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PODCAST EPISODE 369: USING SPACED REPETITION FOR YOUR LAW SCHOOL AND BAR EXAM STUDIES (W/GABRIEL TENINBAUM)

In this episode we discuss:

  • Some background on our guest Gabe Teninbaum, and why he’s passionate about spaced repetition
  • The theory behind spaced repetition and how it works in practice
  • Using spaced repetition to memorize material as a law student
  • How early in your study should you start using the spaced repetition technique?
  • Does learning with spaced repetition as a law student help lay the foundation for bar study?
  • How you can use the spacedrepetition.com website for your law school and bar exam studies
 

70% Aren’t Prepared For The Future Of Work: Demands For Upskilling Surge — from forbes.com by Tracy Brower, PhD; with thanks to Ray Schroeder out on LinkedIn for this resource

Excerpt:

Unprepared for the Future
Fully 70% of people don’t feel prepared for the future of work, according to a study of 3,000 people conducted by Amazon and Workplace Intelligence. In addition, research by Adobe involving almost 10,000 people across eight global markets found 80% of people are concerned by at least one global issue, upsetting them enough to impact negatively on their productivity and job satisfaction.

Big Implications
The implications for employers are significant as well, with 64%-66% of people saying they are likely to leave their employer because there aren’t enough opportunities for skills development or career advancement.

 

Coursera is Evolving into a Third-Wave EdTech Company — from eliterate.us by Michael Feldstein

Excerpts:

This is the vision of Coursera’s three-sided platform at scale, connecting learners, educators and institutions in a global learning ecosystem designed to keep pace with our rapidly changing world.

Coursera CEO Jeff Maggioncalda

Coursera's diversified model with 3 segments -- consumer, enterprise, and degrees

The point of this slide is to show the diversification of Coursera’s business. Degree programs may be down, but enterprise licenses and direct-to-consumer certificates are up. But it also indicates Coursera’s ability to diversify revenue streams for its university content providers. The enterprise business provides a distribution channel between universities and employers. From what I can tell, it’s a Guild competitor, even though the two companies look very different on the surface. The consumer segment started as the MOOC business and has expanded into the “tweener” space between courses and degrees: certificates, microdegrees, whatever.

 

Deloitte State of AI Report 2022 calls out underachievers — from venturebeat.com by Sharon Goldman

Excerpt:

Deloitte released the fifth edition of its State of AI in the Enterprise research report today, which surveyed more than 2,600 global executives on how businesses and industries are deploying and scaling artificial intelligence (AI) projects.

Most notably, the Deloitte report found that while AI continues to move tantalizingly closer to the core of the enterprise – 94% of business leaders agree that AI is critical to success over the next five years – for some, outcomes seem to be lagging.

What is a surprise, she added, is how quickly the AI landscape is changing – to the point that what began as an every-other-year Deloitte report is now created annually. 

From DSC:
I’m reminded of some graphics here…

 

Also relevant/see:

‘State of AI in the Enterprise’ Fifth Edition Uncovers Four Key Actions to Maximize AI Value — from deloitte.com
Research reveals the key actions leaders can take to accelerate AI outcomes

Key takeaways

For Deloitte’s “State of AI in the Enterprise,” Fifth Edition, we surveyed 2,620 global business leaders representing six industry areas and dozens of sectors. Key findings include:

  • Ninety-four percent of business leaders surveyed agree that AI is critical to success over the next five years.
  • Seventy-nine percent of leaders say they have fully deployed three or more AI applications, compared to 62% last year.
  • There was a 29% increase in the number of respondents self-identifying as “underachievers,” suggesting that many organizations are struggling to achieve meaningful AI outcomes.
  • Top challenges associated with scaling according to respondents are managing AI-related risk (50%), lack of executive commitment (50%), lack of maintenance and post launch support (50%).
 

From DSC:
This is another area where the slow pace of the American legal system is having a negative effect. The American Bar Association and the majority of the law school graduates (i.e., those who passed the Bar and have been practicing law in one form or another) for the last 30 years have a lot to do with this situation. They have stimied innovation and have protected their turf — at the increasing expense of the American people. 

