K-12 2018 Readers’ Choice Awards — from The Journal’s October/November edition
Also see:
On 11/06/2018,
in 21st century, 24x7x365 access, accessibility / UDL, adjunct faculty, analytics, Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, attention, blended learning, bots, cloud-based computing / apps / other cloud-related, colleges, community colleges, content development, aggregation, repositories, Daniel S. Christian, digital learning, e-books, e-publishing related items (EPUB and more), e-readers, education, education technology, elearning, engagement / engaging students, face-to-face, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, K-12 related, law schools, learner profiles, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, library / librarians, memory, more voice more choice more control, neurodivergent/special needs, personalized/customized learning, platforms, productivity / tips and tricks, reading, society, student-related, teachers, teaching & learning, technology (general), tools, traditional / tradition, training / L&D, universities, user experience (UX), user interface design, using teams, vendors, vision/possibilities, visualizing information, writing, youth,
by Daniel Christian
From DSC:
I have often reflected on differentiation or what some call personalized learning and/or customized learning. How does a busy teacher, instructor, professor, or trainer achieve this, realistically?
It’s very difficult and time-consuming to do for sure. But it also requires a team of specialists to achieve such a holy grail of learning — as one person can’t know it all. That is, one educator doesn’t have the necessary time, skills, or knowledge to address so many different learning needs and levels!
- Think of different cognitive capabilities — from students that have special learning needs and challenges to gifted students
- Or learners that have different physical capabilities or restrictions
- Or learners that have different backgrounds and/or levels of prior knowledge
- Etc., etc., etc.
Educators and trainers have so many things on their plates that it’s very difficult to come up with _X_ lesson plans/agendas/personalized approaches, etc. On the other side of the table, how do students from a vast array of backgrounds and cognitive skill levels get the main points of a chapter or piece of text? How can they self-select the level of difficulty and/or start at a “basics” level and work one’s way up to harder/more detailed levels if they can cognitively handle that level of detail/complexity? Conversely, how do I as a learner get the boiled down version of a piece of text?
Well… just as with the flipped classroom approach, I’d like to suggest that we flip things a bit and enlist teams of specialists at the publishers to fulfill this need. Move things to the content creation end — not so much at the delivery end of things. Publishers’ teams could play a significant, hugely helpful role in providing customized learning to learners.
Some of the ways that this could happen:
Use an HTML like language when writing a textbook, such as:
<MainPoint> The text for the main point here. </MainPoint>
<SubPoint1>The text for the subpoint 1 here.</SubPoint1>
<DetailsSubPoint1>More detailed information for subpoint 1 here.</DetailsSubPoint1>
<SubPoint2>The text for the subpoint 2 here.</SubPoint2>
<DetailsSubPoint2>More detailed information for subpoint 2 here.</DetailsSubPoint2>
<SubPoint3>The text for the subpoint 3 here.</SubPoint3>
<DetailsSubPoint3>More detailed information for subpoint 3 here.</DetailsSubPoint1>
<SummaryOfMainPoints>A list of the main points that a learner should walk away with.</SummaryOfMainPoints>
<BasicsOfMainPoints>Here is a listing of the main points, but put in alternative words and more basic ways of expressing those main points. </BasicsOfMainPoints>
<Conclusion> The text for the concluding comments here.</Conclusion>
<BasicsOfMainPoints> could be called <AlternativeExplanations>
Bottom line: This tag would be to put things forth using very straightforward terms.
Another tag would be to address how this topic/chapter is relevant:
<RealWorldApplication>This short paragraph should illustrate real world examples
of this particular topic. Why does this topic matter? How is it relevant?</RealWorldApplication>
On the students’ end, they could use an app that works with such tags to allow a learner to quickly see/review the different layers. That is:
- Show me just the main points
- Then add on the sub points
- Then fill in the details
OR - Just give me the basics via an alternative ways of expressing these things. I won’t remember all the details. Put things using easy-to-understand wording/ideas.
