more voice more choice more control

6 Elements of Thriving Learners [Fielding]

On 01/07/2022, in creativity, education, K-12 related, leadership, learning, learning spaces, more voice more choice more control, teachers, teaching & learning, by Daniel Christian

6 Elements of Thriving Learners — from gettingsmart.com by Randy Fielding

Key points:

Schools aren’t to blame for last year’s Insurrection, but they can be part of the long-term solution.
After nearly two decades of designing creative schools around the world, Fielding International has defined six elements for thriving learners.
Each thriving element is mapped to a series of design patterns at SchoolPatterns.com to help schools shape environments where learners thrive.

Mound Fort Innovation Center, an environment where curiosity & mastery are nurtured

2022: Year Of The Great Convergence — Volume IV, #1 by Ryan Craig

Excerpts:

Three sets of would-be pathway providers are converging on this massive opportunity. It’s going to get crowded very fast. Here’s the current landscape and prospects for each at the outset of the Great Convergence:

Education-as-a-Benefit Providers
Education Platform Companies
Learning Experience Platforms

While one of these three sectors is likely to win the Great Convergence, there are two other possible outcomes.

How can anyone claim that MOOCs have been a failure!!!? Are you serious!?!?! [Christian]

On 12/29/2021, in 21st century, 24x7x365 access, Africa, Alternatives, Amazon, Australia, Canada, career development, changing business models, colleges, community colleges, corporate universities / corporate training, cost of getting a degree, credentialing, Daniel S. Christian, digital learning, distance education, Europe, Facebook / Meta Platforms, future of higher education, game-changing environment, generational differences, global / globalization, higher education, homeschooling/homeschoolers, India, innovation, instructional design, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, Microsoft, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, online media, platforms, teaching online, training / L&D, trends, UK, United States, universities, vendors, vocational / trades, by Daniel Christian

From DSC:
As the article below clearly relays, MOOCs did NOT fail! In the last decade, they have reached 220 million learners worldwide!

I don’t know the total number of graduates from the Ivy League — throughout all of the relevant institutions’ histories — but I would bet you that MOOCs have reached far more learners. And MOOCs did so in less than a decade.

And you’re going to tell me MOOCs have been a failure?!!!! Are you being serious!?!?! You can talk about completion rates all that you want to (and that misses the point, as some people sign up for MOOCs without ever intending to finish the entire course). As with other things, people get out of something what they put into that thing.

A Decade of MOOCs: A Review of Stats and Trends for Large-Scale Online Courses in 2021 — from edsurge.com by Dhawal Shah

Excerpts:

Now, a decade later, MOOCs have reached 220 million learners, excluding China where we don’t have as reliable data, . In 2021, providers launched over 3,100 courses and 500 microcredentials.
…
Originally, MOOC providers relied on universities to create courses. But that dependence is declining as more and more of the courses are created by companies every year. These corporate partners in course creation include tech giants Google, Microsoft, Amazon and Facebook.

…the majority of the new courses launched on Coursera in 2021 are not from universities anymore.
…
These mass online courses were born without a business model. Yet within a decade, MOOCs went from no revenue to bringing in well over a half a billion dollars annually.

There are many types of lessons out on Michigan’s Learning Channel

On 12/27/2021, in 21st century, 24x7x365 access, career development, computer science, digital learning, education, elearning, engagement / engaging students, homeschooling/homeschoolers, instructional design, internet, K-12 related, languages and translation, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, library / librarians, Michigan, more voice more choice more control, multimedia, online learning, platforms, remote teaching and learning, skills, smart/connected TV, society, streams of content, student-related, teachers, teaching & learning, technologies for your home, television, tools, United States, workplace, youth, by Daniel Christian

#education #TV #onlinelearning #homeschooling #K12

Several items re: NFTs and the pros and cons of using them in our society today. How can the legal realm assist here?

