professional development

International Legal Tech Conference Breaks Attendance Record [Skolnik]

On 08/23/2019, in 21st century, Blockchain, innovation, law schools, legal technologies, legislatures / government / legal, platforms, professional development, society, tools, by Daniel Christian

International Legal Tech Conference Breaks Attendance Record — from biglawbusiness.com by Sam Skolnik

Excerpt (emphasis DSC):

Law firms are cashing in on blockchain through the growth of practice groups that represent blockchain developers and users. Attorneys are also are considering growing their use of “smart contracts,” which are blockchain based.

In addition to seeking continued growth in its membership and conferences, ILTA in the coming year will be focusing on diversity and inclusion within the legal tech sector, said Rush.

Legal tech investments have skyrocketed from $233 million two years ago to $1.7 billion in 2018, according to figures from the Legal Tech Sector Landscape Report by Tracxn Technologies.

Reflections on “Clay Shirky on Mega-Universities and Scale” [Christian]

On 07/06/2019, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, Amazon, Apple, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, Blockchain, business, business side of he, career development, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, Cost of legal services - including access, dangers of the status quo, Daniel S. Christian, data related items, digital learning, disruption, education, education technology, elearning, emerging technologies, Facebook / Meta Platforms, formal learning, future, future of higher education, game-changing environment, generational differences, global / globalization, Google, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, intelligent systems, intelligent tutoring, internet, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, microlearning, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, open courseware and systems, pace of change, personalized/customized learning, platforms, professional development, reinvent, smart/connected TV, social learning / networks, society, staying relevant, student-related, surviving, technologies for your home, telecommunications, tools, training / L&D, trends, UK, United States, universities, user experience (UX), using teams, vendors, web-based collaboration, by Daniel Christian

Clay Shirky on Mega-Universities and Scale — from philonedtech.com by Clay Shirky
[This was a guest post by Clay Shirky that grew out of a conversation that Clay and Phil had about IPEDS enrollment data. Most of the graphs are provided by Phil.]

Excerpts:

Were half a dozen institutions to dominate the online learning landscape with no end to their expansion, or shift what Americans seek in a college degree, that would indeed be one of the greatest transformations in the history of American higher education. The available data, however, casts doubt on that idea.

Though much of the conversation around mega-universities is speculative, we already know what a mega-university actually looks like, one much larger than any university today. It looks like the University of Phoenix, or rather it looked like Phoenix at the beginning of this decade, when it had 470,000 students, the majority of whom took some or all of their classes online. Phoenix back then was six times the size of the next-largest school, Kaplan, with 78,000 students, and nearly five times the size of any university operating today.

From that high-water mark, Phoenix has lost an average of 40,000 students every year of this decade.

From DSC:
First of all, I greatly appreciate both Clay’s and Phil’s thought leadership and their respective contributions to education and learning through the years. I value their perspectives and their work. Clay and Phil offer up a great article here — one worth your time to read.

The article made me reflect on what I’ve been building upon and tracking for the last decade — a next generation ***PLATFORM*** that I believe will represent a powerful piece of a global learning ecosystem. I call this vision, “Learning from the Living [Class] Room.” Though the artificial intelligence-backed platform that I’m envisioning doesn’t yet fully exist — this new era and type of learning-based platform ARE coming. The emerging signs, technologies, trends — and “fingerprints”of it, if you will — are beginning to develop all over the place.

Such a platform will:

Be aimed at the lifelong learner.
Offer up major opportunities to stay relevant and up-to-date with one’s skills.
Offer access to the program offerings from many organizations — including the mega-universities, but also, from many other organizations that are not nearly as large as the mega-universities.
Be reliant upon human teachers, professors, trainers, subject matter experts, but will be backed up by powerful AI-based technologies/tools. For example, AI-based tools will pulse-check the open job descriptions and the needs of business and present the top ___ areas to go into (how long those areas/jobs last is anyone’s guess, given the exponential pace of technological change).