It’s like the layers of a Microsoft HoloLens app of the human anatomy:
Or it’s like different layers of a chapter of a “textbook” — so a learner could quickly collapse/expand the text as needed:
This approach could be helpful at all kinds of learning levels. For example, it could be very helpful for law school students to obtain outlines for cases or for chapters of information. Similarly, it could be helpful for dental or medical school students to get the main points as well as detailed information.
Also, as Artificial Intelligence (AI) grows, the system could check a learner’s cloud-based learner profile to see their reading level or prior knowledge, any IEP’s on file, their learning preferences (audio, video, animations, etc.), etc. to further provide a personalized/customized learning experience.
To recap:
- “Textbooks” continue to be created by teams of specialists, but add specialists with knowledge of students with special needs as well as for gifted students. For example, a team could have experts within the field of Special Education to help create one of the overlays/or filters/lenses — i.e., to reword things. If the text was talking about how to hit a backhand or a forehand, the alternative text layer could be summed up to say that tennis is a sport…and that a sport is something people play. On the other end of the spectrum, the text could dive deeply into the various grips a person could use to hit a forehand or backhand.
- This puts the power of offering differentiation at the point of content creation/development (differentiation could also be provided for at the delivery end, but again, time and expertise are likely not going to be there)
- Publishers create “overlays” or various layers that can be turned on or off by the learners
- Can see whole chapters or can see main ideas, topic sentences, and/or details. Like HTML tags for web pages.
- Can instantly collapse chapters to main ideas/outlines.
On 05/22/2018,
in 24x7x365 access, A/V -- audio/visual, Amazon, Artificial Intelligence/Agents/LLMs/and Related, business, career development, communications, data related items, education, education technology, emerging technologies, engagement / engaging students, experimentation, Google, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, learning, Microsoft, Natural Language Processing (NLP), reading, real-world assignments, student-related, user experience (UX), voice recognition / voice enabled interfaces, workplace,
by Daniel Christian
Google’s robot assistant now makes eerily lifelike phone calls for you — from theguardian.com by Olivia Solon
Google Duplex contacts hair salon and restaurant in demo, adding ‘er’ and ‘mmm-hmm’ so listeners think it’s human
Excerpt:
Google’s virtual assistant can now make phone calls on your behalf to schedule appointments, make reservations in restaurants and get holiday hours.
The robotic assistant uses a very natural speech pattern that includes hesitations and affirmations such as “er” and “mmm-hmm” so that it is extremely difficult to distinguish from an actual human phone call.
The unsettling feature, which will be available to the public later this year, is enabled by a technology called Google Duplex, which can carry out “real world” tasks on the phone, without the other person realising they are talking to a machine. The assistant refers to the person’s calendar to find a suitable time slot and then notifies the user when an appointment is scheduled.
Google employees quit over the company’s military AI project — from thenextweb.com by Tristan Greene
Excerpt:
About a dozen Google employees reportedly left the company over its insistence on developing AI for the US military through a program called Project Maven. Meanwhile 4,000 others signed a petition demanding the company stop.
It looks like there’s some internal confusion over whether the company’s “Don’t Be Evil” motto covers making machine learning systems to aid warfare.
The link between big tech and defense work — from wired.com by Nitasha Tiku
Except:
FOR MONTHS, A growing faction of Google employees has tried to force the company to drop out of a controversial military program called Project Maven. More than 4,000 employees, including dozens of senior engineers, have signed a petition asking Google to cancel the contract. Last week, Gizmodo reported that a dozen employees resigned over the project. “There are a bunch more waiting for job offers (like me) before we do so,” one engineer says. On Friday, employees communicating through an internal mailing list discussed refusing to interview job candidates in order to slow the project’s progress.
Other tech giants have recently secured high-profile contracts to build technology for defense, military, and intelligence agencies. In March, Amazon expanded its newly launched “Secret Region” cloud services supporting top-secret work for the Department of Defense. The same week that news broke of the Google resignations, Bloomberg reported that Microsoft locked down a deal with intelligence agencies. But there’s little sign of the same kind of rebellion among Amazon and Microsoft workers.
