IBM brings more data science to college — from clomedia.com by Bravetta Hassell
For some companies, combating skills gap means starting early — like, college early.

Excerpt:

To help close the growing skill gap in analytics, IBM has announced it’s expanding its data science education efforts.

According to IT research and advisory company Gartner, the number of citizen data scientists is on track to grow five times faster than the number of highly skilled data scientists through 2017, and the need for talent who can make data-driven insights and decisions will increase as well. Through IBM’s new Watson Analytics Academic Program, students at select universities around the world will gain access to tools and resources that will help them build data-analytic skills.

 

Also see the IBM Watson Analytics Academic Program page for a list of relevant resources, including:

 

 

From DSC:
Don’t rule out tvOS for some powerful learning experiences / new affordances.  The convergence of the television, the telephone, and the computer continues…and is now coming into your home. Trainers, faculty members, teachers, developers, and others will want to keep an eye on this space. The opportunities are enormous, especially as second screen-based apps and new forms of human computer interfaces (HCI) unfold.

The following items come to my mind:

Online-based communities of practice. Virtual reality, virtual tutoring. Intelligent systems. Artificial intelligence. Global learning. 24×7, lifelong learning. Career development. Flipping the classroom. Homeschooling.  Learning hubs. Online learning. Virtual schools. Webinars on steroids.

With the reach of these powerful technologies (that continue to develop), I would recommend trying to stay informed on what’s happening in the world of tvOS-based apps in the future. Towards that end, below are some items that might help.


 

techtalk-apple-feb2016

 

 

 

Apple releases Apple TV Tech Talks video series for building better tvOS apps — by AppleInsider Staff

Excerpt:

Apple on Wednesday released to developers a series of videos focusing on Apple TV and its tvOS operating system, offering a detailed look at the underlying SDK, resources and best practices associated with coding for the platform.

 

Also see:

 

TVTechTalk-fe3b2016

 

 

Addendum on 2/26/16:

  • Apple Adds Multiple New App Categories to tvOS App Store — from macrumors.com by Juli Clover
    Excerpt:
    [On 2/25/16] Apple updated the tvOS App Store to add several new app categories to make it easier for Apple TV 4 owners to find content on their devices. As outlined by AfterPad, a site that showcases Apple TV apps, the new categories are rolling out to Apple TV users and may not be available to everyone just yet. Some users may only see the new categories under Purchased Apps until the rollout is complete.

 

 

Harvard’s new official tour app leverages augmented reality — from betaboston.com

 

New York Times showcases virtual reality technology — from browndailyherald.com by Harry August
Virtual reality, used to craft more immersive storytelling, risks providing less narrative context

 

Oculus preview event to highlight multiplayer games — from uploadvr.com

 

Woofbert are using VR to bring great art to everyone — from roadtovr.com by Kent Bye
Voices of VR Podcast – Episode #303

 

Woofbert VR

woofbertVR-Feb2016

 

Microsoft developing video calling that projects people in front of yYou — from gadgets.ndtv.com by Robin Sinha

 

Facebook has created a new ‘Social VR’ team to explore how we’ll communicate in virtual reality — from businessinsider.com by Jillian D’Onfro

 

I planned out my last vacation in virtual reality — here’s what it was like — from Business Insider By Brandt Ranj

 

Augmented reality looks to future where screens vanish — from interaksyon.com by Glenn Chapman

 

VR And AR will be mobile’s demand driver, not its replacement — from techcrunch.com by Mike Hoefflinger

Excerpt:

Projections for the big players
If things go in this direction, here’s how it may play out for The Big Six:

  • Apple…
  • Google…
  • Facebook…
  • Samsung…
  • Sony…
  • Microsoft…

 

 

Addendum:

 

LeapMotion-Feb2016

 

 

 

Google brings the physical web to your phone — from techweekeurope.co.uk by Michael Moore
Google plans to make your smartphone a portal to the world around you thanks to a new smart browser.

 

 

Excerpt:

Google plans to make your smartphone a portal to the world around you thanks to a new smart browser.

The company’s next version of Chrome for Android, version 49 (currently in beta), will be able to alert users to low-energy beacons near to them, which can then be interacted with for interesting information or offers.