On 12/27/2021, in 21st century, 24x7x365 access, Blockchain, business, career development, change, changing business models, computer science, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, creativity, Daniel S. Christian, emerging technologies, entrepreneurship, game-changing environment, innovation, Learning from the Living [Class] Room, Metaverse, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, pace of change, platforms, play, society, the downsides of how people use tech, trends, vendors, vision/possibilities, by Daniel Christian

From DSC:
As with many emerging technologies, there appear to be some significant pros and cons re: the use of NFTs (Non-Fungible Tokens).

The question I wonder about is: How can the legal realm help address the massive impacts of the exponential pace of technological change in our society these days? For examples:

How is — or should — the American Bar Association respond?
Law schools?
Lawyers?
Legislatures?
Judges?
Politicians and others?

Technicians, network engineers, data center specialists, computer scientists, and others also need to be asking themselves how they can help out in these areas as well.

Emphasis below is mine.

NFTs Are Hot. So Is Their Effect on the Earth’s Climate — from wired.com by Gregory Barber
The sale of a piece of crypto art consumed as much energy as the studio uses in two years. Now the artist is campaigning to reduce the medium’s carbon emissions.

Excerpt:

The works were placed for auction on a website called Nifty Gateway, where they sold out in 10 seconds for thousands of dollars. The sale also consumed 8.7 megawatt-hours of energy, as he later learned from a website called Cryptoart.WTF.

NFTs And Their Role In The “Metaverse” — from 101blockchains.com by Georgia Weston

Many people would perceive NFTs as mere images of digital artworks or collectibles which they can sell for massive prices. However, the frenzy surrounding digital art in present times has pointed out many new possibilities with NFTs. For example, the NFT metaverse connection undoubtedly presents a promising use case for NFTs. The road for the future of NFTs brings many new opportunities for investors, enterprises, and hobbyists, which can shape up NFT usage and adoption in the long term.

NFTs or non-fungible tokens are a new class of digital assets, which are unique, indivisible, and immutable. They help in representing the ownership of digital and physical assets on the blockchain. Starting from digital artwork to the gaming industry, NFTs are making a huge impact everywhere.

The decentralized nature of the blockchain offers the prospects for unlimited business opportunities and social interaction. Metaverse offers extremely versatile, scalable, and interoperable digital environments. Most important of all, the metaverse blends innovative technologies with models of interaction between participants from individual and enterprise perspectives.

From DSC:
How might the developments occurring with NFTs and the Metaverse impact a next-gen learning platform?

—–

Artist shuts down because people keep their work to make NFTs — from futurism.com by Victor Tangermann
NFT theft is a huge problem

Someone is selling NFTs of Olive Garden locations that they do not own — from futurism.com by
And you can mint a breadstick NFT — for free, of course

Appvent Calendar 2021 — from ICT Evangelist

On 12/21/2021, in animation, art, attention, Canada, communications, creativity, design, digital audio, digital learning, digital storytelling, digital video, education technology, educational games / serious games, elearning, engagement / engaging students, Google, graphics, mathematics, media/film, more voice more choice more control, motivation, multimedia, music, online learning, online media, participation, pedagogy, platforms, play, presentations, productivity / tips and tricks, professional development, remote teaching and learning, science, society, STEAM-related, story, storytelling, student-related, teachers, teaching & learning, teaching online, tools, vendors, youth, by Daniel Christian

Excerpt from this posting:

Welcome to day 21 of the 2021 Appvent Calendar. It’s been so much fun sharing all of these amazing tools each day across the month so far. With Google featuring twice already on the calendar, it’s great to share again the awe and wonder of human history in the arts and within our cultures with the sharing of this amazing free app. Thanks to Gustavo Calderón De Anda for suggesting it!

Also see:

14 measurement apps for teaching math & science — from teachthought and Glenda Stewart-Smith
Glenda Stewart-Smith of Surrey School District #36 in Canada, along with TeachThought staff, helped put together this collection of iPhone and iPad apps that offer all of these measuring abilities and more.