…

Below are some quotes that I want to comment on:

Not nothing, but not the kind of environment that will produce an educational Amazon either, especially since the top 30 actually shrank by 0.2% a year.

Instead of an “Amazon vs. the rest” dynamic, online education is turning into something much more widely adopted, where the biggest schools are simply the upper end of a continuum, not so different from their competitors, and not worth treating as members of a separate category.

Since the founding of William and Mary, the country’s second college, higher education in the U.S. hasn’t been a winner-take-all market, and it isn’t one today. We are not entering a world where the largest university operates at outsized scale, we’re leaving that world;

From DSC:
I don’t see us leaving that world at all…but that’s not my main reflection here. Instead, I’m not focusing on how large the mega-universities will become. When I speak of a forthcoming Walmart of Education or Amazon of Education, what I have in mind is a platform…not one particular organization.

Consider that the vast majority of Amazon’s revenues come from products that other organizations produce. They are a platform, if you will. And in the world of platforms (i.e., software), it IS a winner take all market.

Bill Gates reflects on this as well in this recent article from The Verge:

“In the software world, particularly for platforms, these are winner-take-all markets.

So it’s all about a forthcoming platform — or platforms. (It could be more than one platform. Consider Apple. Consider Microsoft. Consider Google. Consider Facebook.)

But then the question becomes…would a large amount of universities (and other types of organizations) be willing to offer up their courses on a platform? Well, consider what’s ALREADY happening with FutureLearn:

Finally…one more excerpt from Clay’s article:

Eventually the new ideas lose their power to shock, and end up being widely copied. Institutional transformation starts as heresy and ends as a section in the faculty handbook.

From DSC:
This is a great point. Reminds me of this tweet from Fred Steube (and I added a piece about Western Telegraph):

Why would anyone need a telephone when we already have the telegraph? [Western Telegraph] https://t.co/s6Rm67NAB0

— Daniel Christian (@dchristian5) May 23, 2019

Some things to reflect upon…for sure.

Microsoft’s new AI wants to help you crush your next presentation [Leary]

On 06/27/2019, in A/V -- audio/visual, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, assistive technologies, communications, digital audio, education technology, Microsoft, Natural Language Processing (NLP), personalized/customized learning, platforms, presentations, productivity / tips and tricks, professional development, tools, voice recognition / voice enabled interfaces, by Daniel Christian

Microsoft’s new AI wants to help you crush your next presentation — from pcmag.com by Jake Leary
PowerPoint is receiving a slew of updates, including one that aims to help you improve your public speaking.

Excerpt:

Microsoft [on 6/18/19] announced several PowerPoint upgrades, the most notable of which is an artificial intelligence tool that aims to help you overcome pre-presentation jitters.

The Presenter Coach AI listens to you practice and offers real-time feedback on your pace, word choice, and more. It will, for instance, warn you if you’re using filler words like “umm” and “ahh,” profanities, non-inclusive language, or reading directly from your slides. At the end of your rehearsal, it provides a report with tips for future attempts. Presenter Coach arrives later this summer.

The Common Sense Census: Inside the 21st-Century Classroom

Excerpt:

Technology has become an integral part of classroom learning, and students of all ages have access to digital media and devices at school. The Common Sense Census: Inside the 21st-Century Classroom explores how K–12 educators have adapted to these critical shifts in schools and society. From the benefits of teaching lifelong digital citizenship skills to the challenges of preparing students to critically evaluate online information, educators across the country share their perspectives on what it’s like to teach in today’s fast-changing digital world.

This article discusses the serious amount of age discrimination going on out there!

On 05/11/2019, in business, career development, future, game-changing environment, higher education, lifelong learning, parents/guardians, professional development, psychology, society, training / L&D, trends, United States, workplace, by Daniel Christian

3 million older Americans can’t find high-paying jobs, and it has nothing to do with skills. Here’s the one barrier they face that no one’s addressing. — from businessinsider.com by Allana Akhtar

Excerpts (emphasis below by DSC):

The share of older workers in the US labor force is increasing rapidly, causing new discussions on how to train a 55-plus population for highly skilled jobs.
Much of the jobs older workers take come from low-wage industries. One solution to get older workers high-paying jobs is to train them in skills these industries need.
Still, activists say that without addressing ageism, older workers will not find high-paying work at the same rate younger workers do.

