Why is Microlearning a Good Fit for Gen Z Learners [Infographic] — from blog.commlabindia.com by Mary Silvery

Excerpts:

Microlearning is small, bite-sized information that is chunked from lengthy eLearning. It’s a training approach that caters to the short attention spans of both Gen Y and Gen Z.

Microlearning becomes a perfect fit as performance support, job-aids, or even when you want to make your corporate training a quick blend of classroom training with microlearning assets. There are various microlearning assets you can pick from—animations, infographics, GIFs, digital flashcards—and all these assets go well with mobile learning.

Now that you’ve learned the what, the what not, and the how of microlearning for corporate training, here’s a peek at how it can benefit your Gen Z learners. Have a look!

 

From DSC:
Below are some resources for teaching at home. And some of this (much of this?) is not typical homeschooling, just as much of what’s being done out there isn’t necessarily typical online-based learning. And some out there may not like such lists, and would prefer a detailed report on just one tool. But this last week was incredibly busy — and time is not a luxury I have right now. And these resources might provide someone out there with just the right tool or pedagogy that they’ve been looking for.

Also, I might suggest:

  • Creating a Google alert (google.com/alerts) on HSLDA, on homeschooling, on homeschoolers, and/or on related searches.
  • Create a Keyword Alert on an RSS aggregator such as Feedly
  • Follow relevant hashtags on Twitter such as #homeschooling

Some analog ideas:

  • Reading a book together
  • Watching a play, drama, or another type of program together
  • Taking a walk out in nature together
  • Gather together as a family and/or lingering over breakfast or dinner
  • Drawing
  • Painting
  • Taking pictures

And now is a great time to see what your child or children WANT TO LEARN ABOUT! Turn over the control to them for a while — and watch what happens when intrinsic motivation takes hold! 


Not a teacher but find yourself homeschooling? These educational apps are free — from parade.com by Stephanie Osmanski

  • This posting covers 25 Free Learning Apps

We are all homeschoolers now (podcast) — from cato.org featuring Kerry McDonald and Caleb Brown
Thanks to COVID-19, many parents find themselves with kids at home all day. What’s the best way to keep them engaged in their educations? Kerry McDonald, author of Unschooled, comments.

Getting Smart’s Getting Through

Free, Online Learning Resources When Coronavirus Closes Schools — from cato.org by Kerry McDonald

Homeschooling Mother and Author: 6 Ideas For Parents While Schools Are Closed — from fee.org by Kerry McDonald
Amid the Covid-19 lockdown, there are steps parents can take to make time at home with their children more rewarding and tolerable.

Apps for Special Needs Students—As School Buildings Shutter — from edutopia.org by Janey Clare
The coronavirus creates a unique challenge for special needs students—educators share recommendations for apps to support learning at home.

How to Support Home Learning in Elementary Grades — from edutopia.org by John Thomas
A first and second grade teacher shares his home learning plan for his students and how he is engaging their families.

6 Lessons Learned About Remote Learning During the Coronavirus Outbreak — from blogs.edweek.org by Mark Lieberman

 

Future Today Institute's 2020 tech trends report

Key takeaways of this report:

  • Welcome to the Synthetic Decade.
  • You’ll soon have augmented hearing and sight.
  • A.I.-as-a-Service and Data-as-a-Service will reshape business.
  • China has created a new world order.
  • Home and office automation is nearing the mainstream.
  • Everyone alive today is being scored.
  • We’ve traded FOMO for abject fear.
  • It’s the end of forgetting.
  • Our new trust economy is being formed.

 

How online education went from teaching reform to economic necessity for colleges — from edsurge.com by Robert Ubell

Excerpt (emphasis DSC):

When online was first introduced as a pedagogical advance, faculty members often rose up against it—or more often, just ignored it, the most devastating form of resistance. If it weren’t for economic necessity, online might not have grown to the force it has today—these days a third of the nation’s higher ed students take courses online.

