The 4 Common Characteristics of Personalized Learning — from thejournal.com by Leila Meyer
iNACOL offers ideas for implementing personalized learning in K-12 schools with the support of families and the community.

Excerpt:

According to the report, there are many different approaches to personalized learning, but most of them share these common characteristics:

  • Student ownership of their learning process;
  • Focus on the learning process rather than “big end-of-year tests”;
  • Competency or mastery-based student progression; and
  • Anytime, anywhere learning.

 

See also:

 

 

From DSC:
In the spirit of pulse-checking the landscapes…those of us working in higher education, take heed.  These are your future students.  What expectations from students might you encounter in the (not-too-distant) future?  What are the ramifications for which pedagogies you decide to use?

Further out, for those of you working in the corporate learning & development world or in corporate training/universities, your time may be further out here…but you need to take heed as well.  These are your future employees.  They will come into your organizations with their expectations for how they prefer to learn and grow. Will you meet them where they are at?

We operate in a continuum…we’d be wise to pulse-check what’s happening in the earlier phases of this continuum.

 

 

Two things happened today that got me to reflect on the word resilience:

  1. An all-campus conference with faculty and staff, whereby one of the breakout sessions was about supporting emotional resilience in our students. It was led by the head of the campus’ counseling center. She gave some data on the increased use of the counseling center over the last 4 years. Evidently, this isn’t just happening at our campus, but all over the country.
    .
  2. Then I ran into the article below; some excerpts are listed below as well.

When I’m teaching a First Year Seminar course this fall, one of the topics deals with resilience. When I’m addressing it, I want to focus on the parts highlighted in green below, and stay clear of the caution noted in red below.

An additional thought on this is that today’s students are dealing with the high prices of obtaining a college degree. This means that many of them have to work to get through school. Otherwise, many of these students will come out of school with enormous debts — debts that don’t go away until they are paid up. I’m not saying that by them working the students can pay all of their expenses — that’s becoming highly unlikely these days. But it can reduce the amounts of their debts.  These debts affects when students get married, when they can buy a home, when and how much they can save for retirement, and more. So the stresses are very realand different from many of us from a different generation. We can’t just say they need to be more resilient as an entire generation.

No, the job for us working within higher ed needs to be to bring the price of obtaining a degree down. Not just “no more increases.”  No. Bring the costs down! 

We can’t expect to have an arms race in the facilities that we offer as well as in our sports programs (and though I was an athlete in college I still say this) and expect costs to go down. Technology looks to me to be our best chance of bringing costs down, while maintaining quality. I don’t have the time to expand on that perspective now, but the greater use of online learning as well as the increased use of emerging technologies that can deliver more personalized learning should help.

 

 

Struggling students are not ‘lacking resilience’ – they need more support — from theguardian.com by Gabbi Binnie

Some excerpts:

Students often see the word as a synonym for strength, and therefore feel that lacking resilience is a sign of weakness. A professor could be saying “be more resilient” and mean that a student shouldn’t take critical comments on their work personally. But what a student hears is something like, you aren’t strong enough, or you need to man-up, or you lack backbone.

Times have changed
Problems are often discussed with an “it was different back in my day” attitude. So if students are accessing university counselling services more, it’s because the entire student population is losing its resilience. If disability services are overstretched, the same reason is given. And when tutors are asked to provide pastoral support – historically always a part of the personal tutor role – they feel it’s because these “modern students” need extra help.

Students might be asking for help earlier and for problems that they once might have kept to themselves. But to dismiss an entire generation isn’t fair.

Students are coping with all sorts of factors that make their lives a challenge: the worry about tuition fee debt, an intensely competitive graduate jobs market and the pressure of social media. By recognising this, university staff can start to support their students to become more resilient.

Resilience is a great concept. Learning not to be discouraged by past failings and recognising shortcomings is an extremely useful skill. Students need to be equipped to spring back from tough situations, or times when they didn’t achieve perfection – this is vitally important in universities.

As support staff we need to enable students to learn the skills of resilience. We need to standardise what we mean by it. And we should never use the term when discussing mental health.

 

 

 

Love this VR of a classroom lesson – 7 uses that really takes you there — from donaldclarkplanb.blogspot.com by Donald Clark

Excerpt:

I received a fascinating link via Twitter from Chris Edwards, a Deputy Head in Surrey, who was interested in views on his experiment with a 360 camera and VR. In the 360 degree video, Mike Kent, a Geography teacher, delivers a great lesson and you can look round the entire room as students and teacher move around, get things done, interact with the teacher and go through a Q&A session. It is fascinating. They’re using this approach for lesson observations allowing the teacher, or their colleagues, to watch it back in full Virtual Reality. This gives the teacher a view of themselves, from the student’s point of view, as well as observe ‘everything’ that happens in the classroom. It made me think of different possibilities…..

