lifelong learning

Reflections on “Do We Really Want Academic Permanent Records to Live Forever on Blockchain?” [Bohnke]

On 03/19/2022, in 21st century, 24x7x365 access, adult learning, Alternatives, analytics, Artificial Intelligence/Agents/LLMs/and Related, Blockchain, business, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, credentialing, Daniel S. Christian, digital learning, education, elearning, formal learning, future, future of higher education, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, lifelong learning, love of learning, microlearning, more voice more choice more control, online learning, open courseware and systems, participation, professional development, project-based learning, publishing, real-world assignments, social learning / networks, society, student-related, technologies for your home, the downsides of how people use tech, training / L&D, United States, universities, user experience (UX), vendors, vision/possibilities, youth, by Daniel Christian

From DSC:
Christin Bohnke raises a great and timely question out at edsurge.com in her article entitled:
Do We Really Want Academic Permanent Records to Live Forever on Blockchain?

Christin does a wonderful job of addressing the possibilities — but also the challenges — of using blockchain for educational/learning-related applications. She makes a great point that the time to look at this carefully is now:

Yet as much as unchangeable education records offer new chances, they also create new challenges. Setting personal and academic information in stone may actually counter the mission of education to help people evolve over time. The time to assess the benefits and drawbacks of blockchain technology is right now, before adoption in schools and universities is widespread.

As Christin mentions, blockchain technology can be used to store more than formal certification data. It could also store such informal certification data such as “research experience, individual projects and skills, mentoring or online learning.”

The keeping of extensive records via blockchain certainly raises numerous questions. Below are a few that come to my mind:

Will this type of record-keeping help or hurt in terms of career development and moving to a different job?
Will — or should — CMS/LMS vendors enable this type of feature/service in their products?
Should credentials from the following sources be considered relevant?
- Microlearning-based streams of content
- Data from open courseware/courses
- Learning that we do via our Personal Learning Networks (PLNs) and social networks
- Learning that we get from alternatives such as bootcamps, coding schools, etc.
Will the keeping of records impact the enjoyment of learning — or vice versa? Or will it depend upon the person?
Will there be more choice, more control — or less so?
To what (granular) level of competency-based education should we go? Or from project-based learning?
Could instructional designers access learners’ profiles to provide more personalized learning experiences?
…and I’m certain there are more questions than these.

All that said…

To me, the answers to these questions — and likely other questions as well — lie in:

Giving a person a chance to learn, practice, and then demonstrate the required skills (regardless of the data the potential employer has access to)
.
Giving each user the right to own their own data — and to release it as they see fit. Each person should have the capability of managing their own information/data without having to have the skills of a software engineer or a database administrator. When something is written to a blockchain, there would be a field for who owns — and can administer — the data.

In the case of finding a good fit/job, a person could use a standardized interface to generate a URL that is sent out to a potential employer. That URL would be good for X days. The URL gives the potential employer the right to access whatever data has been made available to them. It could be full access, in which case the employer is able to run their own queries/searches on the data. Or the learner could restrict the potential employer’s reach to a more limited subset of data.

Visually, speaking:

I still have a lot more thinking to do about this, but that’s where I’m at as of today. Have a good one all!

<blockquote class=”twitter-tweet”><p lang=”en” dir=”ltr”>Questions that provoke critical thinking: <a href=”https://t.co/AgSkJbOXO7″>https://t.co/AgSkJbOXO7</a> <a href=”https://twitter.com/hashtag/instructionaldesign?src=hash&ref_src=twsrc%5Etfw”>#instructionaldesign</a> <a href=”https://twitter.com/hashtag/instructionaldesigners?src=hash&ref_src=twsrc%5Etfw”>#instructionaldesigners</a></p>— Instructional Design Lady (@instructlady) <a href=”https://twitter.com/instructlady/status/1504664266661679104?ref_src=twsrc%5Etfw”>March 18, 2022</a></blockquote> <script async src=”https://platform.twitter.com/widgets.js” charset=”utf-8″></script>

Where’s the upskilling and reskilling market headed? — from edtechreview.in by Priyanka Gupta
Upskilling and Reskilling are the new buzzwords in the edtech industry and corporate learning. With times changing at light speed, unlearning and relearning have become the norm.

