Where a developing, new kind of learning ecosystem is likely headed [Christian]

From DSC:
As I’ve long stated on the Learning from the Living [Class]Room vision, we are heading toward a new AI-empowered learning platform — where humans play a critically important role in making this new learning ecosystem work.

Along these lines, I ran into this site out on X/Twitter. We’ll see how this unfolds, but it will be an interesting space to watch.

Project Chiron's vision: Our vision for education Every child will soon have a super-intelligent AI teacher by their side. We want to make sure they instill a love of learning in children.


From DSC:
This future learning platform will also focus on developing skills and competencies. Along those lines, see:

Scale for Skills-First — from the-job.beehiiv.com by Paul Fain
An ed-tech giant’s ambitious moves into digital credentialing and learner records.

A Digital Canvas for Skills
Instructure was a player in the skills and credentials space before its recent acquisition of Parchment, a digital transcript company. But that $800M move made many observers wonder if Instructure can develop digital records of skills that learners, colleges, and employers might actually use broadly.

Ultimately, he says, the CLR approach will allow students to bring these various learning types into a coherent format for employers.

Instructure seeks a leadership role in working with other organizations to establish common standards for credentials and learner records, to help create consistency. The company collaborates closely with 1EdTech. And last month it helped launch the 1EdTech TrustEd Microcredential Coalition, which aims to increase quality and trust in digital credentials.

Paul also links to 1EDTECH’s page regarding the Comprehensive Learning Record

 

Will one of our future learning ecosystems look like a Discord server type of service? [Christian]

 

Some example components of a learning ecosystem [Christian]

A learning ecosystem is composed of people, tools, technologies, content, processes, culture, strategies, and any other resource that helps one learn. Learning ecosystems can be at an individual level as well as at an organizational level.

Some example components:

  • Subject Matter Experts (SMEs) such as faculty, staff, teachers, trainers, parents, coaches, directors, and others
  • Fellow employees
  • L&D/Training professionals
  • Managers
  • Instructional Designers
  • Librarians
  • Consultants
  • Types of learning
    • Active learning
    • Adult learning
    • PreK-12 education
    • Training/corporate learning
    • Vocational learning
    • Experiential learning
    • Competency-based learning
    • Self-directed learning (i.e., heutagogy)
    • Mobile learning
    • Online learning
    • Face-to-face-based learning
    • Hybrid/blended learning
    • Hyflex-based learning
    • Game-based learning
    • XR-based learning (AR, MR, and VR)
    • Informal learning
    • Formal learning
    • Lifelong learning
    • Microlearning
    • Personalized/customized learning
    • Play-based learning
  • Cloud-based learning apps
  • Coaching & mentoring
  • Peer feedback
  • Job aids/performance tools and other on-demand content
  • Websites
  • Conferences
  • Professional development
  • Professional organizations
  • Social networking
  • Social media – Twitter, LinkedIn, Facebook/Meta, other
  • Communities of practice
  • Artificial Intelligence (AI) — including ChatGPT, learning agents, learner profiles, 
  • LMS/CMS/Learning Experience Platforms
  • Tutorials
  • Videos — including on YouTube, Vimeo, other
  • Job-aids
  • E-learning-based resources
  • Books, digital textbooks, journals, and manuals
  • Enterprise social networks/tools
  • RSS feeds and blogging
  • Podcasts/vodcasts
  • Videoconferencing/audio-conferencing/virtual meetings
  • Capturing and sharing content
  • Tagging/rating/curating content
  • Decision support tools
  • Getting feedback
  • Webinars
  • In-person workshops
  • Discussion boards/forums
  • Chat/IM
  • VOIP
  • Online-based resources (periodicals, journals, magazines, newspapers, and others)
  • Learning spaces
  • Learning hubs
  • Learning preferences
  • Learning theories
  • Microschools
  • MOOCs
  • Open courseware
  • Portals
  • Wikis
  • Wikipedia
  • Slideshare
  • TED talks
  • …and many more components.

These people, tools, technologies, etc. are constantly morphing — as well as coming and going in and out of our lives.

