Davy Crockett to give tours of Alamo in new augmented reality app — from mysanantonio.com by Samantha Ehlinger

Excerpt:

Using a smart phone, users will be able to see and interact with computer-generated people and scenes from the past — overlayed on top of the very real and present-day Alamo. The app will also show the Alamo as it was at different points in history, and tell the story of the historic battle through different perspectives of the people (like Crockett) who were there. The app includes extra features users can buy, much like Pokémon Go.

“We’re making this into a virtual time machine so that if I’m standing on this spot and I look at, oh well there’s Davy Crockett, then I can go back a century and I can see the mission being built,” Alamo Reality CEO Michael McGar said. The app will allow users to see the Alamo not only as it was in 1836, but as it was before and after, McGar said.

 

 

 

“We’re developing a technology that’s going to be able to span across generations to tell a story”

— Lane Traylor

 

 
 

Lessons From Flipped Classrooms and Flipped Failures — from edsurge.com by Jeff Young, with Robert Talbert

Excerpt:

So a few years ago Talbert, a math professor at Grand Valley State University, tried a new approach, known as flipped learning—a method catching on these days in college classrooms. He describes it as a new philosophy of teaching. Unlike the lecture model, in which students first encountering new material in the classroom, in the flipped model the students’ first encounter with the material happens outside of class, usually in the form of video lectures. And class time is used for more interactive activities that encourage students to apply what they’re learning while the professor is there to step in and help if necessary.

It isn’t foolproof though, and in a new book Talbert gives a frank look into his classroom experiences, and his tips on how to avoid flipped failure. It’s called “Flipped Learning: A Guide for Higher Education Faculty.” Talbert has long shared the ups and downs of his teaching experiments with his colleagues through his blog.

 

 

What I often tell faculty is, if you’re interested in using flipped learning, you’ve got to give yourself a lot of time to ease into it. I try to suggest a one-year plan between the moment you become interested in flipped learning and the moment you actually use it in the classroom. Take a solid year to plan, to develop materials, to test things out and so forth. Don’t try to jump straight into it.

 

 

 

 

Why Natural Language Processing is the Future of Business Intelligence — from dzone.com by Gur Tirosh
Until now, we have been interacting with computers in a way that they understand, rather than us. We have learned their language. But now, they’re learning ours.

Excerpt:

Every time you ask Siri for directions, a complex chain of cutting-edge code is activated. It allows “her” to understand your question, find the information you’re looking for, and respond to you in a language that you understand. This has only become possible in the last few years. Until now, we have been interacting with computers in a way that they understand, rather than us. We have learned their language.

But now, they’re learning ours.

The technology underpinning this revolution in human-computer relations is Natural Language Processing (NLP). And it’s already transforming BI, in ways that go far beyond simply making the interface easier. Before long, business transforming, life changing information will be discovered merely by talking with a chatbot.

This future is not far away. In some ways, it’s already here.

What Is Natural Language Processing?
NLP, otherwise known as computational linguistics, is the combination of Machine Learning, AI, and linguistics that allows us to talk to machines as if they were human.

 

 

But NLP aims to eventually render GUIs — even UIs — obsolete, so that interacting with a machine is as easy as talking to a human.

 

 

 

 

Five lessons for libraries looking to innovate in the 21st Century — from knightfoundation.org by Laura Sue Wilansky

Excerpt:

In June, Knight Foundation sent a cohort of U.S. librarians from institutions around the country to the Next Library Conference, an annual gathering held in Aarhus, Denmark that brings together library leaders from around the world to discuss innovative programs, services and ideas in the field. 20 U.S. librarians from 11 cities joined hundreds of colleagues who attended the conference from around the globe, from China to Kenya to the Caribbean.

The goal was to spread best practices in library innovation, while helping their capacity to meet new digital age demands. The initiative is part of Knight’s larger work to help libraries better serve 21st century information needs. We believe libraries are essential to addressing information challenges and creating opportunities for communities to engage with information, new ideas and each other. The conference was an opportunity to connect U.S. libraries in order to share practices and approaches being used to attract new patrons around the world, as well as gather insights from them that can help to further inform our strategy.

