lifelong learning

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

On 06/30/2020, in 21st century, 24x7x365 access, accreditation, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business side of he, Canvas - and other Instructure-related items, career development, change, changing business models, collaboration, colleges, community colleges, consortiums, content development, aggregation, repositories, cost of getting a degree, credentialing, Daniel S. Christian, design, digital audio, digital learning, digital storytelling, digital video, disruption, distance education, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, expectations, experimentation, face-to-face, faculty, future, future of higher education, game-changing environment, generational differences, global / globalization, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, liberal arts, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, organizational change, pace of change, personalized/customized learning, platforms, remote teaching and learning, research, simulations, smart/connected TV, social learning / networks, society, staying relevant, strategy, streams of content, student-related, surviving, teachers, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, traditional / tradition, training / L&D, trends, universities, user experience (UX), using teams, vendors, videoconferencing, vision/possibilities, web-based collaboration, youth, by Daniel 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.

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.

12+ educational websites that every mechanical engineer should know [interestingengineering.com]

On 06/27/2020, in 24x7x365 access, engineering, learning, learning ecosystem, Learning from the Living [Class] Room, library / librarians, lifelong learning, love of learning, maker movement, MOOCs -- Massive Open Online Courses, online learning, online media, online tutoring, productivity / tips and tricks, professional development, student-related, vendors, youth, by Daniel Christian

12+ educational websites that every mechanical engineer should know — from interestingengineering.com
These are some of the best mechanical engineering websites, perfect for any student or a college graduate.

The “new normal” paradox: What COVID-19 has revealed about higher education [Crow]

On 06/25/2020, in 21st century, 24x7x365 access, Augmented Reality (AR), business side of he, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, colleges, communities of practice, community colleges, consortiums, content development, aggregation, repositories, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, distance education, education technology, emerging technologies, future, future of higher education, game-changing environment, global / globalization, higher education, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, leadership, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, society, sociology, teaching & learning, teaching online, technologies for your home, technology (general), tools, trends, United States, universities, user experience (UX), Virtual Reality (VR) / worlds / learning, vision/possibilities, web-based collaboration, XR - extended reality, by Daniel Christian

The “new normal” paradox: What COVID-19 has revealed about higher education — from bigthink.com by Dr. Michael Crow, President of ASU

Excerpt:

Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person instruction.

Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.

Far too many higher education outcomes are determined by a student’s family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect post-secondary success for these same students to be as elusive in the new normal, as it was in the old normal.
…
This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.

Reflections on “Colleges cut academic programs in the face of budget shortfalls due to Covid-19” [Dickler]

On 06/24/2020, in 21st century, adjunct faculty, business side of he, career development, change, changing business models, chemistry, colleges, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, economics, faculty, future, future of higher education, game-changing environment, generational differences, health, higher education, innovation, intelligent systems, intelligent tutoring, internet, learning, learning ecosystem, Learning from the Living [Class] Room, liberal arts, lifelong learning, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, reinvent, religion, sociology, staying relevant, student-related, surviving, trends, United States, universities, writing, by Daniel Christian

Colleges cut academic programs in the face of budget shortfalls due to Covid-19 — from cnbc.com by Jessica Dickler

Key points:

As colleges face extreme budget shortfalls, some institutions are cutting academic programs that were once central to a liberal arts education.
The University of Alaska system announced it will cut 39 academic departments in all, including sociology, creative writing, chemistry and environmental science.

Even before the global pandemic caused craters in the economy, some institutions were facing financial hardship after years of declines in state funding for higher education. A number of private schools had already made wrenching budget cuts, from curriculum changes to complete overhauls of their liberal arts programs.

From DSC:
A screenshot from the video (below) shows a new type of liberal arts program at Hiram College.

It could very well be that online-based learning turns out to save the liberal arts!!!!! How ironic is that!?!!

That is, many college presidents, provost, and faculty members — especially from smaller liberal arts types of schools — have disdained online-based learning for decades now. It was always viewed as “less than” in their minds…they didn’t want to go that route, as doing so would dilute their precious (and often overpriced) brands. (To be clear, this is not my view…but it was, and still is in many cases, their view.)