In light of the aging workforce, experts say getting an education at age 22 will not last if Americans work into their 80s.

Yet activists argue the biggest barrier to entry for older workers isn’t a lack of skills: ***it’s ageism.***

An investigation by ProPublica last year found more than half of US workers are pushed out of longtime jobs before they choose to retire. Seniors who want to work yet cannot find the opportunity to do so are often broke: the share of US workers who have suffered financially damaging, employer driven job separation after 50 increased from 10% in 1998 to 30% as of 2016, ProPublica found.

“Most older adults really have come to face that they are not going to make the same salaries,” Fisher said. “People who lose their jobs in their 50s are really in big trouble. It is very hard to get another job.”

Educators (plus many others): You will benefit greatly from building your PLN on Twitter! [Christian]

On 04/09/2019, in 21st century, 24x7x365 access, adjunct faculty, adult learning, career development, colleges, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, education, education technology, faculty, heutagogy, higher education, homeschooling/homeschoolers, ideas, informal learning, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, microlearning, neurodivergent/special needs, new media literacies, online learning, online media, participation, pedagogy, Personal Learning Networks (PLNs), platforms, productivity / tips and tricks, professional development, relationships, social learning / networks, social media, society, streams of content, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, ubiquitous learning, universities, using teams, vendors, web-based collaboration, workplace, youth, by Daniel Christian

From DSC:
I ran into the posting below on my Twitter feed. I especially want to share it with all of those students out there who are majoring in Education. You will find excellent opportunities to build your Personal Learning Network (PLN) on Twitter.

But this idea/concept/opportunity also applies to current teachers, professors, trainers, special educators, principals, superintendents, school board members, coaches, and many, many others.

You will not only learn a great deal by tapping into those streams of content, but you will be able to share your own expertise, insights, resources, reflections, etc. Don’t underestimate the networking and learning potential of Twitter. It’s one of the top learning tools in the world.

One last thought before you move onto the graphics below…K-12 educators are doing a super job of networking and sharing resources with each other. I hope that more faculty members who are working within higher education can learn from the examples being set forth by K-12 educators.

Also see:

Is Thomas Frey right? “…by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet.”

On 03/20/2019, in 21st century, 24x7x365 access, active learning, adjunct faculty, adult learning, Amazon, analytics, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, blended learning, Blockchain, bots, business, business side of he, career development, change, changing business models, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, credentialing, dangers of the status quo, Daniel S. Christian, digital learning, disruption, distance education, education, education reform, education technology, elearning, emerging technologies, future, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, intelligent systems, intelligent tutoring, internet, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, library / librarians, lifelong learning, microlearning, mobile learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, Natural Language Processing (NLP), New "Amazon.com" of Higher Education, new business models, online learning, online media, pace of change, personalized/customized learning, platforms, professional development, reinvent, smart classrooms, smart/connected TV, social learning / networks, society, staying relevant, streams of content, student-related, surviving, technologies for your home, telepresence, television, tools, training / L&D, transmedia, trends, United States, universities, user experience (UX), vision/possibilities, web-based collaboration, workplace, youth, by Daniel Christian

From a fairly recent e-newsletter from edsurge.com — though I don’t recall the exact date (emphasis DSC):

New England is home to some of the most famous universities in the world. But the region has also become ground zero for the demographic shifts that promise to disrupt higher education.

This week saw two developments that fit the narrative. On Monday, Southern Vermont College announced that it would shut its doors, becoming the latest small rural private college to do so. Later that same day, the University of Massachusetts said it would start a new online college aimed at a national audience, noting that it expects campus enrollments to erode as the number of traditional college-age students declines in the coming years.