This means that walking past a tube station will send a pop-up alert about the next departure, or vouchers being sent when walking past a favourite shop, which is all part of what Google is calling ‘The Physical Web’.

 

 

DanielChristian-Combining-Digital-Physical-Worlds-Oct2014

 

 

 

Addendum on 2/19/16:

The campus: Where AV meets IoT — from avnetwork.com by Carolyn Heinze

Excerpt (emphasis DSC):

At the classroom level, Dey believes that GIoTTO offers the potential for improved audiovisual experiences. “[There is] the use of sensing technology to detect changes in the environment, [where] you may want to change the audiovisual settings in a classroom, to detecting where people are in a classroom to change audiovisual settings, to even detecting: why is my projector not actually projecting on the screen?” he illustrated. This last use case can speed up troubleshooting, therefore decreasing help desk calls, he added. “Building on that, obviously we have tons of seminar rooms and other rooms that are meant for specific audiovisual needs, and you can imagine that putting additional sensing technology in those spaces would enable us to be more creative in understanding how those spaces get used, and how we can improve those spaces at the same time.”

 

 

From DSC:
Though the jigsaw technique has been around for decades, it came to my mind the other day as we recently built a highly-collaborative, experimental learning space at our college — some would call it an active learning-based classroom.  There are 7 large displays throughout the space, with each display being backed up by Crestron-related hardware and software that allows the faculty member to control what’s appearing on each display.  For example, the professor can take what is on Group #1’s display and send the content from that display throughout the classroom. Or they can display something from a document camera or something from their own laptop, iPad, or smartphone. Students can plug in their devices (BYOD) and connect to the displays via HDMI cables (Phase I) and wirelessly (Phase II).

I like this type of setup because it allows for students to quickly and efficiently contribute their own content and the results of their own research to a discussion.  Groups can present their content throughout the space.

With that in mind, here are some resources re: the jigsaw classroom/technique.


 

From Wikipedia:

The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. It was designed by social psychologist Elliot Aronson to help weaken racial cliques in forcibly integrated schools.

The technique splits classes into mixed groups to work on small problems that the group collates into a final outcome. For example, an in-class assignment is divided into topics. Students are then split into groups with one member assigned to each topic. Working individually, each student learns about his or her topic and presents it to their group. Next, students gather into groups divided by topic. Each member presents again to the topic group. In same-topic groups, students reconcile points of view and synthesize information. They create a final report. Finally, the original groups reconvene and listen to presentations from each member. The final presentations provide all group members with an understanding of their own material, as well as the findings that have emerged from topic-specific group discussion.

 

From jigsaw.org

 

jigsaw-method

 

jigsaw-method-steps

 

From DSC:
Big data is a big theme these days — in a variety of industries. Higher ed is no exception, where several vendors continue to develop products that hope to harness the power of big data (and to hopefully apply the lessons learned in a variety of areas, including retention).

However as an Instructional Designer, when I think of capturing and using data in the context of higher education, I’m not thinking about institutional type of data mining and the corresponding dashboards that might be involved therein.  I’m thinking of something far more granular — something that resembles a tool for an individual professor to use.

I’m thinking more about individual students and their learning.  I’m thinking about this topic in terms of providing additional information for a faculty member to use to gauge the learning within his or her particular classes — and to be able to highlight issues for them to address.

So, for example, when I’m thinking about how a mathematics professor might obtain and use data, I’m thinking of things like:

  • How did each individual do on this particular math problem?
  • Who got it right? Who got it wrong?
  • What percentage of the class got it right? What percentage of the class got it wrong?
  • For those who got the problem wrong, where in the multi-step process did they go wrong?

So perhaps even if we’re only obtaining students’ final answers — whether that be via clickers, smartphones, laptops, and/or tablets — data is still being created. Data that can then be analyzed and used to steer the learning.  This type of information can then help the mathematics professor follow up accordingly — either with some individuals or with the entire class if he/she saw many students struggling with a new concept.

Such data gathering can get even more granular if one is using elearning types of materials.  Here, the developers can measure and track things like mouse clicks, paths taken, and more.  So like the approaching Internet of Things, data can get produced on a massive scale.