Online learning has been going on since the late 1990’s, yet the ABA STILL doesn’t let law schools have 100% online-based learning without their special consent. 


Artists say AI image generators are copying their style to make thousands of new images — and it’s completely out of their control — from businessinsider.com by Beatrice Nolan

Excerpt:

  • OpenAI, a company founded by Elon Musk, just made its DALL-E image generator open to the public.
  • Artists say they work for years on their portfolios and people can now make copycat images in seconds.
  • But some AI companies argue that the new artworks are unique and can be copyrighted.

People are creating thousands of artworks that look like his using programs called AI-image generators, which use artificial intelligence to create original artwork in minutes or even seconds after a user types in a few words as directions.

Rutkowski’s name has been used to generate around 93,000 AI images on one image generator, Stable Diffusion — making him a far more popular search term than Picasso, Leonardo Da Vinci, and Vincent van Gogh in the program.

 

2022 EDUCAUSE Horizon Action Plan: Hybrid Learning — from library.educause.edu

Excerpts:

Building on the trends, technologies, and practices described in the 2022 Horizon Report: Teaching and Learning Edition, the panel crafted its vision of the future along with practical action items the teaching and learning community can employ to make this future a reality. Any stakeholder in higher education who teaches in or supports hybrid learning modalities will find this report helpful in preparing for the future of hybrid learning. The future we want is within reach, but only if we work together.

Asked to describe the goals and elements of hybrid learning that they would like to see 10 years from now, panelists collaboratively constructed their preferred future for institutions, students, instructors, and staff.

Institutions

  • Higher education is available on demand.
  • Learning is not measured by seat time.
  • Collaboration across institutions facilitates advancement.
  • College and university campuses are not the sole locations for learning spaces.

Students, Instructors, and Staff

  • Everything is hybrid.
  • Student equity is centered in all modalities.
  • Professional development is ongoing, integrated, and valued.
 

Infographic -- 21st-Century Skills That Every Learner Needs

From DSC:
The Ultimate List of 21-Century Skills – 2022 that’s on that page lists fifty skills. Whew! That’s a lot of skills. I doubt anyone will have them all. But the posting/infographic has a lot of fodder for further reflection and growth.

 

Communicating the Value of Foresight — from futurist.com by Nikolas Badminton

Excerpt:

After seven years each company’s maturity was measured and it was the vigilant companies – the ones that integrated foresight with their strategic practices – that were ‘33 per cent more profitable than companies on average. In addition, these vigilant companies have achieved a 200 per cent higher growth rate than the average company.’

 

Megatrends | September 25, 2022 — by Michael Moe, Tim Juang, Owen Ritz, & Kit Royce

“The trend is your friend.” – Martin Zweig

“Follow the trend lines, not the headlines.” – Bill Clinton

“In order to be irreplaceable, one must always be different.” – Coco Chanel

“I don’t set the trends. I just find out what they are and exploit them.” – Dick Clark

Megatrends are powerful technological, economic, and social forces that develop from a groundswell (early adoption), move into the mainstream (mass market), and disrupt the status quo (mature market), driving change, productivity, and ultimately growth opportunities for companies, industries, and entire economies.


.

The metaverse is not a vertical trend; it’s a horizontal trend that will impact sectors ranging from healthcare, education, socialization, entertainment, commerce, and more.

 

The future of learning: Co-creating skills development strategies with employee preferences — from chieflearningofficer.com by Stacey Young Rivers
The limitations of developing just-in-time learning strategies perpetuate a paradigm where learning and development can appear ineffective for teams that have to move quickly and fail fast.

Excerpt:

I believe the future of learning will be a system where employees and learning teams co-create experiences. No longer will skills development programs be created in silos for employees to consume. Gone will be the days of conducting exhaustive needs analysis that can add layers of complexity for program delivery.