Anyway, it looks like more of these same folks will be losing their jobs in the next few years (if they haven’t already). At that point, we may see some of these same folks encounter a sudden paradigm shift. (A shift many of their colleagues have already gone through in prior years.) These same folks may come to appreciate that people will be willing to pay them for their knowledge — but only willing to do so at a much more affordable price…which will likely mean online.

Fewer people — especially when 47 million people in the U.S. alone have filed for unemployment over the last 14 weeks — can afford the cost of getting a degree. They are looking for inexpensive, convenient, efficient, effective means of reinventing themselves.

Huh…another potential irony here…it appears that colleges and universities are coming to know what many of us have known and experienced for years…and that is, the struggle to:

Reinvent oneself
Stay relevant
Survive

Credential blockchains could help student mobility. These 4 efforts explore how. [Koenig]

On 06/19/2020, in Blockchain, cloud-based computing / apps / other cloud-related, colleges, community colleges, consortiums, credentialing, emerging technologies, future of higher education, game-changing environment, higher education, innovation, law schools, learning ecosystem, lifelong learning, student-related, by Daniel Christian

Credential blockchains could help student mobility. These 4 efforts explore how. — from edsurge.com by Rebecca Koenig

Excerpt:

More than 70 efforts are underway around the world to use blockchain technology in education, and most set their sights on better connecting people with job opportunities, according to a new report published by the American Council on Education.

The report is part of the Education Blockchain Initiative, organized by the American Council on Education and supported by $2 million from the U.S. Department of Education. The initiative aims to study whether and how decentralized digital ledgers can give students and workers more control over their academic and job records and improve the flow of data among schools, colleges and employers, leaders told EdSurge in February.

Are you ready? Self-directed learning is the next wave for L&D [Brandon]

On 06/18/2020, in business, career development, change, corporate / business world, corporate universities / corporate training, heutagogy, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, streams of content, workplace, by Daniel Christian

Are you ready? Self-directed learning is the next wave for L&D — from learningsolutionsmag.com by Bill Brandon

Excerpt:

This article begins an exploration of the other major shift that is already in play and that will continue to affect our work: the phenomenon of self-directed learning. This is a trend that (like distance learning) was already underway before the pandemic, driven by a desire to reduce or eliminate the cost of formal instruction and to keep up with the speed of change itself.
…
What is self-directed learning?
Let’s use the classic definition from Malcolm Knowles. Self-directed learning is a process “in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating those learning outcomes.” (See reference at the end of this article.)

Blockchain Can Disrupt Higher Education Today, Global Labor Market Tomorrow [Singer]

On 06/15/2020, in 21st century, 24x7x365 access, Blockchain, change, cloud-based computing / apps / other cloud-related, colleges, community colleges, credentialing, Daniel S. Christian, data related items, digital learning, disruption, education, education technology, emerging technologies, future of higher education, game-changing environment, higher education, ideas, innovation, intelligent systems, IT in HE, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, legislatures / government / legal, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, professional development, reinvent, society, staying relevant, student-related, surviving, tools, training / L&D, UK, United States, vendors, workplace, by Daniel Christian

Blockchain Can Disrupt Higher Education Today, Global Labor Market Tomorrow — from cointelegraph.com by Andrew Singer
Blockchain can play its part in the education sector — record-keeping in 2–3 years and then adoption by the labor market?

Excerpt (emphasis DSC):

In the post-pandemic world, individuals will need to seize ownership and control of their educational credentials — documents like degrees and transcripts — from schools, universities and governments. That notion received key support last week from the American Council on Education in a study funded by the United States Department of Education focusing on the use of blockchain in higher education.

“Blockchain, in particular, holds promise to create more efficient, durable connections between education and work,” wrote Ted Mitchell, the president of ACE, in the foreword to the study published on June 8, adding: “In the wake of the COVID-19 crisis, learners will be more mobile, moving in and out of formal education as their job, health, and family situations change.”

