Minerva’s Innovative Platform Makes Quality Higher Ed Personal and Affordable — from linkedin.com by Tom Vander Ark

Excerpt:

The first external partner, the Hong Kong University of Science and Technology (HKUST), loved the course design and platform but told Nelson they couldn’t afford to teach 15 students at a time. The Minerva team realized that to be applicable at major universities, active learning needed to be scalable.

Starting this summer, a new version of Forum will be available for classes of up to 400 at a time. For students, it will still feel like a small seminar. They’ll see the professor, themselves, and a dozen other students. Forum will manage the movement of students from screen to screen. “Everybody thinks they are in the main room,” said Nelson.

Forum enables real-time polling and helps professors create and manage breakout groups.

Big Implications
With Forum, “For the first time you can deliver better than Ivy League education at absurdly low cost,” said Nelson.

Online courses and MOOCs just repackaged the same format and just offered it with less interaction. As new Forum partners will demonstrate, “It’s possible to deliver a year of undergraduate education that is vastly superior for under $5,000 per student,” added Nelson.

He’s excited to offer a turnkey university solution that, for partners like Oxford Teachers Academy, will allow new degree pathways for paraprofessionals that can work, learn, and earn a degree and certification.

 

Perhaps another piece of the puzzle is falling into place…

 

Another piece of the puzzle is coming into place...for the Learning from the Living Class Room vision

 

 

The Growing Profile of Non-Degree Credentials: Diving Deeper into ‘Education Credentials Come of Age’ — from evolllution.com by Sean Gallagher
Higher education is entering a “golden age” of lifelong learning and that will mean a spike in demand for credentials. If postsecondary institutions want to compete in a crowded market, they need to change fast.

Excerpts (emphasis DSC):

One of the first levels of opportunity is simply embedding the skills that are demanded in the job market into educational programs. Education certainly has its own merits independent of professional outcomes. But critics of higher education who suggest graduates aren’t prepared for the workforce have a point in terms of the opportunity for greater job market alignment, and less of an “ivory tower” mentality at many institutions. Importantly, this does not mean that there isn’t value in the liberal arts and in broader ways of thinking—problem solving, leadership, critical thinking, analysis, and writing are among the very top skills demanded by employers across all educational levels. These are foundational and independent of technical skills.

The second opportunity is building an ecosystem for better documentation and sharing of skills—in a sense what investor Ryan Craig has termed a “competency marketplace.” Employers’ reliance on college degrees as relatively blunt signals of skill and ability is partly driven by the fact that there aren’t many strong alternatives. Technology—and the growth of platforms like LinkedIn, ePortfolios and online assessments—is changing the game. One example is digital badges, which were originally often positioned as substitutes to degrees or certificates.

Instead, I believe digital badges are a supplement to degrees and we’re increasingly seeing badges—short microcredentials that discretely and digitally document competency—woven into degree programs, from the community college to the graduate degree level.

 

However, it is becoming increasingly clear that the market is demanding more “agile” and shorter-form approaches to education. Many institutions are making this a strategic priority, especially as we read the evolution of trends in the global job market and soon enter the 2020s.

Online education—which in all its forms continues to slowly and steadily grow its market share in terms of all higher ed instruction—is certainly an enabler of this vision, given what we know about pedagogy and the ability to digitally document outcomes.

 

In addition, 64 percent of the HR leaders we surveyed said that the need for ongoing lifelong learning will demand higher levels of education and more credentials in the future.

 

Along these lines of online-based collaboration and learning,
go to the 34 minute mark of this video:

 

From DSC:
The various pieces are coming together to build the next generation learning platform. Although no one has all of the pieces yet, the needs/trends/signals are definitely there.

 

Daniel Christian-- Learning from the Living Class Room

 

Addendums on 4/20/19:

 

 

Microsoft and OpenClassrooms to train students to fill high-demand AI jobs — from news.microsoft.com

Excerpt:

Strategic partnership aims to address the talent gap in technology hiring
PARIS – April 3, 2019 – Microsoft Corp. and online education leader OpenClassrooms are announcing a new partnership to train and prepare students for artificial intelligence (AI) jobs in the workplace. The collaboration is designed to provide more students with access to education to learn in-demand skills and to qualify for high-tech jobs, while giving employers access to great talent to fill high-tech roles.

The demand for next-generation artificial intelligence skills has far outpaced the number of candidates in the job market. One estimate suggests that, by 2022, a talent shortage will leave as many as 30% of AI and data skills jobs open.

 

Students who complete the program are guaranteed a job within six months or they will receive a full refund from OpenClassrooms.

 

Also see:

Tesla START: Student Automotive Technician Program

Excerpt:

Tesla START is an intensive training program designed to provide students across North America with the skills necessary for a successful career with Tesla—at the forefront of the electric vehicle revolution. During the program, students will develop technical expertise and earn certifications through a blended approach of in-class theory, hands-on labs and self-paced learning.

We are partnering with colleges across the country to integrate Tesla START into automotive technician curriculums as a 12-week capstone—providing students with a smooth transition from college to full-time employment.