If the vision of the “Web3” comes to fruition, how might these developments impact the future of lifelong learning? [Christian]

On 12/13/2021, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Asia, Australia, Blockchain, Canada, career development, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, content development, aggregation, repositories, copyright/ownership/NFTs, corporate / business world, corporate universities / corporate training, credentialing, cryptocurrencies, Daniel S. Christian, digital learning, disruption, education technology, emerging technologies, entrepreneurship, Europe, experimentation, Facebook / Meta Platforms, faculty/staff, future, future of higher education, game-changing environment, global / globalization, higher education, ideas, India, innovation, instructional design, internet, IT in HE, K-12 related, law schools, learner profiles, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, Metaverse, Michigan, MOOCs -- Massive Open Online Courses, more voice more choice more control, online learning, online media, skills, society, staying relevant, streams of content, surviving, teachers, teaching & learning, teaching online, tools, training / L&D, UK, United States, vendors, web-based collaboration, Web3, by Daniel Christian

The next age of the internet could suck power away from Big Tech while living on the same backbone as cryptocurrencies. Here’s what to know about Web3. — from businessinsider.com by Katie Canales

Excerpts (emphasis DSC):

Web3 is the next generation of the internet and will exist on the blockchain.
It will be decentralized, meaning it won’t be controlled entities like Facebook or Google.
Twitter, GameStop, Reddit, and VC firm a16z are all putting resources into building Web3.

…

One aspect of the metaverse is that users will hopefully be able to go virtually from platform to platform with one single account — just like we will in Web3.

And NFTs, one-of-a-kind tokens representing your ownership of a virtual good, could be more easily bought and sold with cryptocurrencies within a space like Web3.

From DSC:
How might “Web3” translate into the future of lifelong learning? Here’s one vision/possibility:

Each person would have a learner profile/account that could seamlessly log into multiple education/training providers’ platforms and services. The results of that learning could be stored in one’s cloud-based learner profile. This type of next-generation learning platform would still need subject matter experts, instructional designers, programmers, and other team members. But the focus would be on building skills — skills that an artificial intelligence-backed interface would demonstrate are currently being requested by the modern workplace. This constantly-being-updated list of skills could then link to the learning-related experiences and resources that people could choose from in order to develop those skills.

The following vision/graphic also comes to my mind:

What motivates students to learn? — from edte.ch by Tom Barrett
In this article, we explore the key factors that influence and predict student academic motivation.

Excerpt:

Here are the top three ranked, according to this meta-analysis, from l’Université Laval, Monash University and Curtin University.

1 — Competence (I can do this!)
2 — Autonomy (I get to choose)
3 — Belonging (I am not alone)

From DSC:
I’m once again reminded of the following graphic:

Tom’s posting also reminds me of the power of storytelling, as Tom makes a solid point:

A notable missing piece of the student motivation paper is the role of emotion in learning. When I search the document for reference to ‘emotion’, the only returns I get are from citations and other works.

Along these lines, see/listen to:

Antonio Sacre on the Power of Storytelling in Education — from spencerauthor.com by John Spencer

DC: What would it look like if the VRJAM metaverse platform were available for teaching and learning-based applications/offerings?

On 12/02/2021, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, Blockchain, business, career development, changing business models, cloud-based computing / apps / other cloud-related, communications, communities of practice, content development, aggregation, repositories, creativity, cryptocurrencies, Daniel S. Christian, digital audio, drama/theater, education technology, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, future, global / globalization, human-computer interaction (HCI), ideas, immersion, innovation, internet, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, media/film, Metaverse, more voice more choice more control, multimedia, music, New "Amazon.com" of Higher Education, new business models, online learning, online media, participation, platforms, play, society, streams of content, technologies for your home, tools, UK, user experience (UX), vendors, Virtual Reality (VR) / worlds / learning, vision/possibilities, vocational / trades, web-based collaboration, XR - extended reality, by Daniel Christian

The VRJAM metaverse platform is coming to transform the world of live entertainment

VRJAM, the UK’s leading creator of live music experiences in virtual reality, today teased the launch of the VRJAM platform, a revolutionary new metaverse events platform and NFT creation solution.

To bring the VRJAM metaverse platform to life, VRJAM has partnered with market leading NFT software developer Enjin.io to launch a rich virtual reality world that offers a host of new solutions for artists to render and monetize their music and live shows in amazing new ways using NFT’s, blockchain and immersive technology.