 

Good lessons by great teachers must surely be worth viewing by novice teachers. The rich set of processes, actions, behaviours, body language and interactions that go into a great lesson are complex, wonderfully captured in this example and could be done on any subject. A bank of such lessons would be far more useful than dry lesson plans.

 

From DSC:
Donald covers a range of ideas including using these 360 degree cameras and VR in regards to addressing:

  1. Exemplar lessons
  2. Teacher training in school
  3. Behaviour training
  4. Students
  5. Parents
  6. Class layout
  7. Research

 

Also see:
(You can turn around/view the entire room and somewhat move about the space by zooming in and out):

bubl-in-classroom-july2016

 

Also see:

bubl-july2016

 

 

 

Some relatively recent additions to the education landscape include:


 

GoogleUdacity-CodingJuly2016

 

 

treehouse-2016

 

 

Teachable-June2016

 

 

FutureLeague-2016

 

 

StackSocial-July2016

 

 

Skillshare-July2016

 

 

CenterCentre-June2016

 

 

IBMCourseraGitHub-Courses-June2016

 

 

AmazonVideoDirect-June2016

 

 

Also see:

 

MillennialsPursuingOtherOptions-Selingo-May2016

 

 

Taking competency-based credentials seriously in the workforce — from campustechnology.com by John K. Waters
Companies like AT&T and Google are expanding their partnerships with online education providers, creating new educational pathways to real jobs.

Excerpt:

But in the Age of the Internet, for-profit online education providers such as Udacity and Coursera have tweaked that model by collaborating with companies to develop programs tailored to their specific needs.

Together the two companies created the Front-End Web Developer Nanodegree program, Udacity’s first branded microcredential. (“Nanodegree” is trademarked.)

“We worked with Udacity to develop curriculum based on tangible hiring and training needs,” said John Palmer, senior vice president and chief learning officer at AT&T, in an e-mail. “Our teams collaborated on determining what skills we needed now to address the needs of our business, but also what skills would be needed five to 10 years from now — not just at AT&T, but at other tech companies.”

 

 

uCertify

uCertify-june2016

 

 

Also related:

  • Students and higher ed leaders put their faith in online classes [#Infographic] — from edtechmagazine.com by Meg Conlan
    As a growing number of students enroll in nontraditional college classes, the value of online education becomes more clear.
    Excerpt:
    As cost-effective alternatives to traditional college classes, online learning programs continue to gain steam in higher ed.
    According to statistics gathered for an Online Learning Consortium infographic, 5.8 million students are now enrolled in online courses, and the majority put tremendous stock in the quality of their education: 90 percent of students say their online learning experiences are the same or better than in-classroom options.College and university leadership agrees: The infographic states that 71 percent of academic leaders say learning outcomes for online courses are the same or better than that of face-to-face classes.

 

OnlineLearningAlternativesGrowing-June2016

 

 

 


Related postings:


Acquisitions, mergers and reinvention (not closures) will characterize higher ed’s future — from evolllution.com; an interview with Kenneth Hartman | Past President of Drexel University Online, Drexel University

Excerpts:

We’re going to see a lot of different alternative options popping up at alternative prices with alternative delivery mechanisms offering alternative credentials in the future. I don’t think a lot of institutions will be shutting down. There will be some that close, but it’s more likely that their assets will be acquired by other, stronger institutions.

These types of programs are popping up all over the country and I think the market forces tell a story. Colleges that are able to be adaptable and flexible will be the leaders in this new higher education marketplace. Adaptability, vision and flexibility are going to be critical for schools that are not heavily-endowed. If they do not have the will to do that then I think unfortunately Christensen’s prediction will probably come true. However, I’m optimistic that when the pain gets high enough, trustees of these institutions will demand that their senior leadership provide them with the way to prevent closure.

 

What a Microsoft-owned LinkedIn means for education — from campustechnology.com by Dian Schaffhauser

Excerpt:

Ironically, he suggested, higher ed is also the most vulnerable target of LinkedIn as it continues to work on development of a competency marketplace that could one day replace four-year degrees as the baseline requirement for employment.