“Make no mistake—this is an existential threat to entire sectors of higher education,” said UMass president Marty Meehan in announcing the online effort.

The approach seems to parallel the U.S. retail sector, where, as a New York Times piece outlines this week, stores like Target and WalMart have thrived by building online strategies aimed at competing with Amazon, while stores like Gap and Payless, which did little to move online, are closing stores. Of course, college is not like any other product or service, and plenty of campuses are touting the richness of the experience that students get by actually coming to a campus. And it’s not clear how many colleges can grow online to a scale that makes their investments pay off.

“It’s predicted that over the next several years, four to five major national players with strong regional footholds will be established. We intend to be one of them.”

University of Massachusetts President Marty Meehan

From DSC:
That last quote from UMass President Marty Meehan made me reflect upon the idea of having one or more enormous entities that will provide “higher education” in the future. I wonder if things will turn out to be that we’ll have more lifelong learning providers and platforms in the future — with the idea of a 60-year curriculum being an interesting idea that may come into fruition.

Long have I predicted that such an enormous entity would come to pass. Back in 2008, I named it the Forthcoming Walmart of Education. But then as the years went by, I got bumbed out on some things that Walmart was doing, and re-branded it the Forthcoming Amazon.com of Higher Education. We’ll see how long that updated title lasts — but you get the point. In fact, the point aligns very nicely with what futurist Thomas Frey has been predicting for years as well:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider. (source)

I realize that education doesn’t always scale well…but I’m thinking that how people learn in the future may be different than how we did things in the past…communities of practice comes to mind…as does new forms of credentialing…as does cloud-based learner profiles…as does the need for highly efficient, cost-effective, and constant opportunities/means to reinvent oneself.

Also see:

Fearing ‘existential threat,’ U of Massachusetts unveils plans for national online platform — from educationdive.com by Natalie Schwartz

Addendum:

74% of consumers go to Amazon when they’re ready to buy something. That should be keeping retailers up at night. — from cnbc.com

Key points (emphasis DSC)

Amazon remains a looming threat for some of the biggest retailers in the country — like Walmart, Target and Macy’s.
When consumers are ready to buy a specific product, nearly three-quarters of them, or 74 percent, are going straight to Amazon to do it, according to a new study by Feedvisor.
By the end of this year, Amazon is expected to account for 52.4 percent of the e-commerce market in the U.S., up from 48 percent in 2018.

“In New England, there will be between 32,000 and 54,000 fewer college-aged students just seven years from now,” Meehan said. “That means colleges and universities will have too much capacity and not enough demand at a time when the economic model in higher education is already straining under its own weight.” (Marty Meehan at WBUR)

56% of employees lack digital skills needed for future jobs — from techrepublic.com by Macy Bayern
Only 29% of employees globally said their digital skills are sufficient, according to a Vodafone report.

Excerpt:

The majority of respondents (85%) said digital skills are necessities for their jobs, but only 29% of employees felt their skills are currently strong enough, according to the report. Specifically in the US, only 32% of respondents said their companies give them the opportunities or tools to continue gaining digital skills.

SHIFT HAPPENS 2, 2019: Finding Strong Footing: The Future of Assessment in the Learning-to-Employment Landscape

On 02/22/2019, in 21st century, adult learning, assessment, business, business side of he, career development, change, colleges, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, cost of getting a degree, credentialing, dangers of the status quo, digital learning, disruption, education, future, future of higher education, game-changing environment, higher education, ideas, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, New "Amazon.com" of Higher Education, new business models, online learning, parents/guardians, platforms, professional development, reinvent, society, staying relevant, student-related, surviving, traditional / tradition, training / L&D, United States, universities, vendors, workplace, by Daniel Christian

Excerpt:

CONCLUSION
This paper has outlined the plethora of new credential types, uses, and modes of delivery. It also has highlighted advancements in assessment. In terms of assessment content, the progression of mastery-based assessments is a distinct departure from the traditional knowledge-based assessment approaches. New assessments are likely to enter the market, as companies see the tremendous growth of competency-based assessments that will be critical and necessary in the future ecosystem described.