The VRJAM platform promises to open up completely new ways for both fans and artist to experience live music events and represents the next step in the evolution of live music.

Ownership of this virtual world will be shared by a guild of globally recognised artists and record labels who will cooperate to create value and define new possibilities for music inside the metaverse.

VRJAM’s metaverse platform offers solutions for true live performance using technology that is years ahead of other similar platforms. It provides unsurpassed user experience and offers fans, artists and labels an array of unique features:

At the heart of the VRJAM metaverse platform is a blockchain based trading and finance system, VRJAM Coin. This revolutionary new cryptocurrency will create ways for both artists and fans to earn money inside the metaverse and promises to create entirely new business models for artists, venues and labels at a time when their traditional ways of making money have been turned upside down by the Covid 19 pandemic.

The VRJAM cryptocurrency is backed by investment from 5 of the world’s leading blockchain specialist investment and venture capital firms, demonstrating the exciting potential of VRJAM’s tech.

The VRJAM platform is scheduled to go live in early 2022, follow on social media to stay up to date.

From DSC:
Hmmmmm….might this type of thing spill over into the worlds of teaching and learning? More direct-to-consumer (learner) types of offerings? Will this open up the doors for new methods of earning a living or for those interested in building a teaching & learning-based brand?

Alternatively, will this impact what actors, actresses, and comedians will be able to do?

Addendum on 12/2/21:

Got Teacher Burnout? Launch A Microschool — from forbes.com by Kerry McDonald

The Push-Pull of Leading Motivation Using Microlearning — from learningsolutionsmag.com by Robyn Defelice

Excerpt:

So, let’s pick up from there: You’re a learning leader in an organization that has aligned all these elements and is ready to see microlearning put to good use. So, what’s the obstacle in your path?

Maybe you’re stuck on using microlearning as a motivational tool for performance growth but are not sure if a formal or informal approach will have more appeal. Should you push or pull, as they ask. Let’s get you out of this tug-of-war and address how your L&D team can lead the way in motivating the learning audience for new performance gains by implementing a microlearning campaign (or two or three)!

3 Tips for Making Passion-Based Learning Work Successfully [Pierce]

On 11/11/2021, in attention, education, education reform, engagement / engaging students, hearts -- matters of the heart, more voice more choice more control, motivation, parents/guardians, participation, passions, pedagogy, personalized/customized learning, student-related, by Daniel Christian

3 Tips for Making Passion-Based Learning Work Successfully — from thejournal.com by Dennis Pierce

Excerpt:

Passion-based learning, a form of self-directed learning in which students pursue projects of interest to them, is becoming more popular in schools — and for good reason: Educators who have set aside time for passion-based learning have discovered that students become highly engaged and motivated when learning about topics that intrigue them, while taking their learning much deeper than they would in a traditional lesson.

Inspire, Create & Celebrate: 6 Steps to turn your Library Learning Commons (LLC) into a place where students want to be! [Campbell]

On 11/10/2021, in animation, art, assessment, collaboration, communications, content development, aggregation, repositories, creativity, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, drama/theater, education technology, homeschooling/homeschoolers, instructional design, K-12 related, learning, learning ecosystem, learning preferences, library / librarians, mathematics, metacognition / metacognitive skills, more voice more choice more control, multimedia, music, presentations, reading, science, story, storytelling, vendors, writing, youth, by Daniel Christian

Inspire, Create & Celebrate: 6 Steps to turn your Library Learning Commons (LLC) into a place where students want to be! — by Mira Campbell

Also see/get:

We Need to Make Schools Human Again. That Means Treating Teachers With Respect. [Yoo-Brannon]

On 11/05/2021, in collaboration, communications, education, education reform, health, hearts -- matters of the heart, K-12 related, leadership, more voice more choice more control, professional development, strategy, teachers, United States, user experience (UX), by Daniel Christian

We Need to Make Schools Human Again. That Means Treating Teachers With Respect. – from edsurge.com by Jennifer Yoo-Brannon

Excerpts:

The first thing I noticed when we returned to school after remote learning was that my conversations with teachers got real deep real fast.