A key theme of the report is personal data agency — i.e., how “distributed ledger technologies [DLT] can ‘democratize’ data and empower individuals with agency over their personal information.”

Blockchain has been described as a hammer in search of a nail. If so, academic credentialing appears to be as obvious a nail as one can find. The current international trade in fake academic degrees, after all, is “staggering,” as the BBC reported, and with a global labor market increasingly mobile, the world could badly use a decentralized, borderless, tamper-free ledger of verifiable credentials — both for education and the broader labor market.

Incremental Learning – the real continuous learning — from modernworkplacelearning.com by Jane Hart

Excerpt:
But continuous, incremental learning is different as we can see when we compare it below.

It is an ongoing process of learning. It is not measured by the amount of time it takes. It has no start or end date because learning never ends. It happens little-by-little, day-by-day, and knowledge and experience builds up over time.
It happens in all settings as people do their jobs, browse on the Web, carry out their daily lives, and interact with their friends, family, colleagues and other contacts.
Although incremental learning can happen by chance (as a by product of doing something else) an individual also proactively seeks out relevant activities and experiences to help them learn. Although these may be complete in and of themselves, an individual has to actively make the connection with what he/she already knows in order to learn from it, it’s not just about doing lots of things!
Success is measured in different ways, e.g. (in the short term) through improved job performance and (in the longer term) through career progression.
The individual manages their own continuous learning. It’s a personal or professional decision and choice about what is to be learned and how it is best achieved. Generally, there is little or no support for this type of learning, the individual is entirely on their own.

Six items re: the future of higher education

On 05/31/2020, in Amazon, business, business side of he, change, changing business models, collaboration, colleges, community colleges, content development, aggregation, repositories, corporate / business world, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, disruption, education technology, emerging technologies, Facebook / Meta Platforms, future, future of higher education, game-changing environment, global / globalization, Google, higher education, ideas, innovation, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, Microsoft, MOOCs -- Massive Open Online Courses, more voice more choice more control, new business models, online learning, online media, open courseware and systems, pace of change, platforms, reinvent, society, staying relevant, student-related, surviving, traditional / tradition, trends, UK, United States, universities, workplace, by Daniel Christian

From DSC:
I saw the piece below from Graham Brown-Martin’s solid, thought-provoking posting entitled, “University as a Service (UaaS)” out at medium.com. My question is: “What happens if Professor Scott Galloway is right?!”

Excerpt:

Prof Scott Galloway predicts lucrative future partnerships between the FAANG mega-corporations and major higher education brands emerging as a result of current disruptions. Galloway wonders what a partnership between MIT and Apple would look like?

The education conveyor belt of the last century that went school to university to work and a job for life just doesn’t work in an era of rapid transformation. Suppose we truly embrace the notion of continuous or lifelong learning and apply that to the university model. It wouldn’t just stop in your twenties would it?

University as a Service (UaaS), where higher education course and degree modules are unbundled and accessed via a monthly subscription, could be a landing spot for the future of higher education and lifelong learners.

Below are some other items
regarding the future of higher education.

Also relevant/see:

Updating the Higher Education Playbook to Stay Relevant in 2020 — from info.destinysolutions.com (Note: You have to complete the form to get access to the whitepaper.)

Also relevant/see:

Shaping the Future of Post-Secondary Education — from Cherry Tree & Associates
A Time of Transformation in Post-Secondary Education and the American Workforce.

Also relevant/see:

Fast Forward: Looking to the Future Workforce and Online Learning — from evolllution.com by Joann Kozyrev (VP Design and Development, Western Governors University) and Amrit Ahluwalia
Excerpt:
With employers and students looking to close the gap in workforce skills, it’s critical for them to know what skills are in need the most. Postsecondary institutions need to be the resource to provide learners with the education the workforce needs and to make both parties understand the value of the students’ education. With the remote and online shift, it’s a new territory for institutions handle. In this interview, Joann Kozyrev discusses the impact remote learning has on an online institution, concerns about the future of online learning and how to get people back into the workforce fast and efficiently.