The vision of this competency marketplace is that employers can identify candidates who are close matches for positions based on the competencies their jobs require. Likewise, job candidates can get information from LinkedIn about what competencies a given position requires and pursue that through some form of training, whether through a class at a local college, a bootcamp, online learning or some other form of instruction.

“The signal for universities that the world is about to change is when employers begin to drop degree requirements from job descriptions,” said Craig. And by the way, he added, that’s already happening at recognizable companies such as Google, Penguin Random House, EY and PwC, which have either eliminated that requirement from entry-level job descriptions or begun masking a candidate’s degree status from hiring managers because they “think the degrees are actually false or poor or misleading signals of ultimate job performance.”

Not only does LinkedIn have by far the largest collection of candidate profiles, but it has become the leading platform for distributing microcredentials, said Craig.

 

“You can identify education and training opportunities to remediate gaps between where you are and what the job description says you need to have to qualify. So all the pieces are there,” he said. “Currently, it’s still early, but you can see where this is going. We think that is the story of the next decade in higher education.”

 

 

12 promising non-traditional college pathways to attainment — from eddesignlab.org

Excerpt:

We hear a lot about reinventing college and how we might better design the journey from school to work. Some students want faster or more experiential pathways to prosperity, re-entry points after stop-outs or opportunities for lifelong learning. “Non-traditional pathways” is a phrase you’ll hear a lot if you hang around policy and design folks who are thinking about broadening “attainment of degrees” to include meaningful credentials that lead to career readiness. This broader college success definition is not a cop out—it’s a recognition that technology, access to micro-credentials, and access to modular learning generally are blurring the lines between vocational training, liberal arts exploration, and 21st century skill building because, increasingly, students are in a position to order all these off the menu.

Lumina Foundation strategists Holly Zanville and Amber Garrison Duncan are in the thick of these designs, and the Lab caught up with them recently to help us build a list of the most promising ways that institutions, students, and third parties are piecing together non-traditional paths to meaningful credentials. Here’s a take on our “Top 12,” but we welcome your tweaks, additions, and favorite examples.

 

Top-ranked coding bootcamp, Fullstack Academy, launches first alumni startup investment fund — from prnewswire.com
Will provide seed funding for its graduates to launch their own startups

Excerpt:

NEW YORK, June 15, 2016 /PRNewswire/ — Fullstack Academy, the Y Combinator-backed top coding bootcamp in the U.S.,  today announced  Fullstack Fund, a new initiative to invest in promising startups created by its graduates.  “Students who complete our software engineering program go on to work for great companies like Google and Amazon, but some have opted for the entrepreneurial startup environment,” said David Yang, CEO and co-founder of Fullstack Academy. “So we asked ourselves — how can we better support alumni with a strong entrepreneurial slant? The Fullstack Fund  will empower some of the amazing teams and products that are coming out of our school.”

 

 

 


 

Addendum on 6/27/16:

 


 

Addendum on 6/30/16:

 

Noodle-June2016

 

Uncollege-June2016

 

CodingDojo-June2016

 

And a somewhat related posting:

More than 90% of institutions offer alternative credentials — from campustechnology.com by Sri Ravipati
The same study to report this statistic also found that millennial students prefer badging and certificates to traditional degrees.

Excerpt:

Millennial students seem to prefer badging and certificate programs to traditional bachelor’s degrees, according to a new study from University Professional and Continuing Education Association (UPCEA), Pennsylvania State University and Pearson that explored the role that alternative credentials play in higher education.

Demographic Shifts in Educational Demand and the Rise of Alternative Credentials” includes responses from 190 institutions, including community colleges (11 percent), baccalaureate colleges (12 percent), master’s colleges or universities (27 percent) and doctorate-granting universities (50 percent). Of the 190 institutions surveyed, 61 percent were public entities. Across the board, research revealed that programs offering alternative credentialing have become widespread in higher education, with 94 percent of the institutions reporting they offer alternative credentials. Alternative credentials can take the form of digital badges, certificates and micro-credentials.

 

 

 


 

Addendum on 7/11/16:

A model for higher education where all learning counts — from marketplace.org by Amy Scott

Excerpt:

Imagine it’s 2026, and you’re one of a billion people using a new digital platform called the Ledger.

So begins a new video from the Institute for the Future and ACT Foundation, envisioning a future system that would reward any kind of learning – from taking a course, to reading a book, to completing a project at work.

“Your Ledger account tracks everything you’ve ever learned in units called Edublocks,” the video’s narrator explains. “Each Edublock represents one hour of learning in a particular subject. Anyone can grant Edublocks to anyone else.”