But very few mathematics professors have the time to:

  • manually track X/Y/or Z per student 
  • manually capture how an entire class just did on a math problem
  • manually document where each student who got a problem incorrect went wrong

So in the way that I’m thinking about this topic, this entire push/idea of using data and analytics in education requires things to happen digitally — where results can automatically be stored without requiring any manual efforts on the part of the professor.

The ramifications of this are enormous.

That is, the push to use analytics in education — at least at the personalized learning level that I’m thinking of — really represents and actually requires a push towards using blended and/or online-based learning.  Using strictly 100% face-to-face based classrooms and environments — without any digital components involved — won’t cut it if we want to harness the power of analytics/data mining to improve student learning.

Though this may seem somewhat obvious, again, the ramifications are huge for how faculty members structure their courses and what tools/methods that they choose to utilize.  But this goes way beyond the professor.  It also has enormous implications for those departments and teams who are working on creating/revising learning spaces — especially in terms of the infrastructures such spaces offer and what tools might be available within them.  It affects decision makers all the way up to the board-level as well (who may not be used to something other than a face-to-face setting…something they recall from their own college days).

What do you think? Are you and/or your institution using big data and analytics? If so, how?

 



 

Also see:

Big data and higher education: These apps change everything — from bigdatalandscape.com

Excerpt:

Big Data is going to college. The companies on this list have been developing innovative higher education analytics apps. Universities are realizing the importance of harnessing Big Data for the purposes of helping students to succeed, helping instructors to know what students still need to learn, analyzing efficiency in all areas, boosting enrollment, and more.

For example, CourseSmart embeds analytics directly into digital textbooks. These analytics provide an “engagement index score,” which measures how much students are interacting with their eTextbooks (viewing pages, highlighting, writing notes, etc.). Researchers have found that that the engagement index score helps instructors to accurately predict student outcomes more than traditional measurement methods, such as class participation.

In addition, there are dashboards that enable Big Data analytics and visualization for the purpose of monitoring higher education KPIs such as enrollment, accreditation, effectiveness, research, financial information, and metrics by class and by department. Read on to find out about the companies that are shaping Big Data analytics in higher education.

 

 

How five edtech start-ups are using big data to boost business education — from businessbecause.com by Seb Murray
MOOC platforms explore analytics with b-school partners

Excerpts:

“Data is an amazing resource for teachers, who glean detailed feedback on how learners are processing information,” says Julia Stiglitz, director of business development at Coursera, the online learning site with 17 million users.

Coursera, which works with the b-schools IE, Yale and Duke Fuqua, offers a dashboard that gives teachers insight into when students are most likely to stop watching a video, and the percentage who answer assessment questions correctly the first time around.

“By carefully assessing course data, from mouse clicks to time spent on tasks to evaluating how students respond to various assessments, researchers hope to shed light on how learners access information and master materials,” says Nancy Moss, edX’s director of communications.

 

 

Interactive app brings 4th-century thinker to life — from campustechnology.com by Toni Fuhrman
At Villanova University, a student-developed app version of Augustine’s Confessions brings contemporary vitality and relevance to a classic 4th-century work.

Excerpt:

Augustine of Hippo, who lived from A.D. 354 to 430, might be surprised to find his Confessions in circulation today, including a number of e-book versions. Still widely read, popular in great books programs and studied in university classes, The Confessions of St. Augustine is autobiography and confession, spiritual quest and emotional journey.

One of the most recent electronic versions of the Confessions is an interactive app developed at Villanova University (PA), the nation’s only Augustinian Catholic University. Released three months ago on Augustine’s birthday (Nov. 13), the Confessions app is required for all freshmen as part of a “foundation” course. Available for both Apple and Android devices, the app includes the 13 books of the Confessions, authoritative commentaries, photo gallery, timeline, map and text-highlighted audio, as well as search, note-taking, annotation and bookmark options.

 

“What better way to reflect on and update this struggle than for today’s students to use technology to bring the text to life through visual, audio and analytical components?”