Excerpt:

To understand more about the reskilling and Upskilling market, read further about:

The Need of Upskilling and Reskilling
Workforce Shift and The Upcoming Trends
The Key Element in the Future of Upskilling
The Challenges Ahead

Life of Technical Skills
Technical skills change rapidly. The industry standards for technologies and processes shift more quickly than any education system can turn out leaders. A survey by Prudential reveals that only 46% of working professionals think their skills will make them competitive in the coming ten years. Unless the skill providers speed up their initiatives or programs’ design, development and deployment, organisations and professionals will struggle to find relevancy in jobs and employees relating to skill levels with the dynamic nature of technology and related jobs.

A group of workers are shown paving a new highway in this image.

From DSC:
What are the cognitive “highways” within our minds?

I’ve been thinking a lot about highways recently. Not because it’s construction season (quite yet) here in Michigan (USA), but because I’ve been reflecting upon how many of us build cognitive highways within our minds. The highways that I’m referring to are our well-trodden routes of thinking that we quickly default/resort to. Such well-trodden pathways in our minds get built over time…as we build our habits and/or our ways of thinking about things. Sometimes these routes get built without our even recognizing that new construction zones are already in place.

Those involved with cognitive psychology will connect instantly with what I’m saying here. Those who have studied memory, retrieval practice, how people learn, etc. will know what I’m referring to.

But instead of a teaching and learning related origin, I got to thinking about this topic due to some recent faith-based conversations instead. These conversations revolved around such questions as:

What makes our old selves different from our new selves? (2 Corinthians 5:17)
What does it mean to be transformed by the “renewing of our minds?” (Romans 12:2)
When a Christian says, “Keep your eyes on Christ” — what does that really mean and look like (practically speaking)?

For me, at least a part of the answers to those questions has to do with what’s occupying my thought life. I don’t know what it means to keep my eyes on Christ, as I can’t see Him. But I do understand what it means to keep my thoughts on what Christ said and/or did…or on the kinds of things that Philippians 4:8 suggests that we think about. No wonder that we often hear the encouragement to be in the Word…as I think that new cognitive highways get created in our minds as we read the Bible. That is, we begin to look at things differently. We take on different perspectives.

The ramifications of this idea are huge:

We can’t replace an old highway by ourselves. It takes others to help us out…to teach us new ways of thinking.
We sometimes have to unlearn some things. It took time to learn our original perspective on those things, and it will likely be a process for new learning to occur and replace the former way of thinking about those topics.
This idea relates to addictions as well. It takes time for addicts to build up their habits/cravings…and it takes time to replace those habits/cravings with more positive ones. One — or one’s family, partner/significant other, and friends — should not expect instant change. Change takes time, and therefore patience and grace are required. This goes for the teachers/faculty members, coaches, principals, pastors, policemen/women, judges, etc. that a person may interact with as well over time. (Hmmm…come to think of it, it sounds like some other relationships may be involved here at times also. Certainly, God knows that He needs to be patient with us — often, He has no choice. Our spouses know this as well and we know that about them too.)
Christians, who also struggle with addictions and go to ~~the hospital~~ er…the church rather, take time to change their thoughts, habits, and perspectives. Just as the rebuilding of a physical highway takes time, so it takes time to build new highways (patterns of thinking and responses) in our minds. So the former/old highways may still be around for a while yet, but the new ones are being built and getting stronger every day.
Sometimes we need to re-route certain thoughts. Or I suppose another way to think about this is to use the metaphor of “changing the tapes” being played in our minds. Like old cassette tapes, we need to reject some tapes/messages and insert some new ones.

What are the cognitive highways within your own mind? How can you be patient with others (that you want to see change occur within) inside of your own life?

Anyway, thanks for reading this posting. May you and yours be blessed on this day. Have a great week and weekend!

Addendum on 3/31/22…also relevant, see:

I Analyzed 13 TED Talks on Improving Your Memory— Here’s the Quintessence — from learntrepreneurs.com by Eva Keiffenheim
How you can make the most out of your brain.

Excerpt:

In her talk, brain researcher and professor Lara Boyds explains what science currently knows about neuroplasticity. In essence, your brain can change in three ways.