Assessments are no longer just a source of grades for gradebooks. They have forged two meaningful bypass routes to seat time in higher education. In the first, competency-based education assessments gate the pace of student progress through the curriculum. In the second, certification by an exam delivers not a grade, but a degree-like credential in a relevant occupation, indicating skill and expertise. For some occupations, this exam-as-credential has already been market validated by employers’ willingness to require it, hire by it, and pay a salary premium for it.

All of these innovations are driving towards a common end. The future learning-to employment ecosystem will be heavily reliant on credentials and assessments. We see:

A future in which credentials will no longer be limited to degrees, but will come in varying shapes and sizes, offered by many organizations, training providers, and employers;
A future in which credentials will, however, be able to articulate a set of underlying “know” knowledge and “do” performance skill competencies;
A future in which a credential’s scope will be described by the set of competencies it covers, and measured via assessment;
A future in which a credential’s quality will be indicated by evidence of mastery within each competency before it is awarded;
A future in which quality metrics, such as consumer reviews or employer use of credentials will come into play, bringing the best and most usable credentials and assessments to the forefront.

And, finally, the future ecosystem will depend heavily on online and technology-enabled strategies and solutions. The working learner will turn away from those stringent solutions that require seat time and offer little flexibility. They will drive the market hard for innovations that will lead to consumer-facing marketplaces that allow them a “one-stop shop” approach for working, learning, and living.

The massive market of the working learner/the learning worker is here to stay. The future is that learner. Credentials and assessment will find their own strong footing to help successfully meet both the learners’ needs and the employers’ needs. We applaud this SHIFT. For, it will be an ecosystem that services many more learners than today’s education to employment system serves.

Most coherent report I have read on the erosion of degrees and the rise of assessing-for-work and amassing certifications as the competencies for the modern workplace. Jamai Blivin, of www.innovate-educate.org, and Merrilea Mayo, of Mayo Enterprises, have put in one report the history, current trends and the illogic for many people of paying for a retail bachelor’s degree when abundant certifications are beginning to prove themselves. Workforce and community colleges, this is a must-read. Kudos!

Per Gordon Freedman on LinkedIn

The information below is from Deb Molfetta, Outreach Coordinator at EdDPrograms.org

EdDPrograms.org helps educators and administrators research doctoral education opportunities. Their organization’s work in education began in 2008 with projects ranging from a new teacher survival guide to their own teacher education scholarship program. More recently they realized that there weren’t any websites dedicated to professional development through Doctor of Education (EdD) programs, which is why they created their own – EdDPrograms.org. It covers a lot of ground, but here are a few sections they think administrators will appreciate:

A detailed overview of the EdD, including what to expect and how to choose a program
https://www.eddprograms.org/schools/
.
Specialized guides to EdD programs for leadership positions
https://www.eddprograms.org/schools/educational-leadership/
https://www.eddprograms.org/schools/organizational-leadership/
.
A comprehensive directory of EdD programs organized by state and delivery format. For example:
https://www.eddprograms.org/schools/online/
https://www.eddprograms.org/schools/michigan/

EdDPrograms.org is owned and operated by a group that has been creating post-secondary education resources since 2008. According to Deb, they have a history of providing students with objective, fact-based resources.

The real reason tech struggles with algorithmic bias [Eisenstat]

On 02/13/2019, in 21st century, analytics, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, bots, business, computer science, emerging technologies, ethics, Facebook / Meta Platforms, Google, morals/values, professional development, programming, society, the downsides of how people use tech, tools, United States, vendors, by Daniel Christian

The real reason tech struggles with algorithmic bias — from wired.com by Yael Eisenstat

Excerpts:

ARE MACHINES RACIST? Are algorithms and artificial intelligence inherently prejudiced? Do Facebook, Google, and Twitter have political biases? Those answers are complicated.

