instructional design

The future of learning: Co-creating skills development strategies with employee preferences [Young Rivers]

On 08/10/2022, in adult learning, business, career development, collaboration, communications, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, future, heutagogy, ideas, instructional design, learning, learning ecosystem, Learning Experience Design, learning preferences, MOOCs -- Massive Open Online Courses, more voice more choice more control, pace of change, personalized/customized learning, platforms, podcasting, skills, training / L&D, using teams, vendors, vision/possibilities, web-based collaboration, webinars, workplace, by Daniel Christian

The future of learning: Co-creating skills development strategies with employee preferences — from chieflearningofficer.com by Stacey Young Rivers
The limitations of developing just-in-time learning strategies perpetuate a paradigm where learning and development can appear ineffective for teams that have to move quickly and fail fast.

Excerpt:

I believe the future of learning will be a system where employees and learning teams co-create experiences. No longer will skills development programs be created in silos for employees to consume. Gone will be the days of conducting exhaustive needs analysis that can add layers of complexity for program delivery.

The limitations of developing just-in-time learning strategies perpetuate a paradigm where learning and development can appear ineffective for teams that have to move quickly and fail fast. Thinking about how to overcome these challenges conjures a solution similar to a metaverse, a persistent virtual world that is always open. One value proposition of a metaverse is that everyone can create their own adventure in an ecosystem supporting curiosity and experimentation, two areas undergirding skills development.

With this lens, understanding employee preferences for learning is the beginning of co-creating experiences, and one approach for how L&D leaders can begin to structure skills development programs. While conducting a study to engage employees in training, we uncovered new insights into where corporate L&D is headed in the future.

Also relevant here, see:

Workplace Learning: Still a Mess — from eliterate.us by Michael Feldstein

Excerpt:

There’s a mantra these days that higher education needs to get better at listening to industry so they can better prepare students for work. And while there is definitely some truth to that, it assumes that “industry” knows what it needs its workers to know. Former HP CEO Lew Platt once famously said, “If only Hewlett Packard knew what Hewlett Packard knows, we’d be three times more productive.”

In other words, a lot of vital know-how is locked up in pockets within the organization. It doesn’t reach either the training folks or the HR folks. So how are either universities or EdTech professional development companies supposed to serve an invisible need?

It’s not that they don’t know how to learn or they don’t like to learn online. It’s because their experience tells them that their valuable time spent “learning” might not equate to actual skills development.

Addendum on 8/15/22:

Workplace Learning: A Follow-up — from eliterate.us by Michael Feldstein

Online Learning, From the Margins to the Center [Schroeder]

On 08/03/2022, in 21st century, 24x7x365 access, Augmented Reality (AR), business side of he, change, changing business models, collaboration, colleges, community colleges, education technology, educational games / serious games, emerging technologies, engagement / engaging students, face-to-face, future of higher education, game-changing environment, higher education, Holographic comms, ideas, immersion, innovation, instructional design, interaction design, IT in HE, law schools, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, Metaverse, Mixed Reality (MR), online learning, society, teaching & learning, trends, United States, universities, user experience (UX), virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, wearables, web-based collaboration, Web3, XR - extended reality, by Daniel Christian

Online Learning, From the Margins to the Center — from insidehighered.com by Ray Schroeder
Online learning has evolved over the past 25 years from a niche position on the margins of higher ed to the leading driver of growth in enrollment and innovation.

Excerpt:

Online learning has grown from a marginal niche of higher ed to the largest provider of postsecondary learning in the world. We are now on the cusp of yet another technological evolution in the delivery of online learning. The advent of the metaverse in higher education is closer than many casual observers may think. By 2025, we will begin to see significant numbers of offerings using avatars and immersive technologies such as virtual reality, augmented reality and extended reality engaging learners at a distance.

Do you have developmental immersion laboratories for your faculty and staff to prepare for 2025? Who at your university is advocating for the integration of VR, AR and XR into online delivery? Are you already collaborating with industry and business in developing the most effective and relevant technology-enhanced online programs that will meet their needs? Those who lead in these ventures will set the standards and gain the recruiting advantage in higher education.

The edtech top 50 — emerging companies for higher education

On 08/03/2022, in education technology, emerging technologies, higher education, innovation, instructional design, technology (general), vendors, by Daniel Christian

The edtech top 50 — emerging companies for higher education — from medium.com by Nic Newman (back from June 27, 2022)

Mindful Leadership for Change — from gettingsmart.com by Rebecca Midles

Key Points

This blog builds upon Framing and Designing the How.
It digs into strategies for determining the ideal pace for implementation of innovation.

