the seams of the ball.”

The idea behind such a service would be to offer encouragement, feedback, (if carefully put) constructive criticism, a message that “I’m on your team”…and/or…”Here’s what I see in you.”


Additional functionality/options


  • Contributors:
    • Like Twitter imposes a limit on characters, there could be options to impose a time limit on the length of a video, ability to add more than one video, and/or set a limit on how many videos someone can upload
    • If submitting a written piece, the option would be there to limit the number of characters and/or the word count.
  • From learners themselves (to their own tribute)
    • No time limit, no word count or character limit
    • Would act like a multimedia-based diary/journal of learning
    • Option to select whether might be worth re-listening to for career selection purposes.
 

DC: You want to talk about learning ecosystems?!!? Check out the scopes included in this landscape from HolonIQ!

You want to talk about learning ecosystems?!!? Check this landscape out from HolonIQ!

Also see:

Education in 2030 -- a $10T market -- from HolonIQ.com

From DSC:
If this isn’t mind-blowing, I don’t know what is! Some serious morphing lies ahead of us!

 

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

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.
 

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

 

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

 

 

Mounting faculty concerns about the fall semester — from insidehighered.com by Colleen Flaherty
Professors across institutions are increasingly waving red flags about the private and public health implications of default face-to-face instruction come fall, along with a lack of shared decision making in staffing and teaching decisions.

Excerpt:

Many professors are worried about the private and public health implications of having students return to campus and expectations about who will teach them face-to-face. If there is any consensus, it is that instructors should not be forced to teach in person, and that teaching remotely shouldn’t require any special medical exemption.

From DSC:
Solid article…though I wish there were more quotes from staff members. Staff who have to report to campuses this fall should also have a voice — as they are also concerned about their health. After all, staff members are equally susceptible to getting the Coronavirus. 

 

Everything you need to know about animation-based learning — from elearningindustry.com by Huong Giang Bui
When people talk about education, they often stress the formal side of learning like delivering knowledge, getting high scores on exams, etc. But animation-based education is here to up the game, with animation you can get fun, practical, and informative learning all at the same time!

Excerpt:

What Is Animation-Based Learning?
While it sounds like it, animation-based learning is not all about visual materials. Rather, resources such as videos, infographics, and GIFs are used in tandem with existing resources when employing this method. This can be applied to many different fields, from scientific visualizations to corporate training schemes; from motion-graphic narratives used in primary courses to university-level demonstrations.

 

From DSC:
The article below is meant as fodder for thought for us now…until we get back to holding class in physical learning spaces again. But it caught my attention because I’d like to see us give students “More choice. More Control.” in all areas of their learning — whether that be in the physical realm or in the digital/virtual realm.

 

 

4 reasons to build choice into classroom design — and how to make it work for students — from spaces4learning.com by Deanna Marie Lock
A look at the key elements of a modern and highly engaging learning space

 

providing more choice and more control to students within the physcial classroom

 

From DSC:
Very nice! “The Contemplative Commons at the University of Virginia” — from csc.virginia.edu
The Contemplative Commons embodies a new model of higher education at the University of Virginia that is based upon immersive, experiential, and participatory modes of deep learning that facilitate student flourishing.

 

The Contemplative Commons at the U of VA

 

 

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

 

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.

 

From DSC:
The other day, I put this post out there.

Now, I’d like to add to that information with information from Mr. Joseph Byerwalter, who pointed me to the following videos re: LEGO BOOST!

 

LEGO® BOOST lets children create models with motors and sensors, and then bring their creations to life through simple, icon-based coding commands. The free LEGO BOOST tablet app includes easy step-by-step building instructions for creating and coding multifunctional models.

P.S. I am not getting paid by LEGO or anyone else here.
I just think learning should be engaging and fun!

 

LEGO BOOST

 

LEGO BOOST

 

LEGO BOOST

 

LEGO BOOST

 

LEGO BOOST

 

LEGO BOOST

 

LEGO BOOST

 

LEGO BOOST

Addendum on 10/18/19:

 

Reflections on “Clay Shirky on Mega-Universities and Scale” [Christian]

Clay Shirky on Mega-Universities and Scale — from philonedtech.com by Clay Shirky
[This was a guest post by Clay Shirky that grew out of a conversation that Clay and Phil had about IPEDS enrollment data. Most of the graphs are provided by Phil.]