Change 1 — Increase chemical signalling
Your brain works by sending chemicals signals from cell to cell, so-called neurons. This transfer triggers actions and reactions. To support learning your brain can increase the concentration of these signals between your neurons. Chemical signalling is related to your short-term memory.

Change 2 — Alter the physical structure
During learning, the connections between neurons change. In the first change, your brain’s structure stays the same. Here, your brain’s physical structure changes?—?which takes more time. That’s why altering the physical structure influences your long-term memory.

For example, research shows that London taxi cab drivers who actually have to memorize a map of London to get their taxicab license have larger brain regions devoted to spatial or mapping memories.

Change 3 — Alter brain function
This one is crucial (and will also be mentioned in the following talks). When you use a brain region, it becomes more and more accessible. Whenever you access a specific memory, it becomes easier and easier to use again.

But Boyd’s talk doesn’t stop here. She further explores what limits or facilitates neuroplasticity. She researches how people can recover from brain damages such as a stroke and developed therapies that prime or prepare the brain to learn?—?including simulation, exercise and robotics.

Her research is also helpful for healthy brains?—?here are the two most important lessons:

The primary driver of change in your brain is your behaviour.
…
There is no one size fits all approach to learning.

US Department of Labor announces availability of $55M in grants to provide pre-release training, employment services to incarcerated people

On 03/09/2022, in adult learning, career development, funding / grants, legislatures / government / legal, lifelong learning, reinvent, society, staying relevant, surviving, by Daniel Christian

US Department of Labor announces availability of $55M in grants to provide pre-release training, employment services to incarcerated people
Funding aims to improve employment opportunities, meet needs of local labor market

WASHINGTON – Each year, state prisons release approximately 573,000 people who need the resources and support to re-enter and find stable employment in their communities successfully.

Pre-release services have proven to help reduce the likelihood that formerly incarcerated people will return to prison and help these individuals fully reintegrate into their communities. To support this effort, the U.S. Department of Labor today announced the availability of $55 million in Pathway Home 3 Grants that seek to reduce barriers to employment by providing training and employment services to incarcerated individuals before their release from state correctional facilities, or county or local jails. Funds will also support continued comprehensive services post-release.

Authorized by the Workforce Innovation and Opportunity Act, Pathway Home 3 Grants will fund projects to serve adults convicted under federal, state or local law and who are scheduled for release within 20 to 270 days from the time they enroll in the project.

The department’s Employment and Training Administration will award up to 15 grant projects – ranging from $1 million to $4 million each – to teach returning citizens foundational skills such as job readiness and job search strategies, and to provide apprenticeships and occupational training leading to industry-recognized credentials.

Organizations seeking grants must partner with a state correctional facility or a local or county jail. Applicants are encouraged to collaborate with employers, industry organizations or union partners to commit to providing work experience, onsite job-related mentoring and post-release employment opportunities for participants. Successful applicants will provide training that leads to in-demand skills to meet the needs of local employers.

Building on the findings from the Linking Employment Activities Pre-Release implementation study, the grants are designed to help eliminate the time gap between release from prison and enrollment into a workforce development reentry program leading to skills-based employment.

Learn more about the Department of Labor’s Reentry Employment Opportunities program.

Accelerated Digital Skills and the ‘Bootcamp Boom’. [holoniq.com]

On 03/01/2022, in Africa, Alternatives, Asia, Australia, business, Canada, career development, changing business models, CMS/LMS, collaboration, colleges, community colleges, computer science, content development, aggregation, repositories, cost of getting a degree, credentialing, education technology, Europe, future, future of higher education, game-changing environment, global / globalization, higher education, India, innovation, languages and translation, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, legislatures / government / legal, lifelong learning, marketplaces, new business models, organizational change, platforms, programming, reinvent, skills, staying relevant, STEAM-related, technology (general), universities, vision/possibilities, by Daniel Christian

Accelerated Digital Skills and the ‘Bootcamp Boom’. — from holoniq.com
The market for accelerated digital skills is stepping up to a whole new level. Bootcamps, among others, are evolving rapidly to meet the opportunity.

Excerpt:

Tech Bootcamps re-skilled and up-skilled over 100,000 professionals globally in 2021, up from less than 20,000 in 2015. We expect this number to reach over 380,000 by 2025 representing over $3B of expenditure with significant upside as tech up-skilling models and modes overlap and converge. Governments, employers, universities and colleges everywhere are embracing rapid, high ROI training to build capacity in software, marketing, cyber and tech sales to drive their economies and growth.