Amazon urged not to sell facial recognition tool to police — from wpxi.com by Gene Johnson
Excerpt:
Facebook SEATTLE (AP) – The American Civil Liberties Union and other privacy advocates are asking Amazon to stop marketing a powerful facial recognition tool to police, saying law enforcement agencies could use the technology to “easily build a system to automate the identification and tracking of anyone.”
The tool, called Rekognition, is already being used by at least one agency – the Washington County Sheriff’s Office in Oregon – to check photographs of unidentified suspects against a database of mug shots from the county jail, which is a common use of such technology around the country.
From DSC:
Google’s C-Suite — as well as the C-Suites at Microsoft, Amazon, and other companies — needs to be very careful these days, as they could end up losing the support/patronage of a lot of people — including more of their own employees. It’s not an easy task to know how best to build and use technologies in order to make the world a better place…to create a dream vs. a nightmare for our future. But just because we can build something, doesn’t mean we should.
The Complete Guide to Conversational Commerce | Everything you need to know. — from chatbotsmagazine.com by Matt Schlicht
Excerpt:
What is conversational commerce? Why is it such a big opportunity? How does it work? What does the future look like? How can I get started? These are the questions I’m going to answer for you right now.
…
The guide covers:
- An introduction to conversational commerce.
- Why conversational commerce is such a big opportunity.
- Complete breakdown of how conversational commerce works.
- Extensive examples of conversational commerce using chatbots and voicebots.
- How artificial intelligence impacts conversational commerce.
- What the future of conversational commerce will look like.
Definition: Conversational commerce is an automated technology, powered by rules and sometimes artificial intelligence, that enables online shoppers and brands to interact with one another via chat and voice interfaces.
Notes from the AI frontier: Applications and value of deep learning — from mckinsey.com by Michael Chui, James Manyika, Mehdi Miremadi, Nicolaus Henke, Rita Chung, Pieter Nel, and Sankalp Malhotra
Excerpt:
Artificial intelligence (AI) stands out as a transformational technology of our digital age—and its practical application throughout the economy is growing apace. For this briefing, Notes from the AI frontier: Insights from hundreds of use cases (PDF–446KB), we mapped both traditional analytics and newer “deep learning” techniques and the problems they can solve to more than 400 specific use cases in companies and organizations. Drawing on McKinsey Global Institute research and the applied experience with AI of McKinsey Analytics, we assess both the practical applications and the economic potential of advanced AI techniques across industries and business functions. Our findings highlight the substantial potential of applying deep learning techniques to use cases across the economy, but we also see some continuing limitations and obstacles—along with future opportunities as the technologies continue their advance. Ultimately, the value of AI is not to be found in the models themselves, but in companies’ abilities to harness them.
It is important to highlight that, even as we see economic potential in the use of AI techniques, the use of data must always take into account concerns including data security, privacy, and potential issues of bias.
- Mapping AI techniques to problem types
- Insights from use cases
- Sizing the potential value of AI
- The road to impact and value
AI for Good — from re-work.co by Ali Shah, Head of Emerging Technology and Strategic Direction – BBC
Algorithms are making the same mistakes assessing credit scores that humans did a century ago — from qz.com by Rachel O’Dwyer
On 02/14/2018,
in education, education technology, ideas, innovation, K-12 related, leadership, learning, mathematics, personalized/customized learning, reading, student-related, teachers, teaching & learning, United States,
by Daniel Christian
Paying for Personalized Learning — from thejournal.com by Dian Schaffhauser
Excerpt:
Just how much does it cost to set up a personalized learning plan for an entire school, and is it really sustainable? Could a typical school budget cover the expense — and what would happen if budget cuts had to be made? Those are the questions addressed in a new report out from LEAP Innovations and Afton Partners. LEAP works directly with schools to implement personalized learning; Afton focuses on financial and operational efficiency aspects of public school districts and charter schools.