But if the question is whether the tech industry doing enough to address these biases, the straightforward response is no.
…
Humans cannot wholly avoid bias, as countless studies and publications have shown. Insisting otherwise is an intellectually dishonest and lazy response to a very real problem.
…
In my six months at Facebook, where I was hired to be the head of global elections integrity ops in the company’s business integrity division, I participated in numerous discussions about the topic. I did not know anyone who intentionally wanted to incorporate bias into their work. But I also did not find anyone who actually knew what it meant to counter bias in any true and methodical way.

But the company has created its own sort of insular bubble in which its employees’ perception of the world is the product of a number of biases that are engrained within the Silicon Valley tech and innovation scene.

For a next gen learning platform: A Netflix-like interface to check out potential functionalities / educationally-related “apps” [Christian]

On 02/12/2019, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communities of practice, community colleges, consortiums, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, credentialing, Daniel S. Christian, digital learning, disruption, distance education, education, education technology, elearning, emerging technologies, future, future of higher education, global / globalization, heutagogy, 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, library / librarians, lifelong learning, love of learning, MBA, media/film, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, Natural Language Processing (NLP), New "Amazon.com" of Higher Education, online learning, online media, online tutoring, Personal Learning Networks (PLNs), personalized/customized learning, platforms, professional development, smart classrooms, smart/connected TV, social learning / networks, society, staying relevant, streams of content, teaching & learning, technologies for your home, technology (general), television, tools, training / L&D, transmedia, user experience (UX), user interface design, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:
In a next generation learning system, it would be sharp/beneficial to have a Netflix-like interface to check out potential functionalities that you could turn on and off (at will) — as one component of your learning ecosystem that could feature a setup located in your living room or office.

For example, put a Netflix-like interface to the apps out at eduappcenter.com (i.e., using a rolling interface at first, then going to a static page/listing of apps…again…similar to Netflix).

Especially for students: This is how you’ll look for a job in 2019 [Dishman] + 2 items re: in-demand skills

On 02/11/2019, in 21st century, career development, collaboration, communications, corporate / business world, corporate universities / corporate training, higher education, marketplaces, Microsoft, productivity / tips and tricks, professional development, strategy, student-related, tools, training / L&D, workplace, youth, by Daniel Christian

This is how you’ll look for a job in 2019 — from linkedin.com by Lydia Dishman

Some brand new strategies and time-tested traditions dictate the way job seekers will conduct the hunt in 2019.

Excerpt:

In addition to making sure you list at least five skills, Guo suggests adding the field you work in since more than 300,000 people search by industry on LinkedIn each week. And don’t forget to update the city you work in since this can make you up to 23 times more likely to be found in search, according to LinkedIn’s data.

From DSC:
This next article is likely somewhat of an ad to take courses out at Lynda.com, but it’s still helpful I think:

The Skills Companies Need Most in 2019 – And How to Learn Them— from linkedin.com by Paul Petrone

Also see (emphasis DSC):

These are the 10 most in-demand skills of 2019, according to LinkedIn — from weforum.org by Emma Charlton
Excerpt (emphasis DSC):
According to analysis from networking site LinkedIn, 2019’s employers are looking for a combination of both hard and soft skills, with creativity topping the list of desired attributes. The findings chime with the World Economic Forum’s Future of Jobs report, which concluded that “human” skills like originality, initiative and critical thinking are likely to increase in value as technology and automation advances. “Strengthening a soft skill is one of the best investments you can make in your career, as they never go out of style,” LinkedIn Learning Editor, Paul Petrone wrote in a blog. “Plus, the rise of AI is only making soft skills increasingly important, as they are precisely the type of skills robots can’t automate.”

Per Jon Bergmann:

We now know exactly what we need to do to effectively reach every student, so we are kicking off 2019 with a new series to help you reflect on each element daily.

The series is called “Do This, Not That.” In less than 90 seconds daily, we’ll cover one of the elements in the Global Elements of Effective Flipped Learning and point to things you’ll want to start doing, stop doing, or continue doing to reach every student in every class every day.

Here’s the first 60-second episode.