 

 

 

Confessions-Feb2016

 

 

From DSC:
Love the idea. Love the use of teams — including students — to produce this app!

 

 

 

 

 

 

 

2016 technology predictions for CIOs — from enterprisersproject.com

Excerpts:

  • Enterprises powered by machine learning
  • Predictions on the cloud, the road, and more
  • The connected home is integrated
  • IT grows up, grows the business
  • Future disruptors based on human behavior
  • Competition heats up in the cloud

 

 

Gartner reveals top predictions for IT organizations & users for 2016 and beyond — from gartner.com

Excerpts:

  1. By 2018, 20 percent of business content will be authored by machines.
  2. By 2018, six billion connected things will be requesting support.
  3. By 2020, autonomous software agents outside of human control will participate in five percent of all economic transactions.
  4. By 2018, more than 3 million workers globally will be supervised by a “robo-boss.”
  5. By year-end 2018, 20 percent of smart buildings will have suffered from digital vandalism.
  6. By 2018, 45 percent of the fastest-growing companies will have fewer employees than instances of smart machines.
  7. By year-end 2018, customer digital assistant will recognize individuals by face and voice across channels and partners.
  8. By 2018, two million employees will be required to wear health and fitness tracking devices as a condition of employment.
  9. By 2020, smart agents will facilitate 40 percent of mobile interactions, and the postapp era will begin to dominate.
  10. Through 2020, 95 percent of cloud security failures will be the customer’s fault.

 

From DSC:
Some of these are pretty bold predictions.  Is this the future we want?  Do you want to be supervised by a “robo-boss?” Perhaps, perhaps not.  Likely, given the pace of technological change, we will need to be flexible and be able to change/adapt in order to remain marketable. Lifelong learning has become a must have ingredient in our lives — for all of us in the workforce. Learning how to learn will pay off, big time.

I’m working on another posting that talks about the ethics, morals, and potential policies that need to be considered now before we get too much further down some of these pathways.

 

The pace has changed significantly and quickly

 

 

The Top 10 Higher Ed IT Issues of 2016 — from centerdigitaled.com by Tanya Roscorla

Excerpt:

2015 2016
1. Evolving staffing models 1. Information security
2. Optimizing technology in teaching and learning 2. Optimizing educational technology
3. Funding IT strategically 3. Student success technologies
4. Improving student outcomes 4. IT workforce
5. Demonstrating IT’s value 5. Institutional data management
6. Increasing capacity for change 6. IT funding models
7. Providing user support 7. Business intelligence and analytics
8. Developing security policies for the institution 8. Enterprise application integrations
9. Developing enterprise IT architecture 9. IT organizational development
10. Balancing information security and openness 10. E-learning and online education

 

 

 

The 50 Most Popular MOOCs of All Time — from onlinecoursereport.com, via Jordan Hall

Excerpt:

MOOCs – or Massive Open Online Courses – are picking up momentum in popularity – at least in terms of initial enrollment.

Unlike regular college/ university courses, MOOCs can attract many thousands of enrollees around the world. They can come in the form of active course sessions with participant interaction, or as archived content for self-paced study. MOOCs can be free, or there can be a charge – either on a subscription basis or a one-time charge. Free MOOCs sometimes have a paid “verified certificate” option. There are now thousands of MOOCs available worldwide from several hundred colleges, universities and other institutions of higher learning. For your convenience, we’ve compiled a list of 50 of the most popular MOOCs, based on enrollment figures for all sessions of a course. The ranking is based on filtering enrollment data for 185 free MOOCs on various elearning platforms.

 

Campus Technology 2015 Readers’ Choice Awards

CampusTechReadersChoiceAwardsSept2015

Excerpt:

In this first-ever higher education “gear of the year” guide, Campus Technology has turned to hundreds of education professionals to tell us which products in 29 categories are truly the best. We cover the gamut of technology from 3D printers to wireless access points. In almost every category you’ll find the Platinum, Gold and Silver picks to help you short-list your shopping, fuel your decision-making or perhaps start a friendly debate on campus.

