instructional design

Hybrid learning for hybrid jobs: Reskilling for the digital age [Porcaro]

On 03/13/2022, in blended learning, business, communities of practice, corporate / business world, corporate universities / corporate training, hybrid learning, instructional design, learning, learning ecosystem, Learning Experience Design, reinvent, skills, staying relevant, training / L&D, workplace, by Daniel Christian

Hybrid learning for hybrid jobs: Reskilling for the digital age — from chieflearningofficer.com by David Porcaro
Just as “hybrid jobs” have become “jobs,” the old definition of “hybrid learning” that mixes in-person and online experiences is fast becoming just “learning.” It’s incumbent on employers, training providers and learners themselves to ensure that as we navigate that shift, we’re building a more meaningful and productive learning experience in the process.

What would happen if we reimagined hybrid learning as “learning that equips workers for hybrid jobs,” and built a new approach from there? That’s the question we’ve been working to answer at General Assembly, where our work with employers across a range of fields — from the tech industry to retail and manufacturing — has helped us understand what it takes for learners to be successful in the digital age. Our learning philosophy focuses on four key goals, which could form the building blocks of a new definition of hybrid learning.

Also relevant/see:

Leveraging experiential learning in a hybrid world — from chieflearningofficer.com by George Hallenbeck
The disruption brought on by the shift to hybrid work provides excellent opportunities for experiential learning. By balancing intentionality with support and maximizing the quantity, quality and diversity of learning experiences, both organizations and individual leaders can adapt and thrive in this new era of work.

This Hilarious AR App Teaches Kids Financial Responsibility — from vrscout.com by Bobby Carlton

Excerpts:

Adventures with Zeee Bucks is a mobile AR experience that is designed to help youngsters sharpen their financial skills by earning and saving Zeee bucks, and even help them save real money.
…
You can download the app today for free on the iOS and Android stores.

Breaking bad [teaching] habits — McMurtrie & Masland

On 03/10/2022, in adjunct faculty, faculty, higher education, instructional design, learning, learning ecosystem, Learning Experience Design, liberal arts, pedagogy, student-related, teachers, United States, universities, by Daniel Christian

The following is a brief excerpt from Beth McMurtrie’s weekly Teaching newsletter from The Chronicle of Higher Education — from the Breaking Bad Habits section:

In a recent Twitter thread, Lindsay Masland, interim director for faculty professional development at Appalachian State University, asked people to describe “pedagogical sins” that they no longer commit. “I’m wondering,” she wrote, “are there things you used to do in your teaching that now fill you with cringe?”

3 Questions for Susan Aldridge — from insidehighered.com by Edward J. Maloney and Joshua Kim

Excerpt:

According to RNL research (2022), over each of the last five years, face-to-face undergraduate and graduate enrollments had a net decline, while online enrollments have seen significant expansion. The pandemic further accelerated online growth. University presidents and provosts are taking advantage of the post-pandemic environment to transform their universities by building digital ecosystems.

Students Often Prefer In-Person Classes . . . Until They Don’t [Samson]

On 03/10/2022, in colleges, community colleges, content development, aggregation, repositories, digital learning, distance education, education technology, elearning, engagement / engaging students, face-to-face, flipping -- inverted learning, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), instructional design, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, Michigan, online learning, online media, student-related, teaching & learning, teaching online, United States, universities, usability, user experience (UX), by Daniel Christian

Students Often Prefer In-Person Classes . . . Until They Don’t — from er.educause.edu by Perry Samson, Professor in the Department of Climate and Space Sciences and Engineering at the University of Michigan.
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MUHC uses artificial intelligence to train neurosurgery students — from montreal.ctvnews.ca by Rob Lurie

Excerpt:

“I think above all it just provides an opportunity for junior learners to get some hands-on exposure,” said medical student Ali Fazlollahi.
…
“Basically, it was inspired by the idea of how do we prevent error in the operating room,” said Neurosurgeon Dr. Rolando De Maestro. Maestro says virtual reality has been a game-changer when it comes to teaching.

Web Accessibility on a Budget: How to Get Started for Free or Little Cost — from boia.org

Excerpt:

How to improve web accessibility for little to no cost:

Get a free accessibility assessment.
Learn what accessibility updates you can make yourself.
Use free assistive technology and accessibility tools.
Read content and continue learning from the accessibility community.
Publish an accessibility statement.
Create a long-term plan to full accessibility compliance.