Also from holoniq.com, see:

Global EdTech 1000. 2021 Stats and 2022 Applications Open
Benchmarking the 2021 Global EdTech 1000 as we open applications for 2022

Also relevant/see:

What’s the most effective way to find qualified tech candidates in unlikely places? — from

These 3 charts show the global growth in online learning [Wood]

On 02/12/2022, in 21st century, 24x7x365 access, adult learning, Africa, Alternatives, Asia, business side of he, Canada, change, changing business models, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, digital learning, Europe, future, future of higher education, game-changing environment, generational differences, global / globalization, higher education, India, instructional design, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, MOOCs -- Massive Open Online Courses, online learning, UK, United States, universities, vendors, by Daniel Christian

These 3 charts show the global growth in online learning — from weforum.org by Johnny Wood; with thanks to Ray Schroeder out on LinkedIn

Example chart:

Also relevant/see:

2U plans for international expansion as it integrates operations with edX — from highereddive.com by Natalie Schwartz
Coursera bets on degrees — a small but growing part of the business — from highereddive.com by Natalie Schwartz

The company has launched 13 new degrees with colleges since 2021, bringing the total number of bachelor’s, master’s and postgraduate degrees up to 38, according to Maggioncalda.

…

2U saw $152.4 million from its degree segment in 2021’s fourth quarter, about 11 times the revenue Coursera brought in from its degree business over the same period.

Technology We Need: Documenting the complete Learner Record [McClennen & Midles]

On 02/12/2022, in 21st century, 24x7x365 access, Blockchain, business, cloud-based computing / apps / other cloud-related, credentialing, Daniel S. Christian, education, education technology, emerging technologies, entrepreneurship, experimentation, future, higher education, ideas, innovation, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learner profiles, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, personalized/customized learning, platforms, privacy, society, student-related, training / L&D, United States, universities, vendors, vision/possibilities, workplace, by Daniel Christian

Technology We Need: Documenting the complete Learner Record — from gettingsmart.com by Nate McClennen and Rebecca Midles

Key Points

Most innovative schools and a number of states have built Graduate Profiles/Learner Profiles and a handful have created K12 competency progressions that articulate pathways towards meeting the profile.
These learning organizations are using a learning management system (LMS) that does not accommodate comprehensive Learner Records, does not capture or report transparent growth to learners or their families and does not capture out-of-course learning experiences.
We issue a challenge to those building and creating solutions.

From DSC:
The above posting reminds me of the following graphic:

The Future of Education | Gerd Leonhard

On 02/08/2022, in 21st century, Artificial Intelligence/Agents/LLMs/and Related, Bias | Diversity Equity & Inclusion (DE&I), Canada, career development, change, changing business models, creativity, education, education reform, emerging technologies, Emotion, ethics, Europe, future, future of higher education, heutagogy, higher education, India, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, Natural Language Processing (NLP), pace of change, real-world assignments, reinvent, robotics, skills, society, staying relevant, STEAM-related, student-related, trends, Virtual Reality (VR) / worlds / learning, vocational / trades, voice recognition / voice enabled interfaces, workplace, XR - extended reality, by Daniel Christian

As seen/accessible from this page.

A brief insert from DSC:
Another futurist Thomas Frey has some thoughts along this same line.

#Canada #education #future #trends #careerdevelopment #change #paceofchange #automation #robotics #education #AI #learnhowtolearn #unlearn #learningecosystems #lifelonglearning #endofroutine #experientiallearning

Machines are for answers. Humans are for questions.

Also relevant/see:

Next-Gen Skills Essential To Fill In The Curriculum Gap For Modern World Education — from edtechreview.in by Ravi Bhushan
5 tips to avoid “foresight burnout” — from thefuturesschool.com

Early-childhood brain development and its long-term importance [Dr. Bruce D. Perry]

On 01/27/2022, in biology, change, communications, culture, education, education reform, Emotion, generational differences, ideas, languages and translation, learning, learning theories, lifelong learning, memory, psychology, reading, relationships, skills, society, youth, by Daniel Christian

From DSC:
One of my sisters is a Professor of Psychology and she highly recommended that I check out the work of Dr. Bruce D. Perry. Below is an example video that was recorded on October 25, 2014 as part of the 25th Anniversary Chicago Humanities Festival, Journeys. I included some excerpted slides in this posting to give you a flavor of portions of this talk.