But we are not just educators, of course. We are mothers of multiple school-aged children, parents of special needs students who need a high level of support, individuals with anxiety disorders exacerbated by the worldwide anxiety of the pandemic. We are human too. While we transform our schools into welcoming spaces for students, we must also make them a human place to work for educators as well. We can’t forget that we saw each other’s humanity—shared a universal human experience—and then return to business as usual. We must make schools human again.

Avoid toxic positivity. Toxic positivity is the belief that no matter how bad a situation is, we should all have a positive mindset about it. Toxic positivity isn’t optimism. Toxic positivity rejects or refuses to acknowledge how difficult things can be. This message is for administrators in particular.

From DSC:
When I read this…

In other words, the question is not “How do we get teachers to participate in professional development?” but rather, “How can we create a context in which everyone will want to engage in professional learning?” To feel human in our workplace, we all need to feel like we have choices and teachers need to feel trusted and empowered to make those choices.

…I’m thinking to myself…isn’t this the same for our students?

Can MasterClass teach you everything? — from newyorker.com by Tad Friend

Malala Yousafzai on set. Though the site’s C.E.O., David Rogier, says, “Learning is uncomfortable,” the shoots are lavish. Photograph by Lewis Khan for The New Yorker

Excerpt:

When MasterClass launched, in 2015, it offered three courses: Dustin Hoffman on acting, James Patterson on writing, and Serena Williams on tennis. Today, there are a hundred and thirty, in categories from business to wellness. During the pandemic lockdown, demand was up as much as tenfold from the previous year; last fall, when the site had a back-to-school promotion, selling an annual subscription for a dollar instead of a hundred and eighty dollars, two hundred thousand college students signed up in a day. MasterClass will double in size this year, to six hundred employees, as it launches in the U.K., France, Germany, and Spain. It’s a Silicon Valley investor’s dream, a rolling juggernaut of flywheels and network effects dedicated to helping you, as the instructor Garry Kasparov puts it, “upgrade your software.”

Higher Education Needs to Move Toward Mass-Personalization [Fourtané]

On 10/15/2021, in 21st century, 24x7x365 access, adult learning, Alternatives, analytics, Artificial Intelligence/Agents/LLMs/and Related, change, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, community colleges, curriculum, data related items, emerging technologies, future, future of higher education, game-changing environment, higher education, innovation, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, personalized/customized learning, United States, universities, vendors, vision/possibilities, by Daniel Christian

Higher Education Needs to Move Toward Mass-Personalization — from fierceeducation.com by Susan Fourtané

Excerpt:

Every industry, from health sciences to marketing to manufacturing, is using Artificial Intelligence (AI) to facilitate the delivery of mass-personalization, yet education has been slow in its adoption. These smart systems create personalized solutions targeted to meet the unique needs of every individual.

Artificial Intelligence-based technologies have the potential of serving as tools for educators to provide personalized learning. However, for mass-personalization to work, institutions first need to align their leadership. In his feature session What Is It Going to Take to Move from Mass-Production to Mass-Personalization?, during the recent Online Learning Consortium virtual event, Dale Johnson, Director of Digital Innovation at Arizona State University, addressed the issue of mass personalization in higher education.

Johnson reinforced the idea that with mass-personalization professors can deliver the right lesson to the right student at the right time.
…
Mass-personalization software does not replace the professor. It makes the professor better, more focused on the students.

Learning Ecosystems

2022: Year Of The Great Convergence [Craig]

How can anyone claim that MOOCs have been a failure!!!? Are you serious!?!?! [Christian]

Several items re: NFTs and the pros and cons of using them in our society today. How can the legal realm assist here?

DC: What would it look like if the VRJAM metaverse platform were available for teaching and learning-based applications/offerings?

The Push-Pull of Leading Motivation Using Microlearning [Robyn Defelice]

Can MasterClass teach you everything? [Friend]

Categories

Tags