Here are some of the lessons the librarians brought home…

 

 

“We need to focus intently on making our buildings locations for experimentation, innovation, education, recreation and relaxation.”

 

 

 

 

 

 

Radically open: Tom Friedman on jobs, learning, and the future of work — from dupress.delotte.com by Tom Friedman, Cathy Engelbert, and John Hagel

Excerpt (emphasis DSC):

Tom Friedman: My thoughts on the future of work are very influenced by my friend, a business strategist, Heather McGowan. She really describes that what’s going on is that work is being disconnected from jobs, and jobs and work are being disconnected from companies, which are increasingly becoming platforms. That’s Heather’s argument, and that is what I definitely see.

[A good] example is what’s happened to the cab business. In Bethesda, we have a [local] cab company that owns cars and has employees who have a job; they drive those cars. They’re competing now with Uber, which owns no cars, has no employees, and just provides a platform of work that brings together ride-needers—myself—and ride-providers. And I do think that the Uber platform model, and the way it is turning a job into work and monetizing work, is the future of work.

And that will have a huge impact on the future of learning. Because if work is being extracted from jobs, and if jobs and work are being extracted from companies—and because, as you and I have both written, we’re now in a world of flows — then learning has to become lifelong. We have to provide both the learning tools and the learning resources for lifelong learning when your job becomes work and your company becomes a platform.

So I’m not sure what the work of the future is, but I know that the future of companies is to be hiring people and constantly training people to be prepared for a job that has not been invented yet. If you, as a company, are not providing both the resources and the opportunity for lifelong learning, [you’re sunk], because you simply cannot be a lifelong employee anymore unless you are a lifelong learner. If you’re training people for a job that’s already been invented, or if you’re going to school in preparation for a job that’s already been invented, I would suggest that you’re going to have problems somewhere down the road.


CE: In a recent report from the National Bureau of Economic Research, some leading labor economists did an analysis of net new employment in the United States between 2005 and 2015, and found that about 94 percent of that net new employment was from alternative work arrangements—everything from gig to freelance and off-balance-sheet kinds of work.

I think that’s why we need to teach filtering, literally, to our students. There should be Filtering 101, Filtering 102, Filtering 103. How do I filter information so I get enough of it to advance, but not so much that I’m overwhelmed? How do I filter news?

 

 

…it seems to me that rule number one is you want to be radically open. And that’s a really hard sell right now, because it feels so counterintuitive, and everyone’s putting up walls right when you want to be, actually, radically open. Why do you want to be radically open? Because you’ll get more flows; you’ll get the signals first, and you will attract more flow-minded people, which I would call high-IQ risk-takers. That’s from a country point of view, but I have to believe that’s also right from a company point of view: that you want to be plugged into as many discussions, as many places, and as many flow generators as possible, because you’ll simply get the signals first in order to understand where the work of the future is coming from.

 

 

[GE] offered $20,000 in prize money — 7,000 to the winner, and the rest split up among the other finalists. Well, within six weeks, they got over 600 responses. The 10 finalists were all tested by GE engineers, and they picked the winner. None of the 10 finalists was an American, and none was an aeronautical engineer, and the winner was a 21-year-old from Indonesia who was not an aeronautical engineer, and he took more than 80 percent of the weight out of this fastener.

No, let’s actually create jump balls and access all the talent wherever it is.

 

 

And what did the best artisans do? They brought so much personal value-add, so much unique extra, to what they did that they carved their initials into their work at the end of the day. So always do your job [in a way that] you bring so much empathy to it, so much unique, personal value-add, that it cannot be automated, digitized, or outsourced, and that you want to carve your initials into it at the end of the day.

 

 



From DSC:
If what Tom, Cathy, and John discuss here is true, think of what that means for our students. Our students need to be digitally literate, online, adaptable, lifelong learners, and they need to be highly comfortable with change. They need to be tapped into the “flows” that the authors describe (what they refer to as flows, I call “streams of content” — if I’m understanding their perspective correctly). They need to think entrepreneurially, as Friedman asserts.