Millions of working adults must turn to digital degrees to improve their employability in a post-industrial economy that demands higher-level skills than on the assembly line. Corporations are being pressed to find agile, high-tech workers for their digital processes and products. Powerful new digital-recruitment techniques now make massive global markets open to any college with deep enough pockets.

From DSC:
The market will decide how colleges and universities will change — and which ones will survive. Presidents, provosts, members of administration, board members, and faculty members do not control this anymore (if they ever did).

 

How higher education can adapt to the future of work — from weforum.org by Farnam Jahanian, President, Carnegie Mellon University; with thanks to Evan Kirstel for sharing this here

Excerpts:

Embrace the T-shaped approach to knowledge
The broad set of skills needed by tomorrow’s workforce also affects our approach to educational structure. At Carnegie Mellon University—like many other institutions—we have been making disciplinary boundaries much more porous and have launched programmes at the edges and intersections of traditional fields, such as behavioral economics, computational biology, and the nexus of design, arts, and technology. We believe this approach prepares our students for a future where thinking and working across boundaries will be vital. The value of combining both breadth and depth in higher education has also led to many universities embracing “T-shaped” teaching and learning philosophies, in which vertical (deep disciplinary) expertise is combined with horizontal (cross-cutting) knowledge.

Invest in personalised, technology-enhanced learning
The demand for more highly skilled workers continues to grow. Recent analysis of U.S. data by The Wall Street Journal found that more than 40% of manufacturing workers now have a college degree. By 2022, manufacturers are projected to employ more college graduates than workers with a high-school education or less. Technology-enhanced learning can help us keep up with demand and offer pathways for the existing workforce to gain new skills. AI-based learning tools developed in the past decade have incredible potential to personalise education, enhance college readiness and access, and improve educational outcomes. And perhaps most importantly, technology-enhanced learning has the compelling potential to narrow socioeconomic and racial achievement gaps among students.

The rapid pace of today’s advances requires a more comprehensive workforce and education strategy across a spectrum of measures, including policy, access, programmes and outreach. The private sector, government, educators and policy-makers must work together to deliver multiple pathways to opportunity for young people looking for their first foothold in the job market, as well as to re-skill and up-skill workers striving to maintain their place in the workforce. 

 

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

 

Notes from Stewart Hase’s keynote (Feb 2020) — with thanks to Dr. Lisa Marie Blaschke in Germany for her Tweet on this

  • The commodification of education – turns out sausages
    or
  • Are we creating more Greta Thunbergs?

Creating learning experiences where people are not sausages. Policymakers don’t get it. Practitioners do.

~11:00 mark –> Learner agency; have control over what they can learn about (inserted graphic from DSC below)

Heutagogy (self-determined learning)

  • …the learner is a partner (agent) in designing and realizing their own learning (Hase & Kenyon, 2000)

PAH continuum – Pedagogy –> Andragogy –>  Heutagogy

Hobby – learned to do it but didn’t go to school for it. How did you go about learning it?

  • Listened to radio, watched YouTube videos, watched other people, trial and error, repeated activity, conversations/reflections/group learning, read books, break things down into smaller parts, seek out a mentor, exploring, testing hypothesis, fail, get stuck and find a way through

Kids know how to do heutagogy – very natural; self-determined learning.

~21:45 To what extent do we incorporate heutagogy into our classrooms?

  • Context and experience – the neurons you bring to the learning table
  • Competence and capability
  • Negotiated learning; let the learner contextualize stuff for you
  • Experiential learning
  • Flexible assessment
  • Chunking the learning
  • Chunk the assessment
  • Flipped classroom
  • Project-based learning

The learning leader: New skills

  • Happy with ambiguity – have to give up control and power
  • Have to trust people
  • Relationship oriented
  • Process not content oriented
  • Coach and guide
  • Scientist
  • Facilitator
 

From DSC — and with a shout out to Brad Sousa for this resource:
For those involved with creating/enhancing learning spaces as they relate to pedagogies:

https://www.avisystems.com/higher-education-trends-part-one

How Has Technology Impacted Higher Education?
In part one of this three-part series, AVI Systems CTO Brad Sousa talks with Jeff Day, Founder of North of 10 Advisors, to discuss the key ways education and, specifically, pedagogy differs from 10, 5, even 3 years ago.

