Microlearning Basics — from trainlikeachampion.blog by Brian Washburn, Robyn Defelice and Karl Kapp
Excerpts:
The Six Different Types of Microlearning
‘Hologram patients’ and mixed reality headsets help train UK medical students in world first — from uk.news.yahoo.com
Excerpts:
Medical students in Cambridge, England are experiencing a new way of “hands-on learning” – featuring the use of holographic patients.
Through a mixed reality training system called HoloScenarios, students at Addenbrooke’s Hospital, part of the Cambridge University Hospitals NHS Foundation Trust, are now being trained via immersive holographic patient scenarios in a world first.
…
The new technology is aimed at providing a more affordable alternative to traditional immersive medical simulation training involving patient actors, which can demand a lot of resources.
Developers also hope the technology will help improve access to medical training worldwide.
Encourage Learning Over the Summer with Buncee & PebbleGo Create — from rdene915.com by Rachelle Dene Poth
Excerpts:
In each of these, there are opportunities for students to take a close look at the world around them and become curious about learning. Students can connect with things that are happening in the real world.
Another item from Rachelle:
From DSC:
In my last position, we used IPEVO devices as well. I purchased one for my sister last year as well. They do the job quite well — at a very decent price.
From DSC:
Below are several observations re: our learning ecosystems — and some ideas on how we can continue to improve them.
It takes years to build up the knowledge and skills in order to be a solid teacher, faculty member, instructional designer, and/or trainer. It takes a lot of studying to effectively research how the brain works and how we learn. Then we retire…and the knowledge is often lost or not passed along. And the wheel gets reinvented all over again. And again. And again.
Along these lines — and though we’re making progress in this area — too often we separate the research from the practical application of that research. So we have folks working primarily in learning science, neuroscience, cognitive psychology, and related fields. But their research doesn’t always get practically applied within our learning spaces. We have researchers…and then we have practitioners. So I greatly appreciate the likes of Pooja Agarwal and Patrice Bain out at RetrievalPractice.org, Daniel Willingham, Eva Keiffenheim, The Learning Scientists, James Lang, and several others who bridge this gap.
Perhaps more researchers, faculty members, teachers, trainers, instructional designers, principals, provosts, etc. could blog or be active out on social media.
***
Along these lines, we need to spend more time helping people know how best to study and to learn.
If that type of thing is ever to be learned, it seems like it’s often learned or discussed in the mid- to later years of one’s life…often after one’s primary and secondary days are long gone.
Instead, we should consider putting these easy-to-understand posters from the Learning Scientists in every K-12 school, college, and university in the nation — or something like them.
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To provide the most effective engaging learning experiences, we should consider using more team-based approaches. As appropriate, that could include the students themselves.
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We put way too much emphasis on grades — which produces gameplayers who seek only to do the minimum amount of work necessary to get the A’s. Doing so creates systems whereby learning is not the goal — getting a 4.0+ is.
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As we are now required to be lifelong learners, our quality of life as a whole goes waaaay up if we actually enjoy learning. Many people discover later in life that they like to learn…they just didn’t like school. Perhaps we could place greater emphasis within K-16 on whether students enjoyed their learning experiences or not. And if not, what might have made that topic more enjoyable to them? Or what other topics would they like to dive into (that weren’t’ on the original learning menu)?
This could also apply in the corporate training/L&D space as well. Such efforts could go a long way in helping establish stronger learning cultures.
***
We don’t provide enough choice to our students. We need to do a better job of turning over more control to them in their learning journey. We turn students off to learning because we try to cram information that they don’t care about down their throats. So then we have to use the currency of grades to force them into doing the work that they could care less about doing. Their experience with learning/school can easily get soured.
We need to be more responsive with our curricula. And we need to explain how the information we’re trying to relay is relevant in the real world and will be relevant in their futures.
***
So those are some ideas that I wanted to relay. Thanks for your time and for your shared interests here!
How much research has been done on flipped learning? The 2022 (and final?) update — from rtalbert.org by Robert Talbert
Updating the annual data on the number of peer-reviewed publications on flipped learning, for maybe the last time (?) this time with the numbers for 2021.
Adapting L&D programs for the past, present and future — from chieflearningofficer.com by Calvin Coffee
Excerpt (emphasis DSC):
According to LinkedIn’s 2022 Workplace Learning Report, employees ranked learning and growth opportunities as the number one driver of thriving work culture — an increase from ninth in 2019. As demand for learning and development specialists nearly doubled over the last year, the need for successful L&D in organizations is as significant as ever, with new work environments and a massive skills gap looming.
With a massive reshuffling of talent and the increased role of hybrid work due to the pandemic, pools of learners and their skills may be entirely different for learning leaders to understand. “People are signaling satisfaction with their workplace with their feet. Having poor retention is a business problem,” says Laura Roberts, senior director, corporate leadership at Jobs for the Future. One of the best ways to increase employee retention is by simply investing in employees to foster an organizational culture built on growth and training opportunities.
The Metaverse in 2040 — from pewresearch.org by Janna Anderson and Lee Rainie
Hype? Hope? Hell? Maybe all three. Experts are split about the likely evolution of a truly immersive ‘metaverse.’ They expect that augmented- and mixed-reality enhancements will become more useful in people’s daily lives. Many worry that current online problems may be magnified if Web3 development is led by those who built today’s dominant web platforms
The metaverse will, at its core, be a collection of new and extended technologies. It is easy to imagine that both the best and the worst aspects of our online lives will be extended by being able to tap into a more-complete immersive experience, by being inside a digital space instead of looking at one from the outside.
Laurence Lannom, vice president at the Corporation for National Research Initiatives
“Virtual, augmented and mixed reality are the gateway to phenomenal applications in medicine, education, manufacturing, retail, workforce training and more, and it is the gateway to deeply social and immersive interactions – the metaverse.
Elizabeth Hyman, CEO for the XR Association
The state of teaching and learning in K12 — from Instructure
What began as an unplanned shift to remote learning two years ago has grown into a movement—a transformation, really—that has given way to a more measured approach to intentionally designed digital learning. The adoption of new educational technologies and instructional strategies has evolved teaching and learning as we know it at an unprecedented pace.
