Are universities going the way of CDs and cable TV? [Smith]

Are universities going the way of CDs and cable TV? — from theatlantic.com by Michael Smith; with thanks to Homa Tavangar & Will Richardson for this resource
Like the entertainment industry, colleges will need to embrace digital services in order to survive.

Excerpts:

We all know how that worked out: From 1999 to 2009, the music industry lost 50 percent of its sales. From 2014 to 2019, roughly 16 million American households canceled their cable subscriptions.

Similar dynamics are at play in higher education today. Universities have long been remarkably stable institutions—so stable that in 2001, by one account, they comprised an astonishing 70 of the 85 institutions in the West that have endured in recognizable form since the 1520s.

That stability has again bred overconfidence, overpricing, and an overreliance on business models tailored to a physical world. Like those entertainment executives, many of us in higher education dismiss the threats that digital technologies pose to the way we work.

Information technology transforms industries by making scarce resources plentiful, forcing customers to rethink the value of established products.

Paul Krugman, Economist, teaching on Masterclass.com

 

Learning from the Living Class Room

From DSC:
I can’t help but hear Clayton Christenson’s voice in the following quote:

An analogous situation prevails in higher education, where access to classroom seats, faculty experts, and university diplomas have been scarce for half a millennium. When massively open online courses first appeared, making free classes available to anyone with internet access, universities reflexively dismissed the threat. At the time, MOOCs were amateuristic, low-quality, and far removed from our degree-granting programs. But over the past 10 years, the technology has improved greatly.

 

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

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


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

Excerpt (emphasis DSC):

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

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

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

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


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

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

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

Learning from the living class room

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


AR and VR -- the future of healthcare

 

 

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

Excerpt:

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

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

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

From DSC:

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

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

Also see:

Cisco Webex Desk Pro -- AI integrated into Webex Meetings

 

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

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

 

The “new normal” paradox: What COVID-19 has revealed about higher education — from bigthink.com by Dr. Michael Crow, President of ASU

Excerpt:

Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person instruction.

Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.

Far too many higher education outcomes are determined by a student’s family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect post-secondary success for these same students to be as elusive in the new normal, as it was in the old normal.

This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.

 

Just-in-time online tutoring: Supporting learning anywhere, anytime — from er.educause.edu by Stefan Hrastinski

Excerpt:

What if learning could be supported anywhere, anytime, based on the needs of learners? This is a question that has been explored in different ways in research and teaching. Although an abundance of digital education resources are available online, learners have questions and need guidance when they are studying. Just-in-time online tutoring attempts to meet this need. It also has great potential as a complement to scheduled education.

Just-in-time learning has been defined as “anywhere, anytime learning that is just enough, just for me and just in time.”

 

Blockchain Can Disrupt Higher Education Today, Global Labor Market Tomorrow — from cointelegraph.com by Andrew Singer
Blockchain can play its part in the education sector — record-keeping in 2–3 years and then adoption by the labor market?

Excerpt (emphasis DSC):

In the post-pandemic world, individuals will need to seize ownership and control of their educational credentials — documents like degrees and transcripts — from schools, universities and governments. That notion received key support last week from the American Council on Education in a study funded by the United States Department of Education focusing on the use of blockchain in higher education.

“Blockchain, in particular, holds promise to create more efficient, durable connections between education and work,” wrote Ted Mitchell, the president of ACE, in the foreword to the study published on June 8, adding: “In the wake of the COVID-19 crisis, learners will be more mobile, moving in and out of formal education as their job, health, and family situations change.”

A key theme of the report is personal data agency — i.e., how “distributed ledger technologies [DLT] can ‘democratize’ data and empower individuals with agency over their personal information.”

 

Blockchain has been described as a hammer in search of a nail. If so, academic credentialing appears to be as obvious a nail as one can find. The current international trade in fake academic degrees, after all, is “staggering,” as the BBC reported, and with a global labor market increasingly mobile, the world could badly use a decentralized, borderless, tamper-free ledger of verifiable credentials — both for education and the broader labor market.

 

 

 

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

 

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

 

Learning from home -- masterclass dot com

Learning from home -- masterclass dot com

 

Also see:

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

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

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

 

Higher ed needs to build more mature Digital Learning Ecosystems

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

Excerpts:

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

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

 

 

With thanks to my sister, Sue Ellen Christian, for forwarding me Jeremy Caplan’s site/newsletter.