Description (emphasis DSC):

Each of us takes the same journey from birth to consciousness—but none of us recalls it. This early stage of life is crucial; Sigmund Freud famously obsessed over it, as do millions of parents every day. What goes on cognitively during that time, and what can parents—and other adults—do to further promote infant well-being? Join renowned psychiatrist Bruce D. Perry, recipient of the 2014 Dolores Kohl Education Prize, for this discussion of early-childhood brain development and its long-term importance.

Social & Emotional Development in Early Childhood [CC]

Shorter Training, Better Skills: Three Predictions For The Future Of Career And Technical Education — from forbes.com by Jeremy Wheaton; with thanks to Ryan Craig for this resource

But in the face of an entrenched and growing skills gap, young people are increasingly questioning the status quo and looking for shorter, less expensive, more direct-to-career options.

Excerpts:

Here [is the first of] three predictions for how the rest of the 2020s will continue to be defined by career education:

The four-year degree will no longer be seen as the default postsecondary education option.

Make Learning a Part of Your Daily Routine [Tupper & Ellis at hbr.org]

On 01/21/2022, in adult learning, business, career development, corporate / business world, corporate universities / corporate training, innovation, learning, learning ecosystem, lifelong learning, love of learning, professional development, using teams, videoconferencing, workplace, by Daniel Christian

Make Learning a Part of Your Daily Routine — from hbr.org by Helen Tupper and Sarah Ellis; with thanks to Learning Now TV for the resource

In a squiggly career, everyone’s a learner and everyone’s a teacher.

Summary:

In our increasingly “squiggly” careers, where people change roles more frequently and fluidly and develop in different directions, the ability to unlearn, learn, and relearn is vital for long-term success. It helps us increase our readiness for the opportunities that change presents and our resilience to the inevitable challenges we’ll experience along the way. Adaptive and proactive learners are highly prized assets for organizations, and investing in learning creates long-term dividends for our career development. Based on their experience designing and delivering career development training for over 50,000 people worldwide, the authors present several techniques and tools to help you make learning part of your day-to-day development.

Our capacity for learning is becoming the currency we trade on in our careers. Where we once went to work to learn to do a job, learning now is the job. Adaptive and proactive learners are highly prized assets for organizations, and when we invest in our learning, we create long-term dividends for our career development.

Also see (with thanks again to Learning Now TV):

Remote Work Can Be Better for Innovation Than In-Person Meetings — from scientificamerican.com by Gleb Tsipursky
Seven steps for more inclusive and productive virtual brainstorming

Virtual brainstorming creates the maximum number of novel ideas, gaining an innovation advantage. It also provides the optimal experience for the largest number of group members, balancing the preferences of introverts and extroverts, optimists and pessimists, lower-status and higher-status members. Team leaders who wisely prioritize focusing on integrating introverts, pessimists, and lower-status team members into the team—which is more difficult than with extroverts, pessimists, and higher-status members—find virtual brainstorming especially beneficial.

Talk about engagement! Here are some fun ideas to engage your audience, class, and/or group!!! [Christian]

On 01/18/2022, in 21st century, 24x7x365 access, A/V -- audio/visual, Adobe, adult learning, attention, Canvas - and other Instructure-related items, CMS/LMS, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital video, education technology, educational games / serious games, Emotion, engagement / engaging students, entrepreneurship, experimentation, higher education, ideas, innovation, instructional design, interactivity, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, love of learning, Microsoft, multimedia, online learning, online media, participation, platforms, remote teaching and learning, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, TVs, user experience (UX), user interface design, using teams, vendors, videoconferencing, vision/possibilities, web-based collaboration, webinars, by Daniel Christian

From DSC:
These ideas are specially meant for you entrepreneurs and vendors out there! Including such vendors and products such as Zoom, Cisco Webex, Microsoft Teams, Adobe Connect, and others!

This idea could also be profitable and fun for CMS/LMS vendors and products such as Instructure/Canvas, Blackboard Learn, D2L, Google Classroom and others!