  1. Learning Management and E-learning
  2. E-Portfolios
  3. Other Instructional Tools
  4. Student Information Systems and Data Management
  5. Enterprise Resource Planning (ERP)
  6. Constituent Relationship Management (CRM)
  7. Student Success/Retention
  8. Student Response Systems and Classroom Clickers
  9. Lecture Capture
  10. Document Cameras
  11. Projectors
  12. Interactive Whiteboards
  13. Videoconferencing and Web Conferencing
  14. Virtual Classroom and Meeting
  15. Classroom Audio Distribution/Sound Enhancement
  16. Captioning
  17. Office/Productivity Suites
  18. Classroom Presentation
  19. Multimedia Authoring Suites and Creative Software
  20. E-Learning Authoring
  21. Media Tablets
  22. Chromebook
  23. Windows Tablet
  24. Convertible and 2-in-1 Notebooks
  25. Notebooks
  26. Virtual Desktops and Thin Clients
  27. Wireless Access Points and Hotspots
  28. 3D Printers
  29. Emergency Notifications

 

 

 

The jobs that AI can’t replace — from bbc.com b

Excerpt:

Current advances in robots and other digital technologies are stirring up anxiety among workers and in the media. There is a great deal of fear, for example, that robots will not only destroy existing jobs, but also be better at most or all of the tasks required in the future.

Our research at the Massachusetts Institute of Technology (MIT) has shown that that’s at best a half-truth. While it is true that robots are getting very good at a whole bunch of jobs and tasks, there are still many categories in which humans perform better.

 

Get ready for ‘The Economy Of Things’ — from forbes.com by Veena Pureswaran

Excerpt:

The IoT is not just about smart homes that light up when you arrive or washing machines that text you when the cycle is done. The IoT will turn physical assets into participants in real-time global digital markets. As the Internet of Things continues to turn physical assets into participants in new real-time, digital marketplaces, it’s creating what we describe as a new “Economy of Things.”

These types of assets will become as easily indexed, searched and traded as any online commodity. In fact, such digital marketplaces represent huge economic opportunities for growth and advancement.

 

Who’s the boss? Hitachi looks to promote artificial intelligence — from blogs.wsj.com by Jun Hongo; with thanks to Norma Owen for this resource

Excerpt:

Hitachi Ltd. is looking to promote artificial intelligence to management.

The Japanese electronics maker said it has developed a new artificial intelligence program that will enable robots to deliver instructions to employees based on analyses of big data and the workers’ routines.

“Work efficiency improved by 8% in warehouses with the new artificial intelligence program, compared to those without them,” a Hitachi spokeswoman said. “The program can examine an extremely large amount of data to provide the most efficient instruction, which is impossible for human managers to handle.”

Hitachi last month unveiled a fast-moving two-armed robot which it says may replace humans in performing basic functions like retrieving items in warehouses.

 

Tomorrow’s workers want mobile, but are employers ready? — from domo.com
70 percent of future workforce expect a bring-your-own-device culture; value technology perks nearly five times more than a stocked kitchen

8.19.15_pr_mobile-millennials

Excerpt:

The study, which polled more than 2,000 college students, confirmed what many have assumed: that millennials are a mobile-first generation. Not surprisingly, the survey confirms that millennials spend most of their time accessing the Internet via a mobile device, 46 percent via a mobile phone and 43 percent on a tablet or laptop. Additionally, the report uncovers how much time millennials spend on various mobile activities. More than 97 percent use their phones to send or receive text messages, 96 percent use them to access the Internet, and 68 percent turn to a mobile device to stream music and send or receive pictures.

The findings also affirm how critical it is for companies to adjust to the ever-changing mobile-centric business world in order to attract top talent, which will increasingly be comprised of the millennial generation.

 

‘Transformer in chief’: The new chief digital officer — from mckinsey.com by Tuck Rickards, Kate Smaje, and Vik Sohoni
The CDO role is changing dramatically. Here are the skills today’s world demands.

Excerpt:

In the alphabet soup that is today’s crowded C-suite, few roles attract as much attention as that of the chief digital officer, or CDO. While the position isn’t exactly new, what’s required of the average CDO is. Gone are the days of being responsible for introducing basic digital capabilities and perhaps piloting a handful of initiatives. The CDO is now a “transformer in chief,” charged with coordinating and managing comprehensive changes that address everything from updating how a company works to building out entirely new businesses. And he or she must make progress quickly.

