Online learning critical to the ‘reskilling’ of America — from thehill.com by Jeff Maggioncalda
[From DSC: As Jeff is the CEO of Coursera, a worldwide online learning platform, it causes this to be an opinion piece for sure; but his points are nevertheless, very valid in my opinion as well.]

Excerpts:

America is facing the worst unemployment crisis since the Great Depression. One in four American workers has filed for unemployment insurance since March. In less than four months, over 44 million American workers have watched their jobs be put on hold or disappear entirely — and that number is expected to grow in the coming months.

Policymakers should use this opportunity to launch a large-scale effort to help Americans develop the skills to do the jobs of the future.

Amidst this pandemic, Americans require a solution that meets them where they are, offering a safe learning environment during social distancing while preparing them for in-demand jobs now and post-COVID.

Online learning helps workers develop skills at an unparalleled speed and scale, as seen with the recent experience of training tens of thousands of contact tracers in a matter of weeks.

Learning from the living class room

 

 

‘No college degree required’: Google expands certificate program for in-demand job skills — from fastcompany.com by Lydia Dishman

Excerpt:

Google just announced that it is expanding its skills certification program to help more people land high-paying tech jobs without a college degree.

The Grow with Google Career Certificates will be available soon for in-demand jobs including Data Analyst, Project Manager, and UX designer. These jobs pay between $60,000 and $90,000, on average.

From DSC:
Does this get at what Professor Scott Galloway was talking about yesterday at the Remote Conference? That is, that Big Tech is coming for healthcare and education. Could be. 

Also see:

  • Google to launch 3 more tech certificates on Coursera — from educationdive.com by Natalie Schwartz
    Excerpt:
    The certificates — which will be in data analytics, project management and user experience design — will cost $49 a month and take three to six months to complete. Google will fund 100,000 need-based scholarships for those who take them.
 

Microsoft Teams Rolls Out Virtual Rooms to Fight ‘Meeting Fatigue’ — from cheddar.com by Taylor Craig

Microsoft introduced Together Mode -- July 2020

 

A common background in meetings helps reduce extraneous cognitive load

 

A common background in meetings helps reduce extraneous cognitive load

 

From DSC:
Again, the longer the Coronavirus hangs around and we are learning and meeting like this, the more innovations like these will occur.

 


Addendums on 7/14/20:

Microsoft’s Together mode can help address executives’ concerns over remote work productivity — from businessinsider.com by Hirsh Chitkara

Excerpt:

Together mode offers an alternative to “grid view,” in which video call participants are displayed on-screen — instead, through AI segmentation, participants are placed in a single virtual environment such as an auditorium or coffee bar, creating the illusion that they are in the same space.

The future of work—the good, the challenging & the unknown — from microsofot.com by Jared Spataro

Excerpt:

Together mode is a new option in the Teams meeting experience that uses AI segmentation technology to digitally place participants in a shared background. The view makes it feel like you’re sitting in the same room, which reduces background distractions, makes it easier to pick up on non-verbal cues, and makes back and forth conversation feel more natural.

 

A new affordance of a 100%-online-based learning environment: A visual & audible “Table of Contents of the Key Points Made” [Christian]

What new affordances might a 100%-online-based learning environment offer us?

 

From DSC:
As I’ve been listening to some sermons on my iPhone, I end up taking visual snapshots of the times that they emphasize something. Here are some examples:

A snapshot of one of the key points made during a sermon

 

Another snapshot of one of the key points made during a sermon

 

Another snapshot of one of the key points made during a sermon

 

Which got me to thinking…while tools like Panopto* give us something along these lines, they don’t present to the student what the KEY POINTS were in any given class session.

So professors — in addition to teachers, trainers, pastors, presenters, etc. — should be able to quickly and easily instruct the software to create a visual table of contents of key points based upon which items the professor favorited or assigned a time signature to. I’m talking about a ONE keystroke or ONE click of the mouse type of thing to instruct the software to take a visual snapshot of that point in time (AI could even be used to grab the closest image without someone’s eyes shut). At the end of the class, there are then just a handful of key points that were made, with links to those time signatures.

At the end of a course, a student could easily review the KEY POINTS that were made throughout the last ___ weeks.

****

But this concept falls apart if there are too many things to remember. So when a professor presents the KEY POINTs to any given class, they must CURATE the content.  (And by the way, that’s exactly why pastors normally focus on only 3-4 key points…otherwise, it gets too hard to walk away with what the sermon was about.)

****

One could even build upon the table of contents. For example…for any given class within a law school’s offerings, the professor (or another team member at the instructions of the professor) could insert links to:

  • Relevant chapters or sections of a chapter in the textbook
  • Journal articles
  • Cases
  • Rules of law
  • Courts’ decisions
  • Other

****

And maybe even:

  • That’s the kind of “textbook” — or learning modules — that we’ll move towards creating in the first place.
    .
  • That’s the form of learning we’ll see more of when we present streams of up-to-date content to folks using a next-generation learning platform.
    .
  • Future webinars could piggyback off of this concept as well. Dive as deep as you want to into something…or just take away the main points (i.e., the Cliff notes/summaries) of a presentation.

At the end of the day, if your communication isn’t in a digital format, there is no playback available. What’s said is said…and gone.


* The functionality discussed here would take a day’s worth of work for a developer at Panopto (i.e., give a presenter a way to favorite existing TOC items and/or to assign a time signature to slots of time in a recording) — but it would save people and students sooooo much time. Such functionality would help us stay up-to-date — at least at a basic level of understanding — on a variety of topics.