How might we take engagement within an online-based learning environment to an entirely different level? Well, check out these ideas!

What if learning could feature more personality? Be more fun? Have shades of game shows even!? Yet at the same time, if you are a learner who ventures into the ideas that I’m about to suggest, you had better be ready to back up and explain your perspective/position!

Here’s what I’m getting at. You know when you are messaging you can insert some fun motion graphics into your message?

Well, what about if we could select from a bank of very short video clips during a live/synchronous discussion — or during an asynchronous-based discussion board posting — that contained a famous movie clip/message? Then, if you choose to do that, you are then required to explain your perspective/position.

Video	What the video could mean
“Beam me up Scotty! There’s no intelligent life down here.”	This is ridiculous. No one’s making any sense here.
“You meddling kids.” From various bad guys on Scooby-Doo.	You’re messing with me. I don’t agree with your perspective, and here’s why.
“That does not compute.” Spock from Star Trek.	I don’t agree with your answer. That doesn’t make any sense and here’s why.
“You can’t handle the truth.” Jack Nicholson in “A Few Good Men.”	Are you sure you want to know the truth about this topic? Can you handle such a truth? This is about to get real in here.
“Do. Or do not. There is no try.” Yoda. Star Wars	Take action on something; do something.
“I’ll be back.” Arnold Schwarzenegger in various films.	I’m stepping away from my desk…but I’ll be back soon. or You may have one this round, but I’ll be back for another round.

Learners within a learning community could use entertainment and have some fun while also having to backup their position/perspective! Talk about engagement! Shooooot.

And/or…learners could be like DJ’s at radio stations — and, on the fly, select from a bank of songs, audio-based noises and sounds!

The danger here is that humor can sometimes backfire and/or offend someone. So we would need to watch the content that’s available to choose from within the repositories of media. We would want to do some serious beta testing here to make sure things stay on the fun, entertaining, and educational sides of things.

Such an approach could introduce opportunities for creativity and for honing one’s ability to think on one’s feet. Also, learners could work on their communication skills as well as their ability to debate or persuade, or to practice some critical thinking.

While more gameshow-like on the surface, if you use such media, you have to explain why you used that media.

NCDA | Career Convergence – The NCDA’s monthly web magazine for career practitioners

From DSC:
I like the continuum that I see here:

K-12
Postsecondary
Workplaces
Counselors, Researchers, etc.

We ask students in college, for example, to pay an enormous amount of money at a time when they don’t know what’s all out there. Many don’t know themselves yet (I surely didn’t) and they also don’t know what discipline/area/jobs might be a good fit (again, I surely didn’t). We need more seamless transitions from one chapter/phase to another (and sometimes back again). We need more resources for students to find out what’s out there.

This is why I like services like LinkedIn Learning (which was Lynda.com), MasterClass, MOOCs and the like. A person can spend an hour or two (or even less) to see if that class, topic, etc. is of interest to them.

Inside Higher Ed Acquired by Times Higher Education [Jaschik & Lederman]

On 01/17/2022, in Africa, Asia, Australia, business side of he, Canada, change, changing business models, colleges, community colleges, Europe, global / globalization, higher education, India, IT in HE, journalism, law schools, learning ecosystem, liberal arts, lifelong learning, UK, United States, universities, by Daniel Christian

Inside Higher Ed Acquired by Times Higher Education — from insidehighered.com by Scott Jaschik and Doug Lederman
Our editors Scott Jaschik and Doug Lederman explain how this combination of publishing companies will improve global coverage of postsecondary education and better serve the higher ed community.

Excerpt:

As journalists, we often say that we want to report the news, not be the news. We are making an exception [on 1/10/22] to announce that Inside Higher Ed has been acquired by Times Higher Education (THE), the world’s leading provider of higher education news, data and insights.

Learning Ecosystems

Where’s the upskilling and reskilling market headed? [Gupta]

US Department of Labor announces availability of $55M in grants to provide pre-release training, employment services to incarcerated people

These 3 charts show the global growth in online learning [Wood]

Early-childhood brain development and its long-term importance [Dr. Bruce D. Perry]

Make Learning a Part of Your Daily Routine [Tupper & Ellis at hbr.org]

Inside Higher Ed Acquired by Times Higher Education [Jaschik & Lederman]

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