 

 

Discovering Autism and Community Later in Life — from aane.org by Brenda Dater, Executive Director

Excerpt:

This month we are discussing autism and aging. Many older adults in AANE’s community were children in the 1950s, 60s and 70s when the diagnosis of autism as we understand it today didn’t exist. Some were misdiagnosed with conditions like childhood schizophrenia, but many were just harmfully labeled as odd or having behavior problems. Because of the lack of awareness and understanding about autism, many have come to their diagnosis, or self-understanding, in their fifties, sixties, seventies and beyond, often after many years of being misunderstood or not fitting in at school, work, or socially. The stories they tell about feeling relief to have an explanation for their experience and finally…finally feeling like they belong warms my heart.

 

What factors help active learning classrooms succeed? — from rtalbert.org Robert Talbert

Excerpt:

The idea that the space in which you do something, affects the thing you do is the basic premise behind active learning classrooms (ALCs).

The biggest message I get from this study is that in order to have success with active learning classrooms, you can’t just build them — they have to be introduced as part of an ecosystem that touches almost all parts of the daily function of a university: faculty teaching, faculty development and support, facilities, and the Registrar’s Office to name a few. Without that ecosystem before you build an ALC, it seems hard to have success with students after it’s built. You’re more likely to have an expensive showcase that looks good but ultimately does not fulfill its main purpose: Promoting and amplifying active learning, and moving the culture of a campus toward active engagement in the classroom.

From DSC:
Thank you Robert for your article/posting here! And thank you for being one of the few faculty members who:

  • Regularly share information out on LinkedIn, Twitter, and your blog (something that is all too rare for faculty members throughout higher education)
  • Took a sabbatical to go work at a company that designs and develops numerous options for implementing active learning setups throughout the worlds of higher education, K12 education, and the corporate world as well. You are taking your skills to help contribute to the corporate world, while learning things out in the corporate world, and then  taking these learnings back into the world of higher education.

This presupposes something controversial: That the institution will take a stand on the issue that there is a preferred way to teach, namely active learning, and that the institution will be moving toward making active learning the default pedagogy at the institution. Putting this stake in the ground, and then investing not only in facilities but in professional development and faculty incentives to make it happen, again calls for vigorous, sustained leadership — at the top, and especially by the teaching/learning center director.

Robert Talbert


 

behance.net/live/   <— Check out our revamped schedule!

Join us in the morning for Adobe Express streams — If you are an aspiring creative, small business owner, or looking to kickstart a side hustle – these live streams are for you!

Then level up your skills with Creative Challenges, Bootcamps, and Pro-Tips. Get inspired by artists from all over the world during our live learning events. Tune in to connect directly with your instructors and other creatives just like you.

In the afternoon, join creatives in their own Community Streams! Laugh and create along side other Adobe Live Community members on Behance, Youtube and Twitch!

For weekly updates on the Adobe Live schedule + insight into upcoming guests and content, join our discord communities!

Watch Adobe Live Now!

 

From DSC:
Perhaps such a network type of setup could provide audio-visual-based links that people could provide to one another.

 

Radar Trends to Watch: December 2022 — from oreilly.com by Mike Loukides
Developments in Security, Cryptocurrency, Web, and More

Excerpt:

This month’s news has been overshadowed by the implosion of SBF’s TFX and the possible implosion of Elon Musk’s Twitter. All the noise doesn’t mean that important things aren’t happening. Many companies, organizations, and individuals are wrestling with the copyright implications of generative AI. Google is playing a long game: they believe that the goal isn’t to imitate art works, but to build better user interfaces for humans to collaborate with AI so they can create something new. Facebook’s AI for playing Diplomacy is an exciting new development. Diplomacy requires players to negotiate with other players, assess their mental state, and decide whether or not to honor their commitments. None of these are easy tasks for an AI. And IBM now has a 433 Qubit quantum chip–an important step towards making a useful quantum processor.

 

From DSC:
Ryan Tracey (from Australia) posted the following Tweet:

To which Dan Laurence (also from Australia) replied:

It took some finding, but you’ll find it was one G. H. Reavis 1937 in a children’s picture book entitled ‘The Animal School’. Reavis was a school principal in the south of the US. Layers of contextual conotations here.