Excerpts:

Were half a dozen institutions to dominate the online learning landscape with no end to their expansion, or shift what Americans seek in a college degree, that would indeed be one of the greatest transformations in the history of American higher education. The available data, however, casts doubt on that idea.

Though much of the conversation around mega-universities is speculative, we already know what a mega-university actually looks like, one much larger than any university today. It looks like the University of Phoenix, or rather it looked like Phoenix at the beginning of this decade, when it had 470,000 students, the majority of whom took some or all of their classes online. Phoenix back then was six times the size of the next-largest school, Kaplan, with 78,000 students, and nearly five times the size of any university operating today.

From that high-water mark, Phoenix has lost an average of 40,000 students every year of this decade.

 

From DSC:
First of all, I greatly appreciate both Clay’s and Phil’s thought leadership and their respective contributions to education and learning through the years. I value their perspectives and their work.  Clay and Phil offer up a great article here — one worth your time to read.  

The article made me reflect on what I’ve been building upon and tracking for the last decade — a next generation ***PLATFORM*** that I believe will represent a powerful piece of a global learning ecosystem. I call this vision, “Learning from the Living [Class] Room.” Though the artificial intelligence-backed platform that I’m envisioning doesn’t yet fully exist — this new era and type of learning-based platform ARE coming. The emerging signs, technologies, trends — and “fingerprints”of it, if you will — are beginning to develop all over the place.

Such a platform will:

  • Be aimed at the lifelong learner.
  • Offer up major opportunities to stay relevant and up-to-date with one’s skills.
  • Offer access to the program offerings from many organizations — including the mega-universities, but also, from many other organizations that are not nearly as large as the mega-universities.
  • Be reliant upon human teachers, professors, trainers, subject matter experts, but will be backed up by powerful AI-based technologies/tools. For example, AI-based tools will pulse-check the open job descriptions and the needs of business and present the top ___ areas to go into (how long those areas/jobs last is anyone’s guess, given the exponential pace of technological change).

Below are some quotes that I want to comment on:

Not nothing, but not the kind of environment that will produce an educational Amazon either, especially since the top 30 actually shrank by 0.2% a year.

 

Instead of an “Amazon vs. the rest” dynamic, online education is turning into something much more widely adopted, where the biggest schools are simply the upper end of a continuum, not so different from their competitors, and not worth treating as members of a separate category.

 

Since the founding of William and Mary, the country’s second college, higher education in the U.S. hasn’t been a winner-take-all market, and it isn’t one today. We are not entering a world where the largest university operates at outsized scale, we’re leaving that world; 

 

From DSC:
I don’t see us leaving that world at all…but that’s not my main reflection here. Instead, I’m not focusing on how large the mega-universities will become. When I speak of a forthcoming Walmart of Education or Amazon of Education, what I have in mind is a platform…not one particular organization.

Consider that the vast majority of Amazon’s revenues come from products that other organizations produce. They are a platform, if you will. And in the world of platforms (i.e., software), it IS a winner take all market. 

Bill Gates reflects on this as well in this recent article from The Verge:

“In the software world, particularly for platforms, these are winner-take-all markets.

So it’s all about a forthcoming platform — or platforms. (It could be more than one platform. Consider Apple. Consider Microsoft. Consider Google. Consider Facebook.)

But then the question becomes…would a large amount of universities (and other types of organizations) be willing to offer up their courses on a platform? Well, consider what’s ALREADY happening with FutureLearn:

Finally…one more excerpt from Clay’s article:

Eventually the new ideas lose their power to shock, and end up being widely copied. Institutional transformation starts as heresy and ends as a section in the faculty handbook. 

From DSC:
This is a great point. Reminds me of this tweet from Fred Steube (and I added a piece about Western Telegraph):

 

Some things to reflect upon…for sure.

 
© 2024 | Daniel Christian