The best lighting for video conferencing, according to experts [Webex]

On 03/02/2022, in A/V -- audio/visual, adjunct faculty, business, collaboration, colleges, communications, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, digital audio, digital video, distance education, education technology, higher education, ideas, instructional design, internet, IT in HE, K-12 related, law schools, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, legislatures / government / legal, library / librarians, multimedia, online learning, online media, online tutoring, platforms, presentations, productivity / tips and tricks, professional development, teachers, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, telepresence, tools, United States, universities, using teams, vendors, videoconferencing, Virtual courts and law firms, virtual K-12 schools, virtual tutoring, web-based collaboration, webinars, workplace, by Daniel Christian

The best lighting for video conferencing, according to experts— from blog.webex.com

Contents:

What is the best lighting for video conferencing?
Where should the light be for a video call?
What kind of lighting is best for video meetings?
What are the best lighting products for a video conference?
What is the best lighting for video conferencing on-the-go?
Good lighting means good communication:

Power Lesson: Poetry Gallery Walk [Luther]

On 03/02/2022, in creativity, education, Emotion, experimentation, ideas, instructional design, K-12 related, learning, Learning Experience Design, liberal arts, participation, passions, reading, relationships, student-related, teachers, teaching & learning, writing, youth, by Daniel Christian

Power Lesson: Poetry Gallery Walk — from cultofpedagogy.com by Marcus Luther

Excerpt:

So three months into the school year, it was time to “pay the piper” in our AP Literature classroom in a major way. This meant veering away from normal processes of literary analysis and having students not only write their own reflective narrative poems, but spend time in an incredible, silent space moving around the library and writing notes of affirmation on each other’s writing.

Here is “how” we made it happen, then, as well as “why.”

A Podpourri of Learning Options: Pods, Hubs, and Microschools in the Wake of the Pandemic [Vander Ark]

On 03/01/2022, in Alternatives, education, education reform, homeschooling/homeschoolers, innovation, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning preferences, learning spaces, neurodivergent/special needs, parents/guardians, personalized/customized learning, by Daniel Christian

A Podpourri of Learning Options: Pods, Hubs, and Microschools in the Wake of the Pandemic — from gettingsmart.com by Tom Vander Ark

Excerpts:

The Center on Reinventing Public Education (CRPE) recently published a report, Pandemic Pods and the Future of Education, based on a survey of families and educators who organized or participated in a pandemic pod. While it was challenging to collect representative data on pods, CRPE concluded that pods were an important pandemic response with long-term implications for education.
…
The CRPE defines pods as an in person or intensive virtual support that meets multiple times per week. While a broad definition, it is more narrowly defined than many of the previous attempts at categorizing small group learning experiences.
…
Despite the “moment” that pods had during the pandemic, once in-person learning became more available there was a snapback of about 85%, with the numbers of students shifting from pods to classroom attendance. Those students remaining in pods, typically counted as homeschooled, are part of what is likely to be a 1-2% long-term enrollment shift (perhaps 1 million students) away from traditional public schools.

Addendum on 3/2/22:

Along the lines of learning options, see:

The Changing Landscape: Opportunities for Independent School Transformation — from nais.org; with thanks to the Big Questions Institute for this resource

Why the World’s First Virtual Reality High School Changes Everything [Steve Grubbs]

On 03/01/2022, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, accreditation, attention, Augmented Reality (AR), change, changing business models, collaboration, communities of practice, content development, aggregation, repositories, copyright/ownership/NFTs, creativity, credentialing, cryptocurrencies, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, education, education technology, elearning, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, future, game-changing environment, global / globalization, graphics, homeschooling/homeschoolers, ideas, immersion, innovation, instructional design, interactivity, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, Metaverse, multimedia, new business models, online learning, online media, online tutoring, parents/guardians, participation, platforms, simulations, social learning / networks, student-related, teachers, teaching & learning, teaching online, tools, United States, vendors, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, wearables, web-based collaboration, Web3, XR - extended reality, youth, by Daniel Christian

Why the World’s First Virtual Reality High School Changes Everything — from steve-grubbs.medium.com by Steve Grubs

Excerpts:

The recipe required key ingredients to happen. In addition to an accredited school to manage students, admissions and the for-credit learning, it also needed a platform. That’s where EngageVR comes in. There are other platforms that will ultimately host schools, perhaps AltSpace, Horizon or others, but the first is on Engage.
…
The bottom line is this: creators, coders, educators, entrepreneurs, investors, corporations, parents and students all played a role in finally bringing the first global virtual reality high school to life. It won’t be the last school to open in the metaverse, but to all those involved in this inaugural launch — the Neil Armstrongs of your age — a special tip of the hat today for having the vision and the willingness to launch a better and more equitable era of education.