The Ledger would use the same technology that powers bitcoin, the virtual currency, to create a verifiable record of every learning transaction, said Jane McGonigal, director of game research and development at the Institute for the Future, a think tank in Palo Alto, California.

 

Apps to explore over summer break — from edtechafterdark.com by Zac Leonard

 

 

50tools-recipes-OLC2015

 

With thanks to Campus Technology, who mentioned this list in their June 2016 edition

 

 

 

20+ tools to create your own infographics — from hongkiat.com

Excerpt:

While not everyone can make infographics from scratch, there are tools available on the Web that will help you create your very own infographics. In this article, we’re listing more than 20 such options to help you get your messages across to your readers, visually.

 

 

Apple working on Echo-like device: report — from usatoday.com by Marco della Cava

Excerpt:

SAN FRANCISCO — Apple is planning to make Siri smarter by linking it to the vast menu of iOS apps and eventually will deploy the digital assistant on a standalone device similar to Amazon’s best-selling Echo, according to a published report.

The news, reported Tuesday by tech media site The Information, answers an oft-asked question about why the iPhone-maker seems to be sitting on the sidelines as a growing number of companies, from Google to Siri-offshoot Viv, make big announcements about the coming age of voice-activated machine learning.

 

“People-to-people conversations, people-to-digital assistants, people-to-bots and even digital assistants-to-bots,” Nadella said. “That’s the world you’re going to get to see in the years to come.”

 

 

2 great tools for creating beautiful newsletters — from educatorstechnology.com

Excerpt:

Newsletters are great communicative tools which you can use with your students for a variety of educational purposes.  There are now several web tools which makes the process of newsletter making  a simple matter of choosing a template, filling in content, adjusting elements and sharing the finished product. Below are two very good examples of web tools we recommend for teachers keen on designing educational newsletters for their classes.

 

 

 

Amazon Alexa now has over 1,000 Skills, up from 135 in January — from techcrunch.com by Sarah Perez

 

 

 

Microsoft launches a project management app called Planner — from theverge.com by Nick Statt
To compete with Trello and Asana

Excerpt:

Microsoft wants to help businesses and small teams collaborate and track work with a new app called Planner. Released [on 6/6/16] for free as part of the Office 365 suite, Planner is a project management service similar to products like Asana and Trello. Microsoft isn’t doing anything particularly groundbreaking here. It uses the established concept of a digital whiteboard plastered with note cards, which you can use to track projects, communicate progress, and attach files. It also integrates with other Microsoft products like OneNote and Outlook.

 

 

This app builder is letting students turn their ideas into apps for free — from techcrunch.com by Fitz Tepper

 

 

 

Best apps for parent engagement — from by Theresa Stager

Excerpt:

Parent engagement is one of the most important pieces to an administrator’s job, and there are so many ways to do it. In many conversations I have with other school administrators, one of the most common questions that arise is, “What do you use that works?” There are multiple apps and services that allow for communication between school and parent. At St. Mary Catholic School in Rockwood, Michigan, we utilize the apps listed below and our parents are so thankful to have the insight into our building and our classrooms.

 

 

Somewhat related:

Excerpt:
It’s a new world: the digital and tangible are merging, and educators need to help students navigate the changing terrain. The solution? Let them be Makers. I’ve been involved in digital learning and education technology for more than 30 years, and the burgeoning attempt to merge the digital and physical worlds has been one of the most interesting aspects of the evolution of EdTech to date. Managing that change in a Making context that encompasses digital tools, hands-on construction, creation and interaction allows students to learn and create new knowledge experientially. It gives them the ability to conceptualize new ideas and invent solutions for unexpected problems. It’s no longer enough—if it ever was—for teachers to lecture to a row of desks; today’s teacher must be more of a coach. The task now is to help students understand what they need to know, strategize about what they need to do next and engage in critical problem-solving—all while helping them understand how information in the arts, sciences and mathematics fit together.

 

 

 

 

understood.org


 
 

Understood-April2016

 

From DSC:
I’d like to thank Jenny Zeeff for the reminder on this resource. Though I’ve posted this item before, Jenny reminded me of this set of resources that might be very useful to someone else out there as well.