 

 

Great Minds®, Louisiana Public Broadcasting, WCNY Public Television Make Free Video Lessons Available for Summer, Fall Distance Learning — from louisianabelieves.com with thanks to Jill Gerber for this resource

Excerpt:

Thursday, July 9, 2020—In an unprecedented effort to prevent summer learning loss, Louisiana Public Broadcasting is airing 60 lessons on Eureka Math® from Great Minds, starting this week, for Grades K–5 statewide. In addition, PBS affiliate WCNY-TV in Syracuse, N.Y., partnered with Great Minds to make 172 video lessons on math, English language arts, and science available to all 330 PBS stations across the country.

 

zzzzzz

 

 
 

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.

 

To survive the pandemic, American colleges need a revolution — from linkedin.com by Jeff Selingo

Excerpts:

Moreover, the American higher education system is built largely for full-time students pursuing degrees that might take two or four years to finish. Unemployed workers want a new job in the next few weeks or months, not two years from now when they complete a degree. The newly unemployed also are accustomed to the cadence of regular work and can’t easily pivot to class schedules at colleges constructed for the convenience of faculty members, not students.

Higher education needs to reinvent itself for continual learning if it is going to remain relevant and expand opportunity for tens of millions of adults who find themselves unemployed in a fast-changing economy.  

 

 

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

 

 
 

Little “e” education: Think small to meet today’s enormous challenges — from chieflearningofficer.com by Becky Takeda-Tinker
With unemployment soaring, many people will need to completely retool or earn new credentials to regain employment — and very short-term training has the ability to equip them with the skills, behaviors and knowledge needed. Postsecondary education has the know-how to step up to meet this immediate need and to help individuals understand how to translate new skills into longer-term prosperity.

Excerpt:

More than 40 million Americans have filed for unemployment during the COVID-19 crisis, while thousands of U.S. companies are still without the workers they need. Many unemployed Americans will need to completely retool or earn new credentials to regain employment — and very short-term training has the ability to equip them with the skills, behaviors and knowledge needed. Americans recognize this, with 59 percent of adults saying that if they were to pursue education in the next six months, they would focus on nondegree programs, including certificates, certifications or single courses to upskill or reskill.

This is what we mean by little “e” education.

Think quick: Short programs, single courses and interactive tools are key to creating solutions for our workforce needs. Education needs to be able to create with the speed of business — and to help both workers returning to education and new learners quickly increase their skills.

To help both individuals and companies navigate this critical juncture, institutions must be as nimble as industry is.

 

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

 

Team-based content creation/delivery | We need this & other paradigm shifts to help people survive & thrive [Christian]

From DSC:
If the first wave of the Coronavirus continues — and is joined by a second wave later this year or early next year — I think a more permanent, game-changing situation is inevitable. As such, now’s the time to change the paradigms that we’ve been operating under.

It’s time to move to *a team-based approach.* To build up the set of skills an organization needs to pivot and adapt — regardless of what comes their way.

Let’s stop asking one faculty member to do it all! Consider this:

  • Would you fly in a plane that was engineered/designed/built by one person?
  • Would you drive a car that was engineered/designed/built by one person?
  • Would you go into brain surgery with only one other person in the operating room?
  • Are you, like me, amazed at the long list of people (and their specialties) who contributed to a major motion picture?!? The credits go on for several minutes — even when moving at a fast pace! Would you watch a major motion picture that was written, acted, produced, directed by — and had all of the music, special effects, and audio-related work done by — only one person? 

With the move to online learning, one person can’t do it all anymore — at least not at the level that the newer generations are coming to expect. They have grown accustomed to amazing, team-based/built content and products.

Plus, newer generations are going to know and experience much more telehealth-related services…then much more telelegal-related services. They will come to experience/expect high-quality learning-related products and services that way as well. Going forward, there are too many skillsets required by the creation and production of high-quality, online-based learning — not to mention the continued hard work of staying up-to-date on the main subject matter expertise at hand.

So if the kind of perspective continues as found in this piece — SURVEY: Students say they shouldn’t have to pay full price for online classes — then colleges and universities would do well to invest money in new Research & Development efforts, in team-based content creation, and in reimagining what online-learning could act/be like. Same for the vendors out there. And faculty members would be wise to invest the time and energy it takes to be able to teach online as well as in a face-to-face setting. Not only are they more marketable once they’ve done this, but they are then also more prepared to find their place within an uncertain future.

All of this will likely be an expensive process. Also, greater collaboration will be needed within a department (as we can’t be building a course per professor) as well as between organizations.  Perhaps the use of consortiums will increase…I’m not sure.

Perhaps a new platform will develop — similar to what’s contained in this vision. Such a platform will feature content that was designed and built by a team. Such a learning-related platform will offer streams of highly-relevant content — while providing continuous, affordable, up-to-date, convenient, and very well done means of staying marketable/employed. 

We will likely be seeing this vision come to reality in the future.

For another paradigm shift, accreditation bodies/practices are going to have to also change, adapt, pivot, and help innovative ideas come to fruition. But that’s another posting for another day.

 

What will learning look like this fall? — excerpt and resources below are from Instructure’s Canvas CSM June 2020 Newsletter

Institutions across the world are preparing for the upcoming school year with the “new normal.” Educators have been sharing their successes, lessons learned, and new initiatives. Explore these resources on bringing the classroom environment online:

 

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