And there were a couple of other people who replied as well. And here I am in Michigan (USA) learning about the origins of this image/graphic. I just like the web-based collaboration going on here. There are opportunities to network and to learn from each other via social media.

For now, I still like using Twitter and I still benefit from using it — and I hope that continues.

 

An obituary for education—or not? — from brookings.edu by Kathy Hirsh-Pasek, Jennifer M. Zosh, Roberta Michnick Golinkoff, Elias Blinkoff, and Molly Scott

Excerpt:

MAKING SCHOOLS WORK
The science of learning offers a blueprint of how children in our future can and will succeed. For the last three decades, researchers made enormous progress in understanding how human brains learn. If we can teach in a way that capitalizes on these findings—if we can apply the science to the classrooms—we will have evidence-based ways of helping children grow the suite of skills that will make them successful in today’s classrooms and the workplaces of tomorrow. Our Brookings report, A New Path to Educational Reform and our book Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice, detail how this research in the science of learning can offer a scalable, evidenced based path to re-invigorating and re-imagining education for our time.

Children learn when they are active, not passive observers of what is taught. Children learn when they are engaged in the material and not distracted, when the information is meaningfully connected to their knowledge in ways that are culturally responsive. They learn best in social contexts, when there are strong teacher-student and peer relationships, when the information is iteratively presented multiple times in slightly different ways, and when the learning is joyful. Yes, it is possible to have joyful teaching that affords deeper learning. When we teach in ways that the brain learns, the learning “sticks” and generalizes to new problems and new solutions.

 

It’s time to redesign organized learning — from chieflearningofficer.com by Eric Albertini

Excerpt:

Organizations will need to think about three layers of learning content and access methods:

  • Thoughtfully curated by the organization for business fit.
  • Semi-curated with the learner having some control of what they learn.
  • Open for all, where the learner makes all the choices of what and how they learn.

Employee-centric learning approach. There must be a match of learning to organizational objectives as well. Non-curated, open content on platforms is great for focused and deeply aware employees but may not work for everyone, especially in cultures where self-direction is not very strong. Moreover, too much open, non-curated content, driven by non-contextual algorithms, is as detrimental to choice-making for the learner as is too little quality content.

To enable effective learning, technology must be part of a more systemic learning eco-system that includes things such as rewards (the “what’s in it for me”), building blocks from one intervention to the next and post-learning support.  

Also from chieflearningofficer.com, see:

 

Get Ready to Relearn How to Use the Internet — from bloomberg.com by Tyle Cowen; with thanks to Sam DeBrule for this resource
Everyone knows that an AI revolution is coming, but no one seems to realize how profoundly it will change their day-to-day life.

Excerpts:

This year has brought a lot of innovation in artificial intelligence, which I have tried to keep up with, but too many people still do not appreciate the import of what is to come. I commonly hear comments such as, “Those are cool images, graphic designers will work with that,” or, “GPT-3 is cool, it will be easier to cheat on term papers.” And then they end by saying: “But it won’t change my life.”

This view is likely to be proven wrong — and soon, as AI is about to revolutionize our entire information architecture. You will have to learn how to use the internet all over again.

Change is coming. Consider Twitter, which I use each morning to gather information about the world. Less than two years from now, maybe I will speak into my computer, outline my topics of interest, and somebody’s version of AI will spit back to me a kind of Twitter remix, in a readable format and tailored to my needs.

The AI also will be not only responsive but active. Maybe it will tell me, “Today you really do need to read about Russia and changes in the UK government.” Or I might say, “More serendipity today, please,” and that wish would be granted.

Of course all this is just one man’s opinion. If you disagree, in a few years you will be able to ask the new AI engines what they think.

Some other recent items from Sam DeBrule include:

Natural Language Assessment: A New Framework to Promote Education — from ai.googleblog.com by Kedem Snir and Gal Elidan

Excerpt:

In this blog, we introduce an important natural language understanding (NLU) capability called Natural Language Assessment (NLA), and discuss how it can be helpful in the context of education. While typical NLU tasks focus on the user’s intent, NLA allows for the assessment of an answer from multiple perspectives. In situations where a user wants to know how good their answer is, NLA can offer an analysis of how close the answer is to what is expected. In situations where there may not be a “correct” answer, NLA can offer subtle insights that include topicality, relevance, verbosity, and beyond. We formulate the scope of NLA, present a practical model for carrying out topicality NLA, and showcase how NLA has been used to help job seekers practice answering interview questions with Google’s new interview prep tool, Interview Warmup.

How AI could help translate extreme weather alerts — from axios.com by Ayurella Horn-Muller

Excerpt:

A startup that provides AI-powered translation is working with the National Weather Service to improve language translations of extreme weather alerts across the U.S.

Using GPT-3 to augment human intelligence — from escapingflatland.substack.com by Henrik Karlsson

Excerpt:

When I’ve been doing this with GPT-3, a 175 billion parameter language model, it has been uncanny how much it reminds me of blogging. When I’m writing this, from March through August 2022, large language models are not yet as good at responding to my prompts as the readers of my blog. But their capacity is improving fast and the prices are dropping.

Soon everyone can have an alien intelligence in their inbox.

 

From DSC:
I’m very proud of our sister Sue Ellen — who worked hard to bring this idea/vision/exhibit to reality.

Sue Ellen Christian


Kalamazoo Valley Museum explores media & its messages — from woodtv.com by Jessica Jurczak

Excerpt:

GRAND RAPIDS, Mich. (WOOD) – We are constantly on the lookout for fun ideas that also involve learning and one of our go-to spots is the Kalamazoo Valley Museum! There’s a big exhibition there now called “Wonder Media: Ask the Questions!” As we all know, we’re bombarded everyday with messages from all types of media: TV, movies, social media and this exhibit encourages us to stop and evaluate some of those messages. The Kalamazoo Valley Museum also has a planetarium, and vast science and history galleries and today, we’re taking you inside!

 

It’s time to modernize workplace development programs — from chieflearningofficer.com by Jason Mundy

Excerpts:

So, what exactly do employers need to do to improve L&D? Incorporate individualized microlearning into workforce development.

Microlearning-based L&D is used to solve key business objectives and is useful for many types of employee education, such as compliance training, on-the-job skills and administrative responsibilities. Microlearning programs can be tailored to individuals and administered in a way that is not disruptive to employees. Through modern microlearning solutions, it’s also possible to implement scenario-based learning and gamification, both of which increase employee engagement.

From DSC:
After reading this article, some questions come to my mind:

  • Who decides what’s next on the training regime for an employee?
  • Is it a team of people doing that for each position? The employee, the supervisor, two levels up supervisor(s), L&D, other? 
  • And/or is it tapping into streams of content created by former people who have done that exact job?

streams of content are ever flowing by -- we need to tap into them and contribute to them

  • For each position, is it possible to capture a knowledgebase containing which topics, learning modules/courses, blogs, websites, people to follow on social media, or other resources?
  • Is there a community of practice for each position?
  • How and who keeps these knowledgebases pruned and up-to-date? 

Hmmm…thanks for letting me think out loud with you.

 

How Older Adults Access Resources Online — from blog.getsetup.io

Top Insights:

  • It’s clear that how older adults are using technology has changed. COVID has seen more and more older adults using a wide range of devices which means there is no one-size-fits-all approach to this audience.
  • In the United States, desktop devices are still the most common form of media consumption for virtual learning and health.
  • But, mobile devices are still the dominant device for passive content consumption.
  • Consumption by different US states varies based on the quality of internet infrastructure and availability of newer devices.
  • In India and Australiamobile devices outperform desktops for virtual learning.
  • Developing browser-first solutions for engagement is key to reaching a wider audience.
  • Applications and websites that aim to make the user experience as seamless as possible across multiple devices have a greater chance of being used and picked up more effectively by older adults of a variety of ages.
  • The variations in device types make it very challenging to build LIVE streaming technology that can scale across platforms.
  • Chrome is a dominant browser with the 55+ group allowing sophisticated video streaming applications to be built that was not possible over Internet Explorer.
  • While Zoom became the de facto standard for video-based sessions, older adult learners were 11x more likely to attend class in our browser Lounge than enter the Zoom classes.

Also relevant/see:

 
© 2024 | Daniel Christian