Discussion Topics

  • The impact of active learning and the introduction of the internet of things (IoT) in the classroom
  • Recommendations for deploying modern learning environments with technology partners
  • Classroom systems design, then and now
Some timestamps (roughly speaking)
  • 5:15 — changes in pedagogy
  • 7:15 or so — active learning
  • 15:30 design needs around active learning
  • 17:15 DE rooms and active learning — software-controlled platform
  • 21:30 — advice; look to outcomes & expectations that want to achieve/meet; uses cases

Media controller w/ intuitive interface to mimic the way someone teaches / way a classroom goes:

  • “Class start” — chaotic; mics on everywhere
  • “Lecture” — gates /mics closed and focus shifts to the professor
  • “Class interaction” — presents roster of who’s there (20:00 mark roughly)

Also see this introductory posting re: the implications of active learning in the higher ed market.

 

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).

 

 

 

From DSC:
By not listening/taking action nearly enough through the last several decades, the backlash continues to build against colleges and universities — institutions of traditional higher education who didn’t take the rise in tuition seriously. Students graduated and left campus, and the invisible gorillas of debt being placed on students’ backs weren’t acknowledged — nor were they fought against — nearly enough. Instead, the gorillas just kept getting bigger and bigger. 

Year after year, I tried to fight this trend and raise awareness of it…only to see the majority of institutions of traditional higher education do absolutely nothing. Then, as the backlash started to build, the boards and the administrations across the country began priding themselves on how their percentage increases were amongst the smallest in the area/state/nation. They should have found ways to decrease their tuition, but they didn’t. Instead, they resorted to playing games with discounts while their “retail values” kept going up and up.

The time’s coming when they will pay the piper for having done this. Just like what happened to the oil companies and to the car/truck manufactures who made megabucks (for the time being) when their vehicles kept getting bigger and bigger and when the price of oil was high. What happened? The end result was that they shot themselves in the foot. These days, Tesla — with their electric cars — is now the most valuable car company in America.

Within the realm of education…when effective, cheaper alternatives come along that still get people hired, you better look out traditional institutions of higher education. You didn’t listen. It happened on your watch. And speaking of watches, the next major one could be you watching more of your institutions close while watching your students walk out the door to pursue other, far less expensive alternatives.


Follow up comments:
I realize this is a broad swath and isn’t true for several institutions who have been fighting the fight. For example, my current employer — the WMU-Cooley Law School is reducing their tuition by 21% this fall and other institutions have reduced their tuition as well or found ways to honor “Promise” types of programs. Other institutions have done the market research and are offering more relevant, up-to-date curricula. (Don’t worry those of you who work within the liberal arts, I still support and believe in you. But we didn’t do a good enough balancing act between offering liberal arts programs and developing the needed skillsets to help students pay off those ever-growing gorillas of debt.)

The fact was that too often, those invisible gorillas of debt went unnoticed by many within higher education. And it wasn’t just the boards, administrators, presidents, and provosts out there. In fact, the full-time, tenured faculty members taught what they wanted to teach and were furious at those who dared assert that higher education was a business. (Watch a college football game on the major networks last fall? Have you seen the size of research institutions’ intellectual property-based revenues? We could go on and on.) 

Anyway, what tenured faculty members offered didn’t align with what the market needed and was calling for. They offered what was in their best interests, not the students’ best interests.

 

2020 Top 10 IT Issues — from educause.edu
The Drive to Digital Transformation Begins | EDUCAUSE Review Special Report

Excerpt:

Colleges and universities are working to unmake old practices and structures that have become inefficient and are preparing to use technology and data to better understand and support students and to become more student-centric.

They are working to fund technology and to sustainably manage and secure data and privacy. Higher education institutions are applying data and technology to innovate student outcomes and experiences.

The role of the CIO is undergoing its own transformation in order to advance institutional priorities through the use of technology.

The focus in 2020, then, is to simplify, sustain, innovate, and drive to Dx in all of our institutions and places of higher learning.