The limitations of developing just-in-time learning strategies perpetuate a paradigm where learning and development can appear ineffective for teams that have to move quickly and fail fast. Thinking about how to overcome these challenges conjures a solution similar to a metaverse, a persistent virtual world that is always open. One value proposition of a metaverse is that everyone can create their own adventure in an ecosystem supporting curiosity and experimentation, two areas undergirding skills development.

With this lens, understanding employee preferences for learning is the beginning of co-creating experiences, and one approach for how L&D leaders can begin to structure skills development programs. While conducting a study to engage employees in training, we uncovered new insights into where corporate L&D is headed in the future.

Also relevant here, see:

Workplace Learning: Still a Mess — from eliterate.us by Michael Feldstein

Excerpt:

There’s a mantra these days that higher education needs to get better at listening to industry so they can better prepare students for work. And while there is definitely some truth to that, it assumes that “industry” knows what it needs its workers to know. Former HP CEO Lew Platt once famously said, “If only Hewlett Packard knew what Hewlett Packard knows, we’d be three times more productive.”

In other words, a lot of vital know-how is locked up in pockets within the organization. It doesn’t reach either the training folks or the HR folks. So how are either universities or EdTech professional development companies supposed to serve an invisible need?

It’s not that they don’t know how to learn or they don’t like to learn online. It’s because their experience tells them that their valuable time spent “learning” might not equate to actual skills development.


Addendum on 8/15/22:


 

The Future of Futures —  from maried.substack.com by Marie Dollé; with thanks to Robert Ferraro this resource
Anticipating tomorrow, demystifying the hype, making the ambient chaos a little more intelligible… Faced with a world in crisis, the futures industry is experiencing a ‘big bang’!

Excerpt:

As Matt Klein, trend lead at Reddit and author of the Zine newsletter, very wisely explains, “Overwhelmed with data and headlines, we have more opportunities to connect the dots and identify trends. But without a framework or ability to actually differentiate worthy signal versus noise, we become conspirators cooking up meaningless and ephemeral things (…) It’s not enough to just paint a picture of the zeitgeist. Analysts, consultants and service providers need to help their clients decode a trend’s drivers, opportunities and threats, and then strategize.” A view shared by David Mattin: according to the trend expert and former Trendwatching consulting director, the pandemic has accelerated the growing awareness within many organizations of the need for some form of structured thinking around the future. “There is a necessary shift away from tactical trends and toward strategic thinking and transformation of organizations and systems. There is also a need for new and more rigorous ways to combine quantitative and qualitative data with future thinking,” he says.

 

I think we’ve run out of time to effectively practice law in the United States of America [Christian]


From DSC:
Given:

  • the accelerating pace of change that’s been occurring over the last decade or more
  • the current setup of the legal field within the U.S. — and who can practice law
  • the number of emerging technologies now on the landscapes out there

…I think we’ve run out of time to effectively practice law in the U.S. — at least in terms of dealing with emerging technologies. Consider the following items/reflections.


Inside one of the nation’s few hybrid J.D. programs — from highereddive.com by Natalie Schwartz
Shannon Gardner, Syracuse law school’s associate dean for online education, talks about the program’s inaugural graduates and how it has evolved.

Excerpt (emphasis DSC):

In May, Syracuse University’s law school graduated its first class of students earning a Juris Doctor degree through a hybrid program, called JDinteractive, or JDi. The 45 class members were part of almost 200 Syracuse students who received a J.D. this year, according to a university announcement.

The private nonprofit, located in upstate New York, won approval from the American Bar Association in 2018 to offer the three-year hybrid program.

The ABA strictly limits distance education, requiring a waiver for colleges that wish to offer more than one-third of their credits online. To date, the ABA has only approved distance education J.D. programs at about a dozen schools, including Syracuse.

Many folks realize this is the future of legal education — not that it will replace traditional programs. It is one route to pursue a legal education that is here to stay. I did not see it as pressure, and I think, by all accounts, we have definitely proven that it is and can be a success.

Shannon Gardner, associate dean for online education  


From DSC:
It was March 2018. I just started working as a Director of Instructional Services at a law school. I had been involved with online-based learning since 2001.