 

 

According to social forecasts in the U.S., U.K. and Australia, the point at which our labor market has more freelancers than full-time employees is between 5 to 10 years away. The growing automation of knowledge work means that, globally, we are expected to lose around 2 billion jobs by 2030. Some of that loss will be softened by new jobs created, but they’re going to be of the low-paid, temporary, variety. Today’s university graduates are facing what has been termed a “high skills/low income” future. The recent rapid growth in “knowledge process outsourcing” — the breaking up of salaried jobs into bid-for tasks, through websites like Elance.com and Freelancer. com — may well be transforming economies of developing countries like India, but it is causing futurists in the west to predict “the end of job.”

What the Future Economy Means for How Kids Learn Today

 

 

The unlikely cities that will power the U.S. economy — from bloomberg.com

Excerpt:

Huntsville is one of a growing number of smaller U.S. cities, far from Silicon Valley, that are seeking to replace dwindling factory jobs by reinventing themselves as tech centers. Across the Midwest, Northeast, and South, mayors and governors are competing to attract tech companies and workers.

 

STEMJobsCities-2015

 

 

 

How freelancers are fighting for their labor rights — from fastcompany.com by Dillon Baker
In the absence of unions, creative freelancers are finding new ways to work collectively.

Excerpt:

“On average, our members are owed over $10,000 in unpaid invoices and spend 36 hours tracking down each missing payment,” says Freelancers Union founder and labor lawyer Sara Horowitz. She explains that nearly half (44%) of their members report issues in getting paid.

But getting paid on time is just one of the hurdles that the growing independent workforce faces.

For example, the Internet has lowered the bar to entry for professional writing and created more opportunities than ever, which on one hand is good news for entry-level writers, but shrunken profits have also hollowed out freelance rates at many publications.

 

4 ways to prepare for the workplace of the future — from fastcompany.com by Erin Palmer
Millennials face a much more volatile workplace than ever. Here are four ways to adapt.

The workplace of the future will be a world of contradictions—which the next generations that enter it will need to master.

Charting a career path in a mercurial workforce means staying focused and adaptive in equal measure. That’s something millennials and their younger generation Z counterparts will need to be able to do more successfully than their elders ever had to.

For now, though, the learning curve still looks steep. A recent study by the online work company Upwork found that despite the millions of millennials looking for work, 53% of hiring managers said that they struggle to find and retain millennial employees.

Today’s leaders have gotten to where they are by adapting to what’s now and what’s next, not blindly clinging to one specific path.

Addendum on 9/15/15:

  • APIs Are The New FTEs — from techcrunch.comby Gaurav Jain A decade ago, a VP of engineering at a startup might have evaluated the resumes of five solid front-end engineers. Five years ago that VP would have looked at GitHub profiles. Today, they are just as likely to evaluate a front-end framework like Ionic, Meteor or Aurelia and build it themselves.

It’s not just front-end options. We’ve seen a massive proliferation in frameworks, libraries and other tools that allow a single talented engineer to do the work of a team.

Companies and products like Heroku, Celery, RabbitMQ, Mandrill, Fastly, Chartio, Chargebee, Shipwire, Docker, Codeship, Rainforest QA, Replicated and Chartbeat have changed the nature of tech development. These are just a small subset of services that replace the work of individuals or entire teams.

WordPress Ate Webmasters
This trend has pros and cons. It will make life harder for those with only mid-tier technical knowledge. Look at what WordPress has done to “webmasters.” The blogging platform turned CMS has colonized the web, and accounts for ~23 percent of Internet traffic.

 

Penn State research group uses iBeacons to help children learn more about The Arboretum — from news.psu.edu by Katie Jacobs Bohn

Excerpt:

Susan Land and Heather Toomey Zimmerman, associate professors of education at Penn State, are leading a project that uses iBeacons (transmitters the size of a guitar pick that can communicate with mobile phones and tablets) to turn spaces like The Arboretum at Penn State into interactive places of learning for children and their families.