Also from gettingsmart.com, see:

States Partner on Micro-Credentials to Personalize Teacher Learning — from gettingsmart.com by Tom Vander Ark

Key Points

In 2020, more than 2000 educators earned more than 4000 micro-credentials.
Schools and systems adopted this new approach to give teachers more voice and choice in their learning.

Brief reflections on “Brands Are Already Making Millions in the Metaverse. Here’s What Business Owners Need To Know.” [Sherry]

On 07/29/2022, in art, attention, business, cloud-based computing / apps / other cloud-related, collaboration, communications, communities of practice, content development, aggregation, repositories, creativity, education, education reform, education technology, educational games / serious games, Emotion, engagement / engaging students, experimentation, global / globalization, immersion, innovation, instructional design, interaction design, interactivity, K-12 related, Learning Experience Design, learning spaces, maker movement, marketing/social marketing, marketplaces, Metaverse, student-related, teachers, technologies for your home, United States, user experience (UX), vendors, Virtual Reality (VR) / worlds / learning, web-based collaboration, XR - extended reality, youth, by Daniel Christian

Brands Are Already Making Millions in the Metaverse. Here’s What Business Owners Need To Know. — from inc.com by Ben Sherry
Entrepreneurs who follow Gen-Z into the metaverse could gain a competitive advantage.

Excerpt (emphasis DSC):

If you’re still skeptical about the metaverse, you certainly aren’t alone. According to a recent survey, 55 percent of adults with yearly incomes over $100,000 said they were not interested or excited about the concept, while 37 percent said they were primarily worried about it. Only 6 percent of respondents claimed to be excited about the metaverse.

Those numbers might not seem encouraging, but it’s important to remember that one of the most popular metaverse platforms currently available, Roblox, averages more than 54 million daily users, the vast majority of whom are Gen-Z or younger. Those users have cumulatively spent more than $1 billion on digital items such as outfits or accessories designed to be worn by player avatars in addition to in-experience upgrades and various other paid features.

From DSC:
The article stated that over 30 million virtual worlds had been created from scratch using Roblox Studio, the platform’s creation engine. So youth are creating, sharing, and participating in virtual worlds all the time…while experimenting, playing, and practicing their creativity. This all is done outside of school. Hmm…

4 items for those working in Training, Learning & Development, & Instructional Design

On 07/25/2022, in adjunct faculty, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, elearning, faculty, ideas, India, instructional design, learning, learning ecosystem, Learning Experience Design, training / L&D, UK, United States, vendors, workplace, by Daniel Christian

L&D Go Beyond Podcast: Bridging the Gap between Learning and Performance, with Charles Jennings — from upsidelearning.com by Gabriella Daniels

Excerpt:

Often, there is a vast gap between learning and performance in many organizations. Given Charles’ experience in the field, here are the key takeaways from this episode:

Identifying the difference between schooling and learning and the business paradigm and the learning paradigm
Learning through experience, practice, conversation, and reflection
Looking at ‘learning for performance’ in a holistic way
Recognizing the purpose of learning
Understanding the relevance and application of training
Uncovering the aspects of 70:20:10 or the performance-based learning methodology
Determining learning through observation
Moving from a learning-based culture to a performance-based culture
Working with stakeholders to define performance metrics
Conducting a performance analysis before every L&D project

Training with Branching Scenarios — from christytuckerlearning.com by Christy Tucker
You can do live training with branching scenarios using full group discussions, polls, small groups, or assignments.

Excerpt:

How do you use branching scenarios in instructor-led training, rather than self-paced elearning? I think there are a couple of possibilities for doing live training with branching scenarios. These could work for either classroom-based training or vILT (virtual instructor-led training). For example, you can use branching scenarios in training as a full group with discussion or polls, in small groups, or outside of class as a discussion prompt.

Learning Content Maintenance: Don’t Skip This Essential Step — from learningsolutionsmag.com Adam Weisblatt

Excerpt:

L&D departments get bombarded with requests for new content, and they are reward for their responsiveness. As soon as one eLearning module is completed and loaded in the LMS, it is forgotten and the next course in the queue is started. Multiply this by all the organizations that share the LMS. The result is a catalog of thousands of courses that no one has time to look at.

It is important to see this from the perspective of the learner.

Second Career Satisfaction — from learningsolutionsmag.com by Natalie Schoof

Excerpt:

Hey teachers: In case you didn’t realize it, you’re an instructional designer.

I attended a conference (Learning Solutions 2022) where I met two other former teachers, who, like myself, had recently transitioned from the classroom to the field of instructional design (ID). We instantly bonded over our shared experiences—the rewards and challenges of teaching, of course, but also why and how we decided to move on.