Also see:

…and this one as well:

Three words of advice that I wish I had heard when I first started teaching

 

From DSC:

Will tools like Otter be much more integrated into our future learning ecosystems, meetings, & teleconferences?

 

Are you marking the boundaries between remote and online learning? — from linkedin.com by Amrit Ahluwalia

Excerpt:

As we shift from a three-stage life model to a 100-Year Life model, ongoing and continuing education is going to become a standard part of the lives of every student currently pursuing a degree, and for almost every adult currently in the workforce.

It’s really important that this experience doesn’t taint their perspective of online learning, because it’s more than likely that they’ll need to leverage online learning to maintain their career progression later in life.

In the early stages of the transition, however, it looks like both learners and faculty might be really embracing the possibilities offered by remote learning technologies.

 

Why education is a ‘wicked problem’ for learning engineers to solve — from edsurge.com by Rebecca Koenig

Excerpts (emphasis DSC):

So, back to the wicked problem: How do we make education that’s both quality education and at the same time accessible and affordable?

“Now, we are building a new technology that we call Agent Smith. It’s another AI technology— and we’re very excited about it—that builds [a] Jill Watson for you. And Agent Smith can build a Jill Watson for you in less than 10 percent of the hours.”

So one question for online education is, can we build a new set of tools—and I think that’s where AI is going to go, that learning engineering is going to go—where AI is not helping individual humans as much as AI is helping human-human interaction.

Huge ethical issues and something that learning engineering has not yet started focusing on in a serious manner. We are still in a phase of, “Look ma, no hands, I can ride a bike without hands.”

Technology should not be left to technologists.

Learning from the living class room

 

My thanks to a friend for causing me to further reflect on this article: “Can computers ever replace the classroom?” [Beard]


From DSC:
I’d like to thank Mr. Eric Osterberg — a fraternity brother and friend of mine — for sending me the following article. I wrote back to him. After thanking Eric for the article, I said:

Such an article makes me reflect on things — which is always a good thing for me to try to see my blindspots and/or to think about the good and bad of things. Technologies are becoming more powerful and integrated into our lives — for better at times and for worse at other times.

I’m wondering how the legal realm can assist and/or help create a positive future for societies throughout the globe…any thoughts?


Can computers ever replace the classroom? — from theguardian.com by Alex Beard
With 850 million children worldwide shut out of schools, tech evangelists claim now is the time for AI education. But as the technology’s power grows, so too do the dangers that come with it. 

Excerpts:

But it’s in China, where President Xi Jinping has called for the nation to lead the world in AI innovation by 2030, that the fastest progress is being made. In 2018 alone, Li told me, 60 new AI companies entered China’s private education market. Squirrel AI is part of this new generation of education start-ups. The company has already enrolled 2 million student users, opened 2,600 learning centres in 700 cities across China, and raised $150m from investors.

The supposed AI education revolution is not here yet, and it is likely that the majority of projects will collapse under the weight of their own hype.

The point, in short, is that AI doesn’t have to match the general intelligence of humans to be useful – or indeed powerful. This is both the promise of AI, and the danger it poses.

It was a reminder that Squirrel AI’s platform, like those of its competitors worldwide, doesn’t have to be better than the best human teachers – to improve people’s lives, it just needs to be good enough, at the right price, to supplement what we’ve got. The problem is that it is hard to see technology companies stopping there. For better and worse, their ambitions are bigger. “We could make a lot of geniuses,” Li told me.

 

How innovations in voice technology are reshaping education — from edsurge.com by Diana Lee
Voice is the most accessible form you can think of when you think about any interface. In education, it’s already started to take off.

It could be basic questions about, “Am I taking a class to become X?” or “How strong are my skills relative to other people?” An assistant can help with that. It could potentially be a coach, something that follows you the rest of your life for education. I’m excited about that. People that can’t normally get access to this kind of information will get access to it. That’s the future.

From DSC:
The use of voice will likely be a piece of a next-generation learning platform.

Voice will likely be a piece of the next generation learning platform

 

From DSC:
This type of thing will be constantly running on a next-generation learning platform — i.e., scanning open job descriptions and presenting the top/”hottest” occupations/skills/employers — but then offering the relevant courses, modules, webinars, local learning hubs, discussion forums, etc. that will teach you the necessary skills (similar to what justwatch.com or suppose.tv provides for the entertainment industry).

 

 

 

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