 

 

 

The tide is turning: High school is coming back — from reallearningct.com by Ann Cronin; with thanks to Mr. Rob Bobeldyk, Assistant Director Teaching & Learning, Calvin Information Technology, for this resource

Excerpt:

The report points out that the college application process itself sends the message to young people that their individual success, rather than concern for others and the common good, is paramount. The report calls for specific changes that will improve the emotional and psychological health of adolescents, increase opportunities for a broader range of students, and contribute to shaping a national culture different from the one we now have. The new application will redefine the roles of AP courses, extracurricular activities, standardized tests, and community service in admission decisions.

Turning the Tide doesn’t use the term “party” but endorses that concept. The new application process will state clearly that “a large number of AP or IB courses per year are often not as valuable as sustained achievement in a limited number of areas”. The report recommends that the college application process identify students who are passionate about an area of study, students who find intellectual engagement in that area, not the ones who “game the system” with a long list of AP courses.

According to Turning the Tide, students similarly try to “game the system” with a long list of extra-curricular activities. Admissions officers are dismissive of the “brag lists” of a large number of activities in which they suspect students may have minimal commitment and surface involvement.

Thank you, Harvard. Thank you, Yale. Thank you, University of North Carolina. Thank you, M.I.T.. Thank you, Holy Cross. Thank you, Connecticut College. Thank you, Trinity. Thanks to all the other 44 colleges and universities who have endorsed these changes in the college application process.

 

Per Mark Cappel, Senior Editor at MoneyGeek.com (emphasis DSC):

MoneyGeek.com has spent the last few months expanding our site to produce comprehensive financial planning resources for people with disabilities for all stages of life. Our guides are helpful for families and students with disabilities searching for financial aid and scholarship options, parents and persons with disabilities planning financially for home modifications, and more.

See:

 

students-disabilities-feb2016

 

Equipped for EQUIP? Here’s a primer — from edsurge.com by Bart Epstein and Ben Wallerstein (on 11/9/15)

Excerpt:

On October 15th, the Department of Education launched a new Experimental Site called Educational Quality through Innovative Partnerships (EQUIP), which creates a pathway to federal aid for unaccredited education providers–including the fast-growing bootcamp sector. Here’s what you need to know.

The US Department of Education’s Experimental Sites Initiative (ESI) is a policymaker’s dream. The authority granted though the ESI allows the Secretary of Education to waive certain rules governing federal financial aid to experiment with new models and test their impact. The goal: improve access for low-income students, and increase the return on our $130 billion annual investment in student aid.

As a policy “lab,” Experimental Sites have allowed the Department of Education to provide Title IV access for self-paced and competency-based programs, decouple aid from the credit hour, and fund students who demonstrate prior learning through assessments.

 

From DSC:
As higher ed (as an industry) doesn’t seem to be able to decrease the costs of obtaining a degree, alternatives continue to crop up.

If…

  • The prices don’t start coming down from institutions of traditional higher education
  • Alternatives continue to crop up and gather steam
  • The U.S. Federal Government gets behind such alternatives

…then higher ed (again, as an industry) can only blame itself for not responding more significantly than we did.

We need to respond. We need to address this growing wave of unrest regarding higher ed. We need more innovation. We need lower prices. Towards that end, that’s why I’ve been saying that we need more TrimTab Groups to find ways to maintain quality, but reduce the price.

 

TheTrimtabInHigherEducation-DanielChristian

 

 

From DSC:
If you can clear up just short of an hour of your time, this piece from PBS entitled, “School Sleuth: The Case of the Wired Classroom” is very well done and worth your time.  It’s creative and objective; it offers us some solid research, some stories, and some examples of the positives and negatives of technology in the classroom. It weaves different modes of learning into the discussion — including blended learning, online learning, personalized learning and more. Though it aired back in October of 2015, I just found out about it.

Check it out if you can!

 

SchoolSleuth-WiredClassroom-Oct2015

 

 

 

Also see:

  • Schools push personalized learning to new heights — from edweek.org
    Excerpt:
    For most schools, reaching the next level of digitally driven, personalized learning is far from reality. Still, some schools are extending their digital reach in significant and sometimes groundbreaking ways, as the stories in this special report illustrate. They are making moves to integrate a variety of technologies to track how students learn and to use the resulting data to expand the use of hands-on, project-based learning. The goal is to build never-ending feedback loops that ultimately inform the development of curriculum and assessment. Plus, big data and analytics are gradually making their marks in K-12 education. This special report outlines the progress schools are making to use digital tools to personalize learning, but also raises the question: Are they reaching far enough?
    .
  • A Pedagogical Model for the use of iPads for Learning — from higheru.org

 

pedagogicalmodeliPads-dec2015

 

 

 

 
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