Our stories had striking resemblances. I’m sharing mine here in the hopes that it might encourage other would-be instructional designers.

I think we’ve run out of time to effectively practice law in the United States of America [Christian]

On 07/25/2022, in 21st century, accreditation, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), Blockchain, change, changing business models, cloud-based computing / apps / other cloud-related, communities of practice, copyright/ownership/NFTs, corporate / business world, Cost of legal services - including access, credentialing, cryptocurrencies, dangers of the status quo, Daniel S. Christian, distance education, emerging technologies, engineering, entrepreneurship, experimentation, face-to-face, future, higher education, Holographic comms, human-computer interaction (HCI), hybrid learning, Hyflex learning, ideas, innovation, instructional design, law schools, leadership, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, Legal operations, legal reform, legal technologies, legislatures / government / legal, Metaverse, Michigan, Mixed Reality (MR), Natural Language Processing (NLP), Near Field Communication (NFC), online learning, organizational change, pace of change, platforms, policy, productivity / tips and tricks, reinvent, robotics, skills, society, staying relevant, strategy, surviving, technology (general), telelegal, trends, Uncategorized, United States, universities, using teams, vendors, Virtual courts and law firms, Virtual Reality (VR) / worlds / learning, vision/possibilities, Web3, workplace, XR - extended reality, by Daniel Christian

From DSC:
Given:

the accelerating pace of change that’s been occurring over the last decade or more
the current setup of the legal field within the U.S. — and who can practice law
the number of emerging technologies now on the landscapes out there

…I think we’ve run out of time to effectively practice law in the U.S. — at least in terms of dealing with emerging technologies. Consider the following items/reflections.

Inside one of the nation’s few hybrid J.D. programs — from highereddive.com by Natalie Schwartz
Shannon Gardner, Syracuse law school’s associate dean for online education, talks about the program’s inaugural graduates and how it has evolved.

Excerpt (emphasis DSC):

In May, Syracuse University’s law school graduated its first class of students earning a Juris Doctor degree through a hybrid program, called JDinteractive, or JDi. The 45 class members were part of almost 200 Syracuse students who received a J.D. this year, according to a university announcement.

The private nonprofit, located in upstate New York, won approval from the American Bar Association in 2018 to offer the three-year hybrid program.

The ABA strictly limits distance education, requiring a waiver for colleges that wish to offer more than one-third of their credits online. To date, the ABA has only approved distance education J.D. programs at about a dozen schools, including Syracuse.

Many folks realize this is the future of legal education — not that it will replace traditional programs. It is one route to pursue a legal education that is here to stay. I did not see it as pressure, and I think, by all accounts, we have definitely proven that it is and can be a success.

Shannon Gardner, associate dean for online education

From DSC:
It was March 2018. I just started working as a Director of Instructional Services at a law school. I had been involved with online-based learning since 2001.

I was absolutely shocked at how far behind law schools were in terms of offering 100% online-based programs. I was dismayed to find out that 20+ years after such undergraduate programs were made available — and whose effectiveness had been proven time and again — that there were no 100%-online based Juris Doctor (JD) programs in the U.S. (The JD degree is what you have to have to practice law in the U.S. Some folks go on to take further courses after obtaining that degree — that’s when Masters of Law programs like LLM programs kick in.)

Why was this I asked? Much of the answer lies with the extremely tight control that is exercised by the American Bar Association (ABA). They essentially lay down the rules for how much of a law student’s training can be online (normally not more than a third of one’s credit hours, by the way).

Did I say it’s 2022? And let me say the name of that organization again — the American Bar Association (ABA).

Graphic by Daniel S. Christian

Not to scare you (too much), but this is the organization that is supposed to be in charge of developing lawyers who are already having to deal with issues and legal concerns arising from the following technologies:

Artificial Intelligence (AI) — Machine Learning (ML), Natural Language Processing (NLP), algorithms, bots, and the like
The Internet of Things (IoT) and/or the Internet of Everything (IoE)
Extended Reality (XR) — Augmented Reality (AR), Mixed Reality (MR), Virtual Reality (VR)
Holographic communications
Big data
High-end robotics
The Metaverse
Cryptocurrencies
NFTs
Web3
Blockchain
…and the like

I don’t think there’s enough time for the ABA — and then law schools — to reinvent themselves. We no longer have that luxury. (And most existing/practicing lawyers don’t have the time to get up the steep learning curves involved here — in addition to their current responsibilities.)

The other option is to use teams of specialists, That’s our best hope. If the use of what’s called nonlawyers* doesn’t increase greatly, the U.S. has little hope of dealing with legal matters that are already arising from such emerging technologies.