I was absolutely shocked at how far behind law schools were in terms of offering 100% online-based programs. I was dismayed to find out that 20+ years after such undergraduate programs were made available — and whose effectiveness had been proven time and again — that there were no 100%-online based Juris Doctor (JD) programs in the U.S. (The JD degree is what you have to have to practice law in the U.S. Some folks go on to take further courses after obtaining that degree — that’s when Masters of Law programs like LLM programs kick in.)

Why was this I asked? Much of the answer lies with the extremely tight control that is exercised by the American Bar Association (ABA). They essentially lay down the rules for how much of a law student’s training can be online (normally not more than a third of one’s credit hours, by the way).

Did I say it’s 2022? And let me say the name of that organization again — the American Bar Association (ABA).

Graphic by Daniel S. Christian

Not to scare you (too much), but this is the organization that is supposed to be in charge of developing lawyers who are already having to deal with issues and legal concerns arising from the following technologies:

  • Artificial Intelligence (AI) — Machine Learning (ML), Natural Language Processing (NLP), algorithms, bots, and the like
  • The Internet of Things (IoT) and/or the Internet of Everything (IoE)
  • Extended Reality (XR) — Augmented Reality (AR), Mixed Reality (MR), Virtual Reality (VR)
  • Holographic communications
  • Big data
  • High-end robotics
  • The Metaverse
  • Cryptocurrencies
  • NFTs
  • Web3
  • Blockchain
  • …and the like

I don’t think there’s enough time for the ABA — and then law schools — to reinvent themselves. We no longer have that luxury. (And most existing/practicing lawyers don’t have the time to get up the steep learning curves involved here — in addition to their current responsibilities.)

The other option is to use teams of specialists, That’s our best hope. If the use of what’s called nonlawyers* doesn’t increase greatly, the U.S. has little hope of dealing with legal matters that are already arising from such emerging technologies. 

So let’s hope the legal field catches up with the pace of change that’s been accelerating for years now. If not, we’re in trouble.

* Nonlawyers — not a very complimentary term…
I hope they come up with something else.
Some use the term Paralegals.
I’m sure there are other terms as well. 


From DSC:
There is hope though. As Gabe Teninbaum just posted the resource below (out on Twitter). I just think the lack of responsiveness from the ABA has caught up with us. We’ve run out of time for doing “business as usual.”

Law students want more distance education classes, according to ABA findings — from abajournal.com by Stephanie Francis Ward

Excerpt:

A recent survey of 1,394 students in their third year of law school found that 68.65% wanted the ability to earn more distance education credits than what their schools offered.


 

So while we may be a few years from plugging into the Matrix, what is becoming clear is that to survive and thrive in the coming decades, colleges and universities will need to focus on creating an online experience as compelling as their on-campus experience.

Ryan Lufkin

 

The state of teaching and learning in K12 — from Instructure

What began as an unplanned shift to remote learning two years ago has grown into a movement—a transformation, really—that has given way to a more measured approach to intentionally designed digital learning. The adoption of new educational technologies and instructional strategies has evolved teaching and learning as we know it at an unprecedented pace.

The state of teaching and learning in K12

TOC for the state of teaching and learning in K12

 

The Future of Education | By Futurist Gerd Leonhard | A Video for EduCanada — from futuristgerd.com

Per Gerd:

Recently, I was invited by the Embassy of Canada in Switzerland to create this special presentation and promotional video discussing the Future of Education and to explore how Canada might be leading the way. Here are some of the key points I spoke about in the video. Watch the whole thing here: the Future of Education.

 

…because by 2030, I believe, the traditional way of learning — just in case — you know storing, downloading information will be replaced by learning just in time, on-demand, learning to learn, unlearning, relearning, and the importance of being the right person. Character skills, personality skills, traits, they may very well rival the value of having the right degree.

If you learn like a robot…you’ll never have a job to begin with.

Gerd Leonhard


Also relevant/see:

The Next 10 Years: Rethinking Work and Revolutionising Education (Gerd Leonhard’s keynote in Riga) — from futuristgerd.com


 
© 2022 | Daniel Christian