The project, funded by a Center for Online Innovation in Learning (COIL) Research Initiation Grant, was inspired by museums across the country — including the Palmer Museum of Art at Penn State — that have been using iBeacons to enhance visitors’ experiences.

In these cases, museumgoers are prompted to download an app to their mobile device at the beginning of their visit. As visitors explore the museum, the apps activate when they are near an iBeacon and display content relating to whichever exhibits are close by.

But Land’s project is distinctly different.

 

From DSC:
The topic of beacons should be on the radars of all IT departments within higher education — and ideally within K-12 as well. Such machine-to-machine communications should provide some excellent, new affordances.  For example, one can see how such technologies could be very useful for campus tours, for use within art galleries and museums, for student/faculty/teacher showcases, and more.

 

 

 

 

 

The 3 instructional shifts that will redefine the college professor — from edsurge.com by Ryan Craig

Excerpts:

As faculty at colleges and universities are all too aware, it’s hard to do two jobs at the same time. Since the advent of the modern research university over a century ago, faculty have effectively held down two jobs: conducting (and publishing) research and teaching students.

Arguments for the dual-role professor seem logical. Knowledge production should make one a better instructor. Students should benefit from teachers producing the latest knowledge. But there’s precious little data to support that adding the research job to the instruction job improves student outcomes.

The downside is that both jobs require significant expertise and commitment to do well.

There is an emerging consensus as to what works best for onground instruction. It’s called the Dynamic Classroom, and it looks like this:

  • Flip classroom so “transfer of information” occurs ahead of class
  • Incorporate technology in the classroom (handheld clickers or smartphone apps) to quickly ascertain whether students have understood key concepts
  • Integrate active learning techniques to improve understanding of key concepts, including peer learning, group problem solving, project-based learning and experiential learning via studios and workshops
  • Include “perspective transformation” exercises wherein students change their frames of reference by critically reflecting on their assumptions

 

From DSC:
First of all, I second the idea of splitting up the responsibilities of researching and teaching. Both roles are full-time jobs and require different skillsets. With students paying ever higher tuition bills, students deserve to take their courses from professors who know how to teach (not an easy job by the way!). 

But the unbundling doesn’t — and shouldn’t — stop with the splitting up of the teaching and research roles.

Let’s look at another of the instructional shifts that Ryan considers — and that is the move towards the use of smartphones and apps:

In this environment, we can imagine one app for Economics 101 and another for Psychology 110. They are also the ideal platform for simulations and gamified learning and can tailor the user experience further by incorporating real-world inputs (e.g., location of the student) into the material. But, like the dynamic classroom, apps require an unparalleled level of development and instructional expertise—a full-time job for faculty who will be teaching online.

I think there’s some serious potential with this approach, especially given the trend towards more mobile computing and the affordances that come with using mobile technologies.

However, when we start delivering teaching and learning experiences that involve the digital/virtual realm like this, we’re instantly catapulted into a world that requires additional skills. As such, I highly doubt that the majority of faculty members have the time, interests, passions, or the abilities/gifts to code such apps.  They would have to simultaneously be (or become) a programmer/developer, an instructional designer, a graphic designer, a copyright expert, an expert in accessibility, instantly knowledgeable in user interface and user experience design, as well as continue to serve as the Subject Matter Expert (SME) — and I could list other roles as well. That is why we need TEAMS of specialists. If the trends towards moving more of our teaching and learning experiences online and/or into such digital realms continue, then our current models simply won’t cut it anymore, at least in the majority of cases.

I appreciate Ryan’s article and second the main idea of splitting up the teaching and researching responsibilities. But again, when we’re talking developing apps, we had better be talking employing the use of teams — or the students will likely not be better off.

—–

A related quote from “In Sign of the Times for Teaching, More Colleges Set Up Video-Recording Studios” — from The Chronicle

At some colleges, media teams sit down with professors ahead of time and lay out long-term strategies to determine how video may enhance the learning experience of students in their courses.

The media team offers instructors a number of planning worksheets to encourage them to think more about the purpose of videos in their courses.

 

 —–

 
© 2024 | Daniel Christian