So let’s hope the legal field catches up with the pace of change that’s been accelerating for years now. If not, we’re in trouble.

* Nonlawyers — not a very complimentary term…
I hope they come up with something else.
Some use the term Paralegals.
I’m sure there are other terms as well.

From DSC:
There is hope though. As Gabe Teninbaum just posted the resource below (out on Twitter). I just think the lack of responsiveness from the ABA has caught up with us. We’ve run out of time for doing “business as usual.”

Law students want more distance education classes, according to ABA findings — from abajournal.com by Stephanie Francis Ward

Excerpt:

A recent survey of 1,394 students in their third year of law school found that 68.65% wanted the ability to earn more distance education credits than what their schools offered.

Aurora Institute: Create Learning Ecosystems & Competency-Based Pathways Aligned Across K-12, Higher Education, Career & Technical Education, & the Workforce

On 07/25/2022, in 21st century, 24x7x365 access, active learning, adult learning, Alternatives, assessment, Bias | Diversity Equity & Inclusion (DE&I), budgets, career development, change, changing business models, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, Design Thinking, education, education reform, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, legislatures / government / legal, lifelong learning, love of learning, more voice more choice more control, motivation, participation, passions, personalized/customized learning, policy, real-world assignments, reinvent, skills, society, staying relevant, strategy, student-related, surviving, teachers, teaching & learning, training / L&D, United States, user experience (UX), vision/possibilities, vocational / trades, workplace, youth, by Daniel Christian

“We must invest in building the new policies, practices, and infrastructure that drive transformational
change toward aligned, lifelong learning ecosystems w/personalized + #CBE pathways. In learning ecosystems, learning is organized around individuals…” https://t.co/xWCIngcEV5

— Emily Liebtag, Ed.D. (@EmilyLiebtag) July 21, 2022

Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org

Introduction:

It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.

To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.

Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.

From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.

An interesting question: “What happens to a college’s online programs if the company operating them changes hands?” [Swaak]

On 07/25/2022, in change, colleges, community colleges, education technology, future of higher education, higher education, ideas, India, instructional design, leadership, learning ecosystem, online learning, online media, United States, universities, vendors, by Daniel Christian

An Overseas Ed-Tech Firm Wants to Buy 2U. What Could That Mean for Colleges? — from chronicle.com by Taylor Swaak

Excerpt (emphasis DSC):

What happens to a college’s online programs if the company operating them changes hands? It’s a question on the minds of higher-ed leaders as an overseas ed-tech company attempts to buy 2U.

Byju’s, an ed-tech behemoth based in India, has put more than $1 billion on the table to acquire the online program manager, Bloomberg first reported late last month. 2U is one of the largest online-program managers, or OPMs, in the United States, known for scaling up online-degree programs and teaming up with more than 130 American colleges, including large institutions such as Arizona State, New York, and Syracuse Universities. It’s also the parent company of the online-course provider edX.

Should you Switch from Teacher to Instructional Designer? [teamedforlearning.com]

On 07/20/2022, in career development, change, education, instructional design, K-12 related, learning ecosystem, reinvent, teachers, teaching & learning, teaching online, United States, vision/possibilities, by Daniel Christian

Should you Switch from Teacher to Instructional Designer? — from teamedforlearning.com
It takes more than a new headline on your resume to transition from teacher to instructional designer.

Excerpts:

If you’re a teacher you may be looking for ways to make the most of the boom in digital learning job opportunities. You’ve developed some new skills in elearning and want to put them to use. It may be tempting to rebrand yourself as an instructional designer. Not so fast. The shift to instructional design is more than a title change, it demands additional credentials and skills that you might not have yet.

Before you try to make the leap, you should understand the real differences between the two roles. You may need to seek out new skills and credentials. It takes more than a new headline on your resume to transition from teacher to instructional designer.
…
You Can Make The Switch From Teacher To Instructional Designer
By now, we hope you understand why instructional design is more than a title, it’s a unique role in the digital learning ecosystem. Although switching roles isn’t as easy as just using new vocabulary, it can be done. With a little planning and the right credentials, you can make the switch from teacher to instructional designer.

The digital learning industry is evolving everyday.

Accommodations for students with ADHD — from thetechedvocate.org by Matthew Lynch

Accommodations for students with Dyspraxia — from thetechedvocate.org by Matthew

Excerpt:

Dyspraxia, also known as Apraxia, is a learning disability that is noticeable by difficulty in carrying out routines that need balance, fine motor skills, and coordination. Often, we think of these kids as being ordinarily “clumsy” or “awkward.” Kids with Dyspraxia need to be that an occupational therapist treats them to help boost their fine gross motor skills. Verbal Dyspraxia describes a reduction in the capacity to use speech sounds, which is commonly the sign of a developmental delay. Verbal Dyspraxia can either be separate or accompany Dyspraxia. Children with Dyspraxia may also suffer from a bit of impediment in speech and short-term memory loss.