A joint study examined six district and charter schools in Chicago Public Schools that have implemented personalized learning models over the last two years. All of the schools are part of LEAP’s Breakthrough Schools initiative, which supports the launch of innovative school models.
…
For the schools in the study, introducing personalized learning models throughout the entire building required “modest investment to start.” Start-up costs ranged from $338,000 to $780,000; on a per-pupil basis that was between $233 and $1,135. The models could be sustained “without ongoing grant funding on typical district budgets,” even during severe budget cuts, Afton reported.
…
The report offered a series of recommendations on improving the cost effectiveness of personalized learning and scaling the personalized learning model. Among the advice:
- Make sure principals understand the flexibilities regarding funding and other categories that are at their disposal;
- Try piloting a compensation structure that supports the teacher-leader model;
- Combine resources across a district for common unmet needs, such as adoption or development of a learning management system; and
- Be strategic in the use of grant funding; for example, develop a five-year financial plan that shows how the models will remain sustainable even after the grant-funding expires.
Also see:
Excerpt:
This report represents an exciting beginning. For any innovation to take hold, it must be effective and sustainable. Already, we’re seeing promising indicators of success: increases in scores on the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) test, taken by all Chicago Public Schools elementary students, in one Breakthrough Schools third-grade pilot classroom were striking. The school reports that reading attainment increased 51 percent in one year – growing from 35 percent of students meeting attainment benchmarks in 2015-2016 to 86 percent in 2016-2017. Their math results were equally impressive, reporting a 45 percent growth in student attainment – moving from 46 percent of students meeting attainment benchmarks to 91 percent within one school year. And as we outline here, not only can innovative school models be sustainable, but their innovative structures can make them so.
On 01/19/2018,
in adjunct faculty, adult learning, collaboration, colleges, communications, community colleges, faculty, formal learning, higher education, homeschooling/homeschoolers, ideas, informal learning, K-12 related, leadership, learning, learning ecosystem, memory, metacognition / metacognitive skills, Michigan, productivity / tips and tricks, professional development, reading, strategy, student teaching/teacher education, student-related, teachers, teaching & learning, tools, training / L&D, universities, writing, youth,
by Daniel Christian
From DSC:
I have been trying to blog more about learning how to learn — and to provide some more resources on metacognition and the like.
Along these lines — and with permission from the author — the following excerpt is from Quentin Schultze’s solid book, Communicate like a True Leader (pages 35 & 36). I asked Quin if I could share this excerpt because I think it could be a great strategy to share with students (at least for them to experiment with, and try it out to see if it helps them). Whether they know it or not, learning how to learn is THEE key skill these days.
Quin would also emphasize some other items such as listening, attending to reality, communicating effectively with others, and more…but my focus here is on learning strategies. So I share it in the hope that it will help some of you students out there just as it helped Quin.
During the beginning of my sophomore year, I started reviewing each day’s class notes after classes were over. I soon realized how little I recalled even of that day’s lectures and discussions. It dawned on me that normal note-taking merely gave me the impression that I was learning. I implemented a strategy that revolutionized my learning, launched me successfully into graduate school, helped me become a solid teacher, equipped me to be a productive researcher-writer, and made it possible for me to be an engaging speaker.
I not only reviewed my notes daily. I rewrote them from scratch within a couple of hours of each class meeting. I used my actual course notes as prompts to recall more of the lecture and to help me organize my own reactions to the material. My notes expanded. My retention swelled.
My revised notes became a kind of journal of my dialogue with the instructor and the readings. I integrated into my revised course notes my daily reading notes, reworking them into language that was meaningful to me and preparing to ask the instructor at the next class anything that I was uncertain about. From then on I earned nearly straight A’s with far less cramming for exams.
Moreover, I had begun journaling about my learning — one of the most important communication skills. I became a real learner by discovering how to pay attention to others and myself.
In a broad sense, I learned how to listen.