 

From DSC:
I ran into the posting below on my Twitter feed. I especially want to share it with all of those students out there who are majoring in Education. You will find excellent opportunities to build your Personal Learning Network (PLN) on Twitter.

But this idea/concept/opportunity also applies to current teachers, professors, trainers, special educators, principals, superintendents, school board members, coaches, and many, many others.

You will not only learn a great deal by tapping into those streams of content, but you will be able to share your own expertise, insights, resources, reflections, etc.  Don’t underestimate the networking and learning potential of Twitter. It’s one of the top learning tools in the world.

One last thought before you move onto the graphics below…K-12 educators are doing a super job of networking and sharing resources with each other. I hope that more faculty members who are working within higher education can learn from the examples being set forth by K-12 educators.

 

 

Also see:

 

Also see:

 

 

From DSC:
First a posting that got me to wondering about something that I’ve previously wondered about from time to time…

College of Business unveils classroom of the future — from biz.source.colostate.edu by Joe Giordano

Excerpt:

Equipped with a wall of 27 high-definition video screens as well as five high-end cameras, the newest classroom in Colorado State University’s College of Business is designed to connect on-campus and online students in a whole new way.

The College of Business unveiled on March 29 the “Room of the Future,” featuring Mosaic, an innovative technology – powered by mashme.io – that creates a blended classroom experience, connecting on-campus and online students in real time.

 

From DSC:
If the pedagogies could be worked out, this could be a very attractive model for many people in the future as it:

  • Provides convenience.
  • Offers more choice. More control. (Students could pick whether they want to attend the class virtually or in a physical classroom).

If the resulting increase in students could bring down the price of offering the course, will we see this model flourish in the near future? 

For struggling colleges and universities, could this help increase the ROI of offering their classes on their physical campuses?

The technologies behind this are not cheap though…and that could be a show-stopper for this type of an experiment. But…thinking out loud again…what if there were a cheaper way to view a group of other people in your learning community? Perhaps there will be a solution using some form of Extended Reality (XR)…hmmm….

 

 

 

 

 

 

 

 

Also see:

 

Also see:

Learning from the Living Class Room

 

 

Video: Chatbots’ History and Future — from which-50.com by Joseph Brookes

Excerpt:

What’s Next For Chatbots?
One area where chatbots will have an increasing impact in the future is language, according to Kraeutler. He argues the further integration of language services from the likes of Google will bring down processing times in multilingual scenarios.

“Having a chatbot where a consumer can very easily speak in their native tongue and use services like Google to provide real-time translation — and increasingly very accurate real-time translation. That allows the bot to respond to the consumer, again, very accurately, but also in their native tongue.”

That translation feature, Kraeutler says, will also be vital in assisted conversations — where bots assist human agents to provide next-best actions — allowing the two human parties to converse in near real time in their native languages.

 

From DSC:
This is much more than a Voice Response Unit (VRU) Phase II…the educational realm should watch what happens with chatbots…as they could assist with doing some heavy lifting in the learning world.

 

 

The Changing Landscape of Online Education, 2019 is now available — from qualitymatters.org

 

The Changing Landscape of Online Education, 2019 is now available from Quality Matters

 

This report is the continuation of a multi-year study by QM and Eduventures to examine the changing landscape of online education, provide results to those who can use them and help those involved with online education place their institution within a broader context and possibly influence strategic decisions and organizational changes. Please complete the form on this page to gain access to the 2019 CHLOE 3 Report.

CHLOE 3 breaks new ground in identifying a number of different institutional approaches to online learning, as crystallized in the descriptions of five models (e.g. Enterprise Schools, Community Colleges). Major themes in CHLOE 3 include a more complete picture of the growth, prevalence, and scope of the Chief Online Officer position; the emergence of online committees and councils as a component of institutional shared governance; associations between online course structure, student engagement and outcomes; and the widespread neglect of coordinated blended learning.

 

Examples/excerpts:

fully online is the priority

 

teaching and learning techniques and activities

 

 

HBS Online: Why Harvard Business School’s digital rebrand is big news for online learning — from businessbecause.com by Seb Murray
Name change from HBX to Harvard Business School Online symbolizes a maturing market. We speak to Patrick Mullane, executive director of HBS Online, to find out more

Excerpt:

At first glance, it may have seemed like an inconsequential name change: Harvard Business School’s digital learning platform HBX would be called HBS Online.

But commentators have billed the recent rebrand as having the potential for a big impact on online education. For one, the makeover could help to further legitimize the market.

Online learning was initially considered second-rate to campus study, due to concerns about teaching quality and interactivity online. Nitin Nohria, the dean of HBS, saying in 2010 that the school would never go online in his lifetime, appeared to confirm the scepticism.

But he has since admitted he ‘misjudged the potential of online education’ and is…

 

From DSC:
This is very old hat…but those who haven’t taught online should not judge online teaching and learning. If I gave you the writeups from my students from a class that I have taught in both a face-to-face format as well as in an online format — where I ask them what they learned during the class — I swear that you could not tell which documents represented those courses taught online vs. those taught face-to-face. I guarantee it. So as the saying goes…don’t judge it if you haven’t tried it.