From DSC:
If you don’t think teaching is incredibly tough, check out these lists of potential accommodations for just a few of the potential students in a classroom.

Reflecting on identities in educational development [Mihai]

On 07/20/2022, in adjunct faculty, collaboration, colleges, community colleges, content development, aggregation, repositories, education technology, Europe, faculty, higher education, instructional design, learning, learning ecosystem, Learning Experience Design, pedagogy, United States, universities, by Daniel Christian

Reflecting on identities in educational development — from educationalist.substack.com by Alexandra Mihai

Introduction:

Welcome to a new issue of “The Educationalist”! In the past weeks I had the chance to reflect a lot on my identity as an educational developer, through inspiring conversations with colleagues and peers from my global personal learning network passionate about the topic. For me this is one of the professional identities, alongside being a scholar and an educator. Believe it or not, I think I found a way to combine them that works well and helps me stay enthusiastic about my work. In the past years I’ve been fortunate to hear so many interesting stories from faculty developers around the world, and I am always fascinated by them. It is a complex space, a diverse space and what I’m bringing to you this week are only some initial reflections, by no means a comprehensive account of what being an educational developer (or faculty developer, will use the terms interchangeably here) means. I hope that, even if this is more like an essay than a curated collection of practical tips and resources, it will still resonate with some of you, whether you are working as Faculty, educational developers, in university administration or leadership roles. I added some articles for those of you who would like to dive deeper into the topic, I can guarantee they make very thought-provoking reads. As usual, I welcome your ideas and comments. Have a nice week!

Microlearning Basics [Washburn, Defelice, & Kapp]

On 07/20/2022, in adult learning, business, corporate / business world, corporate universities / corporate training, instructional design, learning, Learning Experience Design, microlearning, training / L&D, vendors, workplace, by Daniel Christian

Microlearning Basics — from trainlikeachampion.blog by Brian Washburn, Robyn Defelice and Karl Kapp

Excerpts:

The Six Different Types of Microlearning

primary microlearning
preparation microlearning
pensive microlearning
performance-based
persuasive microlearning
post instruction
practice-based

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first

On 07/18/2022, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, content development, aggregation, repositories, Design Thinking, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, future, future of higher education, game-changing environment, global / globalization, health, higher education, Holographic comms, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, learning, learning agents, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, Mixed Reality (MR), UK, universities, usability, user experience (UX), using teams, vendors, XR - extended reality, by Daniel Christian

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first — from uk.news.yahoo.com

Excerpts:

Medical students in Cambridge, England are experiencing a new way of “hands-on learning” – featuring the use of holographic patients.

Through a mixed reality training system called HoloScenarios, students at Addenbrooke’s Hospital, part of the Cambridge University Hospitals NHS Foundation Trust, are now being trained via immersive holographic patient scenarios in a world first.
…
The new technology is aimed at providing a more affordable alternative to traditional immersive medical simulation training involving patient actors, which can demand a lot of resources.

Developers also hope the technology will help improve access to medical training worldwide.

20 ideas for using video meetings with students — infographic [elearninginfographics.com]

On 07/18/2022, in collaboration, communications, digital audio, digital learning, digital storytelling, digital video, education technology, engagement / engaging students, human-computer interaction (HCI), ideas, innovation, instructional design, K-12 related, learning, Learning Experience Design, Learning from the Living [Class] Room, online learning, online media, online tutoring, parents/guardians, participation, pedagogy, productivity / tips and tricks, professional development, reading, student teaching/teacher education, student-related, teachers, teaching & learning, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, by Daniel Christian

20 Ideas You're Using Video Meetings With Students —Infographic

? https://t.co/jQBkibc1Qq #videomeeting #studentengagement pic.twitter.com/U7wNrnUpj0

— eLearning Industry (@elearnindustry) July 13, 2022

Learning Ecosystems

The future of learning: Co-creating skills development strategies with employee preferences [Young Rivers]

Online Learning, From the Margins to the Center [Schroeder]

The edtech top 50 — emerging companies for higher education

4 items for those working in Training, Learning & Development, & Instructional Design

An interesting question: “What happens to a college’s online programs if the company operating them changes hands?” [Swaak]

Reflecting on identities in educational development [Mihai]

Microlearning Basics [Washburn, Defelice, & Kapp]

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first

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