Also see:

World’s First Metaverse VR High School Speech & Debate Tournament Announced for March — from victoryxr.com
NFT in Edu: What Does the Future Hold? — from gettingsmart.com by Rachelle Dené Poth
Geo Guessing Is Even More Fun In VR On The Meta Quest — from vrscout.com by Kyle Melnick

Why some teams boost motivation while others totally sap it — from psyche.co by Ann-Kathrin Torka, Jens Mazei, Joachim Hüffmeieris, and edited by Matt Huston. With thanks to Mr. Tom Barrett for this resource via his weekly newsletter.

Excerpts:

In contrast, when people perceive their contribution to the team’s outcome as indispensable, they tend to show greater effort than they would when working alone. These ‘effort gains’ can be due to team members aiming to be prosocial: they care about others and want to make a difference to the team. By helping their team succeed, members also feel better about themselves – they can see themselves as helpful and competent human beings.
…
Managers, instructors, coaches, and other leaders can use this knowledge to design teamwork that boosts team members’ efforts. Remember the student from the introduction: maybe she felt that she could not contribute much to the academic team because the project did not include a specific (sub-)taskfor her to work on and to feel responsible for. If the instructor or a teammate had broken down the project into subtasks for each member, she might have felt that her efforts were indispensable.

A new hybrid learning methodology [Brinkerhoff & Boon]

On 02/24/2022, in business, corporate / business world, corporate universities / corporate training, digital learning, India, instructional design, learning, learning ecosystem, Learning Experience Design, personalized/customized learning, platforms, training / L&D, workplace, by Daniel Christian

A new hybrid learning methodology — from chieflearningofficer.com by Robert O. Brinkerhoff, Edward L. Boon
The proliferation of digital learning transfer platforms offers the opportunity for a new and impact-enhancing hybrid: learning programs that are at the same time standardized and personalized.

Excerpt:

Such a program in the context of our example of the global manufacturing company training its shop floor managers might have the following elements, all created with the expertise of a centralized corporate L&D function:

Classroom-style presentations on video with breakout room discussion options embedded for local facilitation.
Facilitator’s guides (translated into local languages) for leading the classroom breakouts.
Coaching tools and resources for managers to conduct one-on-ones.
A library of brief videos of good (and bad) examples of managers interacting with direct reports with second-language subtitles.
Guidelines for facilitating periodic virtual check-in meetings (schedules weekly, bi-weekly, etc. to be decided locally).
Assignments, with associated resources, for learners to complete by requesting coaching sessions with their manager.

We propose that the proliferation of digital learning transfer platforms (also known as learning experience platforms or LXPs) offers the opportunity for a new and impact-enhancing hybrid: Learning programs that are at the same time standardized and personalized.

Along the lines of corporate training / Learning & Development (L&D), see:

Workplace Learning Insights from Experts — from upsidelearning.com

Is there a skills gap in learning design? — from neilmosley.com by Neil Mosley

Excerpt:

Another deficiency in higher education has also been the dearth of support there is for learning design. Roles such as Learning Designer or Instructional Designer have been relatively niche in UK higher education, they have tended to exist only in online or distance education settings.

This seems to be changing a little and there’s been more of these roles created over the past two years. Hopefully, as a result of growing recognition of the design and planning work that’s needed in higher education as the teaching and study experience grows in complexity.

Whilst broadly positive, this has thrown up another problem – the inconsistency and variability of skills amongst those that might refer to themselves as a Learning or Instructional Designer.

From DSC:
Though this is from the UK, these perspectives and the issues Neil raises are also very much present here in the United States. Neil raises some important questions, such as:

Aare the Learning Designers and/or Instructional Designers getting the training that they need?
What’s expected of them?
Are they utilized properly?
How do you scale their work?
How do you get professors and teachers to think of *designing* their learning experiences?

Addendum on 2/19/22:

A time for learning experience designers — from thetechedvocate.org by Matthew Lynch

And if the last two years have taught us anything, it’s that this collective movement toward learning experience design will be essential to help striving students go on better, more productive, and personally meaningful educational journeys. Indeed, we must help spread the word that education is more than a collection of classes. It may include classes, but it is so much more. At its best, it is a carefully and thoughtfully crafted and curated family of experiences that can help striving students change their lives!

Learning Ecosystems

Hybrid learning for hybrid jobs: Reskilling for the digital age [Porcaro]

3 Questions for Susan Aldridge [Maloney & Kim]

A new hybrid learning methodology [Brinkerhoff & Boon]

Is there a skills gap in learning design? [Mosley]

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