Oh…and by the way, many of the innovations in teaching and learning are happening in the digital/virtual realm. Not all, but many. And we haven’t seen anything yet. 

 

 

Is Thomas Frey right? “…by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet.”

From a fairly recent e-newsletter from edsurge.com — though I don’t recall the exact date (emphasis DSC):

New England is home to some of the most famous universities in the world. But the region has also become ground zero for the demographic shifts that promise to disrupt higher education.

This week saw two developments that fit the narrative. On Monday, Southern Vermont College announced that it would shut its doors, becoming the latest small rural private college to do so. Later that same day, the University of Massachusetts said it would start a new online college aimed at a national audience, noting that it expects campus enrollments to erode as the number of traditional college-age students declines in the coming years.

“Make no mistake—this is an existential threat to entire sectors of higher education,” said UMass president Marty Meehan in announcing the online effort.

The approach seems to parallel the U.S. retail sector, where, as a New York Times piece outlines this week, stores like Target and WalMart have thrived by building online strategies aimed at competing with Amazon, while stores like Gap and Payless, which did little to move online, are closing stores. Of course, college is not like any other product or service, and plenty of campuses are touting the richness of the experience that students get by actually coming to a campus. And it’s not clear how many colleges can grow online to a scale that makes their investments pay off.

 

“It’s predicted that over the next several years, four to five major national players with strong regional footholds will be established. We intend to be one of them.”

University of Massachusetts President Marty Meehan

 

 

From DSC:
That last quote from UMass President Marty Meehan made me reflect upon the idea of having one or more enormous entities that will provide “higher education” in the future. I wonder if things will turn out to be that we’ll have more lifelong learning providers and platforms in the future — with the idea of a 60-year curriculum being an interesting idea that may come into fruition.

Long have I predicted that such an enormous entity would come to pass. Back in 2008, I named it the Forthcoming Walmart of Education. But then as the years went by, I got bumbed out on some things that Walmart was doing, and re-branded it the Forthcoming Amazon.com of Higher Education. We’ll see how long that updated title lasts — but you get the point. In fact, the point aligns very nicely with what futurist Thomas Frey has been predicting for years as well:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider. (source)

I realize that education doesn’t always scale well…but I’m thinking that how people learn in the future may be different than how we did things in the past…communities of practice comes to mind…as does new forms of credentialing…as does cloud-based learner profiles…as does the need for highly efficient, cost-effective, and constant opportunities/means to reinvent oneself.

Also see:

 

 

Addendum:

74% of consumers go to Amazon when they’re ready to buy something. That should be keeping retailers up at night. — from cnbc.com

Key points (emphasis DSC)

  • Amazon remains a looming threat for some of the biggest retailers in the country — like Walmart, Target and Macy’s.
  • When consumers are ready to buy a specific product, nearly three-quarters of them, or 74 percent, are going straight to Amazon to do it, according to a new study by Feedvisor.
  • By the end of this year, Amazon is expected to account for 52.4 percent of the e-commerce market in the U.S., up from 48 percent in 2018.

 

“In New England, there will be between 32,000 and 54,000 fewer college-aged students just seven years from now,” Meehan said. “That means colleges and universities will have too much capacity and not enough demand at a time when the economic model in higher education is already straining under its own weight.” (Marty Meehan at WBUR)

 

 

4 key tech strategies for the survival of the small liberal arts college — from campustechnology.com by Kellie B. Campbell
In a recent study on the use of technology to reduce academic costs in liberal arts colleges, four distinct themes emerged: the strategic role of IT; the importance of data; the potential of alternative education delivery modes; and opportunities for institutional partnerships. Here’s how IT leaders at these small colleges understand the future of their institutions.

Excerpt:

In this study, the flexibility of the semi-constructed interview format resulted in a fascinating level of honesty and bluntness from participants. In particular, participants’ language changed when they were asked to take off their professional hat and consider a new point of view — it was a chance to be vulnerable and honest. What was probably most interesting was that almost everyone signaled that the status quo is not sustainable. Something in the higher education model has to change for institutions to stay open, yet many lack a strategy for effecting change. Even if they do have a strategy in place on the business side, many are hesitant to dive into analysis and change on the academic side of the institution.

Institutions simply cannot continue to nibble at the edges of change. Significant change is needed in order to sustain the financial model of higher education. The ideas for doing so are out there, though the work must be guided by the institutional mission and consider new models for delivering education. CIOs and their departments can play an important role in that work — providing infrastructure, data, access, services and ideas — but institutional leadership at large needs to understand IT’s strategic role and position the organization to make that impact.

When participants were able to think about the “what if” question — what if the institution were forced to drastically cut academic costs — several had detailed, “out there” ideas that might not be traditionally welcomed into higher education cultures. Yet a number of participants were not being asked by their institutions to think about such ideas. The question is, if everyone agrees that the status quo is not sustainable, why aren’t they thinking about it?

 

 

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