How colleges can help educate the 40-million-plus newly unemployed — from edsurge.com by Jeff Young

Excerpts:

A need for speed in learning
Experts at conferences have been talking for years about “the future of work”—how automation and other forces will reshape the job market, and how colleges need to create new kinds of offerings that are more flexible. Barrett said that with COVID-19, “it’s kind of like the future of work just dropped down on top of us all of a sudden.”

Colleges should realize that many learners will be looking to colleges to help them accelerate their learning, she added. That includes serving new high school graduates grappling with “learning loss” from the last weeks of disrupted schooling, and also helping “new adults coming into higher education who have been out of college for a long time.”

Learning channels of the future will offer us more choice. More control. [Christian]

On 05/27/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business side of he, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital learning, distance education, education, education technology, educational games / serious games, elearning, flipping -- inverted learning, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, online learning, online media, online tutoring, pace of change, participation, personalized/customized learning, platforms, play, simulations, smart classrooms, smart/connected TV, social learning / networks, society, streams of content, student-related, technologies for your home, telepresence, television, tools, training / L&D, universities, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:
And this phenomenon of learning from the living [class] room will likely pick up steam; some learning-related services are already heading that way.

Also see:

Preparing Students for a Lifelong Disruptive Future: The 60-Year Curriculum — from evolllution.com by Chris Dede | Professor of Learning Technologies in the Graduate School of Education, Harvard University and John Richards | Professor in the Graduate School of Education, Harvard University

Although written before the pandemic, a just-published book, The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy (Dede and Richards, 2020), describes the looming challenge/opportunity of a coming, epic half-century whose intensity of disruption will rival the historic period civilization faced from 1910-1960: two world wars, a global pandemic, a long-lasting economic depression and unceasing conflicts between capitalism and communism.
…
In our tactical responses to moving teaching online because of the pandemic, we have the strategic opportunity to develop a new model that blends higher and continuing education and realizes the potential of next-generation methods of instruction and assessment (National Academy of Sciences, Engineering and Medicine, 2018) to focus on lifelong learning.

From DSC:
Some interesting reflections here:

Summer gigs for students are scarce. Think like an entrepreneur and build your own. — from edsurge.com by Dan Murphy

Excerpt:

If you are a student looking for new ways to continue along your trajectory during the disruption caused by the COVID-19 pandemic, I want to share what I’ve learned with you. Students from any background can use these ambiguous times to do something beneficial. Here are my recommendations for how to spend your summer.

If there is a personal project or business opportunity you’ve been interested in trying out, there’s no better time than the present to dive into something new and challenging, acquaint yourself with failure, pick yourself back up again, and build the muscle needed for high-growth, lifelong learning. Find that one thing that is meaningful to you and relentlessly chase the goals associated with it.

Dawn of the Age of Digital Learning [Moe & Rajendran]

On 05/06/2020, in 21st century, 24x7x365 access, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, Asia, blended learning, business side of he, career development, change, changing business models, colleges, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital audio, digital learning, digital video, disruption, distance education, education, education technology, elearning, emerging technologies, Europe, face-to-face, faculty, flipping -- inverted learning, future, future of higher education, game-changing environment, generational differences, higher education, homeschooling/homeschoolers, hybrid learning, ideas, India, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, liberal arts, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, organizational change, pace of change, personalized/customized learning, platforms, remote teaching and learning, social learning / networks, society, student-related, surviving, teaching & learning, teaching online, technology (general), traditional / tradition, training / L&D, trends, United States, universities, vendors, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

Dawn of the Age of Digital Learning — from medium.com by Michael Moe and Vignesh Rajendran
An Acceleration of Trends That Have Been Building for Years

Excerpts:

Some of these new online learners will sink. Some will crawl out of the pool and never go back in. But we believe most will get the hang of it, like it, and will no longer be confined to the shore. Effectively, the genie is not going back in the bottle… digital learning has come of age. We have a B.C. (Before Coronavirus) world transitioning to A.D. (After Disease).
…
The Coronavirus has brought forth the Dawn of the Age of Digital Learning — a time for builders to create the platforms, tools, and technology to propel society forward.