On 11/27/2017,
in 21st century, architecture, Asia, learning spaces, library / librarians, reading,
by Daniel Christian
On 11/06/2017,
in A/V -- audio/visual, Apple, CMS/LMS, digital learning, e-publishing related items (EPUB and more), education, education technology, educational games / serious games, engagement / engaging students, Google, K-12 related, learning ecosystem, learning spaces, mobile learning, mobile technologies, multimedia, reading, student-related, tablets, teachers, teaching & learning, technology (general), tools, vendors,
by Daniel Christian
“The 2017 Readers’ Choice Awards” in K-12 — from thejournal.com by David Nagel
“Google was the absolute winner overall.”
Excerpt:
In an open-ended question asking for educators’ favorite technologies currently in use at their schools, respondents overwhelmingly chose Google’s G Suite for Education as their top overall pick.
…
The top overall categories were:
- Mobile devices
- Interactive whiteboards/displays/projectors
- eLearning/learning management systems and reading software — Lexia Learning’s Core5 scored big in the reading software area, while Google Classroom, Schoology, Moodle, Canvas, and Blackboard Learn were often mentioned in the LMS area
Also, there was an article in there on learning spaces. Some ideas mentioned include:
On 04/29/2017,
in 21st century, Amazon, analytics, business, corporate / business world, entrepreneurship, experimentation, face-to-face, ideas, innovation, reading, reinvent, United States, user experience (UX), vendors, workplace,
by Daniel Christian
Amazon’s new bricks-&-mortar bookstore nails what the web couldn’t — from hackernoon.com by Pat Ryan
or
A title from DSC:
How Amazon uses its vast data resources to reinvent the bookstore
Excerpt (emphasis DSC):
Amazon’s First Foray into Physical Retail — While Utilitarian — Takes Discovery to New Levels
As a long time city dweller living in a neighborhood full of history, I had mixed feelings about the arrival of Amazon’s first bricks-and-mortar bookstore in a city neighborhood (the first four are located in malls). Like most of my neighbors around Chicago’s Southport Corridor, I prefer the charm of owner operated boutiques. Yet as a tech entrepreneur who holds Amazon founder Jeff Bezos in the highest esteem, I was excited to see how Amazon would reimagine the traditional bookstore given their customer obsession and their treasure trove of user data. Here’s what I discovered…
…
The Bottom Line:
I will still go to Amazon.com for the job of ordering a book that I already know that I want (and to the local Barnes and Noble if I need it today). But when I need to discover a book for gifts (Father’s Day is coming up soon enough) or for my own interest, nothing that I have seen compares to Amazon Books. We had an amazing experience and discovered more books in 20 minutes than we had in the past month or two.
The physical manifestation of the “if you like…then you’ll love…”
The ultra metric combining insights from disparate sources seems more compelling than standard best seller lists
On 10/13/2016,
in Daniel S. Christian, digital learning, education technology, emerging technologies, higher education, human-computer interaction (HCI), ideas, innovation, interactivity, internet, K-12 related, learning hubs & pods & microschooling, learning spaces, library / librarians, machine-to-machine communications, Michigan, mobile learning, Near Field Communication (NFC), platforms, reading, smart classrooms, student-related, trends, ubiquitous learning, universities, user experience (UX),
by Daniel Christian
From DSC:
Here’s an idea that came to my mind the other day as I was walking by a person who was trying to put some books back onto the shelves within our library.
From DSC:
Perhaps this idea is not very timely…as many collections of books will likely continue to be digitized and made available electronically. But preservation is still a goal for many libraries out there.
Also see:
IoT and the Campus of Things — from er.educause.edu by
Excerpt:
Today, the IoT sits at the peak of Gartner’s Hype Cycle. It’s probably not surprising that industry is abuzz with the promise of streaming sensor data. The oft quoted “50 billion connected devices by 2020!” has become a rallying cry for technology analysts, chip vendors, network providers, and other proponents of a deeply connected, communicating world. What is surprising is that academia has been relatively slow to join the parade, particularly when the potential impacts are so exciting. Like most organizations that manage significant facilities, universities stand to benefit by adopting the IoT as part of their management strategy. The IoT also affords new opportunities to improve the customer experience. For universities, this means the ability to provide new student services and improve on those already offered. Perhaps most surprisingly, the IoT represents an opportunity to better engage a diverse student base in computer science and engineering, and to amplify these programs through meaningful interdisciplinary collaboration.