 

 

From DSC:
To me, one of the key roles of today’s collegiate CIO should be to collaborate with the academic side of the house to identify ways to strategically use technologies to significantly lower the cost of obtaining a degree. Higher education affordability is listed as #8. That’s waaaaaay underestimating the issue and another key reason the backlash continues to build against traditional higher education. If things don’t change and a much cheaper — but still effective — means comes along, look out. Students and families are feeling the weight of the gorillas of debt on their back — weight that lasts for decades for many people today. Along these lines, issues involving privacy and data security — while also important to students — are mainly a CYA for colleges and universities. They don’t address the gorillas of debt as much as other solutions might.

Sorry if you don’t want to hear it, but one of the best solutions involves offering a significant amount of 100% online-based offerings. While this was mentioned, you can still get major pushback about this strategy. But you can’t tell me for one second that offering online-based classes is more expensive than offering traditional, face-to-face based classes. Why? What?! How could I possibly assert this?! The answer is quite simple. One just needs to request to review the budget of your Physical Plant Department. That’s why. Check it out if you can — you’ll see what I mean.

Also, though data is important, it won’t save colleges and universities from closing. What are some things that stand a better chance of doing that?! Here are some:

  • Vision
  • Developing a culture that supports innovation and a willingness to experiment/change 
  • Finding ways to significantly lower the price of obtaining a degree
  • Scanning the horizons to see what’s coming down the pike and how that will impact our students’ futures. Then, develop the curriculum to best help our students prepare for their future.

“The CIO’s ‘role at the table’ has evolved to be one that is less about the mechanics of the IT organization and more about how IT can serve as a strategic partner in helping the institution execute its mission.”(source)

 

 

Also see:

Live from Bett: What’s new in EDU–Free resources to boost engagement and collaboration — from the Microsoft Education Team on January 22, 2020

Excerpt (emphasis DSC):

In addition, on the day of a presentation, educators and students now can help every person in the classroom or audience understand what they’re saying by clicking on “Present Live.” Live Presentations enables every audience member to view the presentation on their own device, such as a laptop, tablet or phone. Each audience member can turn on live captioning and choose subtitles from more than 60 languages. They can even navigate between slides, so they don’t miss a single, important detail. The audience is engaged throughout the presentation and sends reactions in real-time. After the presentation, the audience can provide feedback on the content and delivery of the presentation, which educators and students can use to improve skills over time.

Live Presentations will be coming soon to PowerPoint for the web as part of Office Education, which educators and students can access for free. If you haven’t already done so, get started with Office 365 Education now.

 

From DSC:
Might this type of functionality be a solid component of a global, next generation learning platform? Hmmmm…

 

Soros urges world leaders to back his $1-billion Global Education Network — from chronicle.com by Dan Parks

Excerpt:

George Soros urged world leaders on Thursday to back his Open Society University Network, a $1-billion effort to integrate teaching and research across higher-education institutions worldwide to solve big problems.

The Central European University, which Soros founded, and Bard College will team up with Arizona State University and other institutions around the globe, according to a news release.

From DSC:
This is not an endorsement of the GEN nor do I have any perspectives to relay one way or another re: George Soros. I just find the idea of a global learning network/platform very interesting…and likely a piece of our future learning ecosystems.

 

Modular, stackable learning — What it means and why it will transform learning in the workplace — from linkedin.com by Anant Agarwal

Excerpt:

One example is by unbundling the traditional learning “packages” — Associate’s, Bachelor’s, and Master’s degrees — into more manageable learning chunks that are also tied to real career and life outcomes. This is what we call modular learning, and it’s the foundation of all the programs available on edX. Modular learning enables working professionals to learn new skills in shorter amounts of time, even while they work, and those seeking a degree are able to do so in a much more attainable way. They also earn credentials for the smaller modules of learning, thereby garnering value and positive feedback early in the process of advancing towards full degrees. This early positive feedback also increases motivation for learners to persist towards the full degree, if that is their goal.

 
© 2024 | Daniel Christian