From DSC:
So many of the things in this article reminded me of the things, developments, trends, needs, and possibilities that I have been tracking for years in this vision of a next-generation, global learning platform that I have entitled:

My guess is that the large, primarily online institutions/organizations will come out of this ordeal in much better shape than the majority of the traditional institutions of higher education. It won’t matter what faculty members at liberal arts institutions think about online learning. And as much as some faculty members won’t like to see or hear about it, students will no longer need for such faculty members to be sold on it. Students will come to realize that it was under those faculty members watch that their own enormous gorillas of debt were created. And they are beginning to witness and hear that it’s taking (or will take) older family members decades to pay down their debt.

So, I think that the market will decide the fate of many traditional institutions of higher education. Lifelong learners will vote with their feet — and fingers actually, by typing in a new URL — and simply move to the SNHU’s, ASU’s, UMass Online’s, WGU’s, and Liberty University’s of the world. After 5-10 years of investments in online learning, there will likely be some pretty amazing learning experiences out there.

For those folks who are interested in some potential scenarios as well as other reflections re: the future of higher education, here is the recording of yesterday’s webinar from The Economist.

K-12 education in America: The quickly moving train that stops for no one! [Christian]

On 04/24/2020, in assessment, dangers of the status quo, Daniel S. Christian, education, education reform, homeschooling/homeschoolers, ideas, K-12 related, learner profiles, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, more voice more choice more control, motivation, neurodivergent/special needs, parents/guardians, participation, personalized/customized learning, platforms, policy, reinvent, society, student teaching/teacher education, student-related, surviving, teachers, teaching & learning, technologies for your home, traditional / tradition, trends, United States, user experience (UX), vision/possibilities, youth, by Daniel Christian

From DSC:
NOTE: The K-12 education system that I’m talking about in this posting is the pre-COVID-19 education system.

What Cory Henwood describes here…

The paradigm of one -- as described by Cory Henwood

…is what I describe as the quickly moving K-12 education train that stops for no one!

K-12 education in America is a like a quickly moving train that stops for no one.

(image source)

This becomes especially troublesome for those on either side of the 80% bell curve. I know about this, as one of our daughters has been living through this phenomenon for years. We are seriously considering homeschooling for her as we want her learning experiences to be more positive ones for her. We want to provide more choice, more control for what she wants to learn about — and the pace at which she can go through those experiences. We want there to be more joy in her learning experiences. This will hopefully help her build more positive perspectives about learning in general.

This is not a mute issue…nor is this a topic that’s focused on just students with special needs. In fact, this topic is relevant to every single student in America — as everyone is now required to be lifelong learners these days. Grades need to diminish in importance. The enjoyment of learning needs to rise.

Note: There were some times in public and charter schools that provided courses and topics of great interest to her, and provided some great joy to her. Plus, there were some incredibly-dedicated teachers and staff that created a team around our daughter. I’m very grateful for them and for their efforts. But positive learning experiences were becoming too few and too far between. The train left the station *for everyone* at such-and-such a time, and stopped *for everyone* at such and such a time. The education system required that she and her classmates move at a certain (high) speed — regardless of their mastery of the content. Teachers know what I’m talking about here…big time.

We need to get to what Cory discusses about when he discusses competency-based education.

We need to get to what Cory discusses about competency-based education.

Plus, we need to get to a place where there is:

Learning Ecosystems

The “new normal” paradox: What COVID-19 has revealed about higher education [Crow]

Are you ready? Self-directed learning is the next wave for L&D [Brandon]

[Webinar recording] “The future of higher education in a post-COVID-19 world” [The Economist]

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Below are some other items regarding the future of higher education.

Categories

Tags

Below are some other items
regarding the future of higher education.