Also, they discuss three new social contracts that need to evolve:

There are three new social contracts that have to evolve here. Government has to incentivize companies to create these lifelong learning opportunities. Companies have to create the platforms for employees to afford to be able to take these courses. And the employee has to have a new social contract with themselves: “I have to do this on my own time; I have to be more self-motivated.” More is on you.

…and thus enters my vision that I call Learning from the Living [Class] Room. A global, powerful, next generation learning platform — meant to help people reinvent themselves quickly, cost-effectively, conveniently, & consistently.

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

But there is no more important survival skill than learning to love learning.

 

 

…because you simply cannot be a lifelong employee anymore unless you are a lifelong learner.

 

 

Always think of yourself as if you need to be reengineered, retooled, relearned, retaught constantly. Never think of yourself as “finished”; otherwise you really will be finished.

 

 



 

 

 

 

2017 Ed Tech Trends: The Halfway Point — from campustechnology.com by Rhea Kelly
Four higher ed IT leaders weigh in on the current state of education technology and what’s ahead.

This article includes some perspectives shared from the following 4 IT leaders:

  • Susan Aldridge, Senior Vice President for Online Learning, Drexel University (PA); President, Drexel University Online
  • Daniel Christian, Adjunct Faculty Member, Calvin College
  • Marci Powell, CEO/President, Marci Powell & Associates; Chair Emerita and Past President, United States Distance Learning Association
  • Phil Ventimiglia, Chief Innovation Officer, Georgia State University

 

 

Also see:

 

 

 

From DSC:
Reviewing the article below made me think of 2 potential additions to the Learning & Development Groups/Departments out there:

  1. Help people build their own learning ecosystems
  2. Design, develop, and implement workbots for self-service

 



 

Chatbots Poised to Revolutionize HR — from by Pratibha Nanduri

Excerpt:

Self-service is becoming an increasingly popular trend where people want to perform their tasks without needing help or input from anyone else. The increasing popularity of this trend is mainly attributed to the increasing use of computers and mobile devices to electronically manage all kinds of tasks.

As employee tolerance for downtime reduces and preferences for mobility increases, the bureaucracy which exists in managing everyday HR related tasks in the workplace will also have to be replaced. A large number of companies have still not automated even their basic HR services such as handling inquiries about holidays and leaves. Employees in such organizations still have to send their query and then wait for HR to respond.

As the number of employees goes up in an organization, the time taken by HR managers to respond to mundane admin tasks also increases. This leaves very little time for the HR manager to focus on strategic HR initiatives.

Chatbots that are powered by AI and machine learning are increasingly being used to automate mundane and repetitive tasks. They can also be leveraged in HR to simulate intelligent SMS-based conversations between employees and HR team members to automate basic HR tasks.

 



 

 

4 ways augmented reality could change corporate training forever –from by Jay Samit

Excerpt:

In the coming years, machine learning and augmented reality will likely take both educational approaches to the next level by empowering workers to have the latest, most accurate information available in context, when and where they need it most.

Here are four ways that digital reality can revolutionize corporate training…

 

…augmented reality (AR) is poised not only to address issues faced by our aging workforce, but to fundamentality increase productivity by changing how all employees are trained in the future.

 

 

 

 

Amazon’s Alexa passes 15,000 skills, up from 10,000 in February — from techcrunch.com by Sarah Perez

Excerpt:

Amazon’s Alexa voice platform has now passed 15,000 skills — the voice-powered apps that run on devices like the Echo speaker, Echo Dot, newer Echo Show and others. The figure is up from the 10,000 skills Amazon officially announced back in February, which had then represented a 3x increase from September.

The new 15,000 figure was first reported via third-party analysis from Voicebot, and Amazon has now confirmed to TechCrunch that the number is accurate.

According to Voicebot, which only analyzed skills in the U.S., the milestone was reached for the first time on June 30, 2017. During the month of June, new skill introductions increased by 23 percent, up from the less than 10 percent growth that was seen in each of the prior three months.

The milestone also represents a more than doubling of the number of skills that were available at the beginning of the year, when Voicebot reported there were then 7,000 skills. That number was officially confirmed by Amazon at CES.

 

 


From DSC:
Again, I wonder…what are the implications for learning from this new, developing platform?


 

 
© 2017 | Daniel Christian