…
The potential benefits of the IoT to the academic community extend beyond facilities management to improving our students’ experience. The lowest hanging fruit can be harvested by adapting some of the smart city applications that have emerged. What student hasn’t shown up late to class after circling the parking lot looking for a space? Ask any student at a major university if it would improve their campus experience to be able to check on their smart phones which parking spots were available. The answer will be a resounding “yes!” and there’s nothing futuristic about it. IoT parking management systems are commercially available through a number of vendors. This same type of technology can be adapted to enable students to find open meeting rooms, computer facilities, or café seating. What might be really exciting for students living in campus dormitories: A guarantee that they’ll never walk down three flights of stairs balancing two loads of dirty laundry to find that none of the washing machines are available. On many campuses, the washing machines are already network-connected to support electronic payment; availability reporting is a straightforward extension.
Also see:
2016 Innovators Awards | A Location-Aware App for Exploring the Library — from campustechnology.com by Meg Lloyd
To help users access rich information resources on campus, the University of Oklahoma Libraries created a mobile app with location-based navigation and “hyperlocal” content.
Category: Education Futurists
Institution: University of Oklahoma
Project: OU Libraries NavApp
Project lead: Matt Cook, emerging technologies librarian
Tech lineup: Aruba, Meridian, RFIP
Somewhat related:
- What is beacon technology and why it’s here to stay — from by sixteen-nine.net
On 06/06/2016,
in analytics, Bring your own device (BYOD), business, career development, CMS/LMS, collaboration, communications, competency-based learning/education, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, data related items, education technology, educational games / serious games, elearning, instructional design, K-12 related, languages and translation, learning, mathematics, mobile learning, mobile technologies, neurodivergent/special needs, programming, reading, science, teaching & learning, tools, vendors, Virtual Reality (VR) / worlds / learning, web-based collaboration, workplace, writing,
by Daniel Christian
The SIIA CODiE Awards for 2016 — with thanks to Neha Jaiswal from uCertify for this resource; uCertify, as you will see, did quite well
Since 1986, the SIIA CODiE Awards have recognized more than 1,000 software and information companies for achieving excellence. The CODiE Awards remain the only peer-recognized program in the content, education, and software industries so each CODiE Award win serves as incredible market validation for a product’s innovation, vision, and overall industry impact.
On 06/04/2016,
in active learning, adult learning, attention, blended learning, collaboration, colleges, communities of practice, community colleges, education, higher education, hybrid learning, K-12 related, languages and translation, learning, learning ecosystem, learning theories, mathematics, memory, metacognition / metacognitive skills, motivation, neurodivergent/special needs, online learning, pedagogy, reading, research, science, student teaching/teacher education, student-related, teachers, teaching & learning, universities, web-based collaboration, writing,
by Daniel Christian
Connecting the education community with research on learning — from digitalpromise.org
Excerpt:
When designing a program or product, many education leaders and ed-tech developers want to start with the best knowledge available on how students learn. Unfortunately, this is easier said than done.
Although thousands of academic articles are published every year, busy education leaders and product developers often don’t know where to start, or don’t have time to sift through and find studies that are relevant to their work. As pressure mounts for “evidence-based” practices and “research-based” products, many in the education community are frustrated, and want an easier way to find information that will help them deliver stronger programs and products — and results. We need better tools to help make research more accessible for everyday work in education.
The Digital Promise Research Map meets this need by connecting education leaders and product developers with research from thousands of articles in education and the learning sciences, along with easy-to-understand summaries on some of the most relevant findings in key research topics.
Also see:
