surviving

Interview: Kevin Carey, author of ‘The End Of College’ — from NPR Ed

Excerpt:

But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, The End of College: Creating the Future of Learning and the University of Everywhere, Carey envisions a future in which “the idea of ‘admission’ to college will become an anachronism, because the University of Everywhere will be open to everyone” and “educational resources that have been scarce and expensive for centuries will be abundant and free.”

…

On the term “University of Everywhere”
The University of Everywhere is the university that I think my children and future generations will attend when they go to college. … They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we’re going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren’t colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.

From DSC:
Though Kevin discusses various items in this interview, I wanted to focus on the topic of online learning and leveraging the Internet for lifelong learning.

Whether out of fear, self-preservation, or for some other reasons, there continues to exist within higher education a group of people who still discount the power of the Internet to offer opportunities for learning throughout one’s lifetime. They poo-poo online learning for example, looking down upon it and assert that such methods can’t measure up to the traditional face-to-face based learning experiences. Never mind that the majority of these folks — it not all of them — have never taught online nor have they taken a well-executed, formal online-based course. They don’t realize how far various technologies have come to provide powerful, effective, highly-convenient learning experiences. They just continue to poo-poo it:

Only 27.6% of chief academic officers reported that their faculty accepted online instruction in 2003. This proportion showed some improvement over time, reaching a high of 33.5% in 2007. The slow increase was short-lived, however. Today, the rate is nearly back to where it began; 28.0% of academic leaders say that their faculty accept the “value and legitimacy of online education.”

Grade Level: Tracking Online Education in the
United States by I. Elaine Allen and Jeff Seaman (2015)

Meanwhile, the world continues to change, pressing needs continue to amass, technologies continue to emerge and morph, and many outside of higher ed are starting to care less and less about what those stuck in traditional higher ed even have to say. They’re beginning to design other alternatives. See below for some examples.

With that said, there’s also a sizable group of us who are working hard to innovate and to leverage the power of the Internet — who seek to reduce the price of obtaining a degree, to make quality education more affordable and accessible to the masses, and who seek to provide a balance of the liberal arts/foundational skills with the skills that are needed out in the workplace. Also see below for examples of this.

DSC: I write these reflections down to urge those of us working within higher education NOT to be like the Smith Coronas of the world, NOT to be like the Blockbusters and Kodaks of the world — who, to their very dying day, clutched tightly to their beliefs/strategies/business plans, not seeing the tidal waves that were approaching them.

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The New Normal — from edtechdigest.wordpress.com by Victor Rivero
A dearth in practical technology skills calls for an online boot camp approach.

Excerpt:

The ecosystems of many companies are changing as baby boomers retire and workplaces are filled with a strange and not fully functioning blend of digital immigrants, with fresh new academic graduates. In many cases these graduates have invested considerable time and money in traditional offline learning and have come out overqualified yet drastically under skilled.
…
Many people who make the switch are ready for change and want it to happen quickly. Online training through technology boot camps for example, means they can pick up key technology skills, and as a result make a total career change; transitioning from being unemployed to becoming a busy productive freelancer in a matter of months. As a result, offline learning is losing ground while online learning is gaining traction by the second.

From DSC:
Can those of us working within higher ed offer such bootcamps?

Doing so would not only help learners of all ages but would also create new sources of (sorely-needed) revenue. Perhaps these sorts of bootcamps shouldn’t have to be vetted through the normal committees and mechanisms — as doing so will surely keep us from providing the level of responsiveness as the increasingly-fast-paced world now requires. Perhaps we leave those decisions up to the relevant, knowledgeable faculty members who can then team up with innovative staff and administrators to create and deliver these offerings.

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Udacity kicks off enrollment for its Swift-focused iOS developer ‘nanodegree’ — from techcrunch.com by Darrell Etherington

Excerpt:

If you’re looking for a way to gain the skills necessary to get a gig developing for iPhone and iPad, but unwilling to commit to a full-time college or university schedule, Udacity might have the answer. The online education platform debuted something called a “nanodegree” last year, and enrollment for the iOS developer edition of the same just opened to applicants today. Enrollment is open to anyone willing to spend $200 per month to participate (with a one-week free trial included) and closes at the end of March 10.

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IDEO Futures

C-Suite TV

Yyieldr

Lessons Go Where

Class Do

NYC Data Science Bootcamp

Hands-On Data Science & Engineering: A 5-Day Bootcamp

User Experience Design Immersive — A 10-Week, Full-Time Career Accelerator in Boston

Flatiron School

Python Programming for Beginners — set your own price

Eleven Fifty

Cybrary.it

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Re-imagining Learning & Credentialing in a Connected World — from etale.org by Bernard Bull

Excerpt (emphasis DSC):

What happens when we don’t think of these as three disconnected and unrelated learning pathways? What if we see this as representative of a city or region in which one travels on a lifelong learning journey? What possibilities does that create for us? Consider a model where credentials can be provided as people demonstrate competence through any of these stops along the way, whether it is the weekend workshop, the self-guided tour, the self-study stop, or a formal course. This is one of the interesting and exciting possibilities of micro-credentials and digital badges. Their affordances give us a greater ability to imagine such contexts, as evidenced by the cities of learning initiatives.

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ACE and Blackboard unveil research on alternative pathways to degree completion — from acenet.edu
Papers on Credit for Prior Learning and Competency-Based Education Practices to be Released

Excerpts:

New research released [on 2/20/15] will shed light on how two approaches to creating alternative pathways to college graduation for post-traditional students are working.
…
The first paper is “Credit for Prior Learning: Charting Institutional Practice for Sustainability,” which identifies and addresses some of the cultural barriers and successful strategies to institutions incorporating CPL.
…
The second paper is “The Currency of Higher Education: Credits and Competencies,” which explores the challenges in adapting the traditional credit hour to an information-age economy that relies on greater flexibility and productivity.

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Harvard Business School hopes to fundamentally change online education with its new $1,500 pre-MBA program — from businessinsider.com.au by Richard Feloni

Excerpt:

This week, Harvard Business School launched an innovative new online education program to the public that it thinks is so far ahead of free online courses that it’s worthy of a $US1,500 price tag.

The 11-week pre-MBA program called CORe accepts about 500 students and is taught in the school’s signature case-study method. The first official session started on Feb. 25, and applications are open for spring and summer sessions.

CORe is the flagship offering from HBS’s new digital platform, HBX, which aims to become a full-fledged branch of the school rather than a place to dump video recordings of classroom lectures.

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Constructionism 3.0 — from steve-wheeler.blogspot.com

Excerpt (emphasis DSC):

Listening to MIT’s Vijay Kumar speaking is always informative. Kumar has vast experience in research in online and digital learning environments, and he conveys his knowledge in an accessible style. He was keen to argue that the future of education has two fundamental characteristics – open and digital. His previously published book Opening Up Education explains the first in plenty of detail, but the second, digital, was uppermost in his keynote presentation at ELI 2015, the Saudi Arabian premier e-learning event. He said that it is at the intersection of digital and open that learning innovation occurs, and that education will be transformed if attention is paid to them both.

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Disruption: The Slow Boil Transforming Higher Education — from evoLLLution.com by Michael Horn

Excerpts (emphasis DSC):

There are 37 million Americans like Joe who have some college but no degree. Many of them, like Joe, need to re-skill to be able to make a living. Many of them don’t have the time or money to be able to access a traditional certificate or degree program, even if it is online. In the language of disruption, they are non-consumers of traditional certificate and degree programs.
…
This emerging class of asynchronous online courses, both paid and free, is doing something similar by targeting primarily non-consumers—those not considering formal higher education (either again or for the first time). But these non-consumers are now improving their skills one competency at a time and certainly consuming education.
…
Traditional institutions of higher education are unlikely to fill this demand. Their institutions were not built to update and develop curriculum and short-term programs rapidly. Those best equipped to teach may be practitioners and real-world experts using online platforms that allow them to reach anyone instantly.
…
This is the sharing economy of education. Adults can choose the competencies they need, from pivot tables in Excel to training a new puppy, and learn them when they need them online, no longer tied to academic calendars or seminar dates.

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HEDLINE: Udemy’s Online Course Millionaires — from edukwest.com by Kirsten Winkler

Excerpt:

The top three Udemy instructors are currently:

Web Development – Rob Percival
Earnings: $2.8 million
Students: 120,000

Web Development – Victor Bastos
Earnings: $900,000
Students: 52,000

Personal Development – Alun Hill
Earnings: $650,000
Students: 47,000

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LoudCloud Systems and FASTRAK: A non walled-garden approach to CBE — from mfeldstein.com by Phil Hill

Excerpt:

As competency-based education (CBE) becomes more and more important to US higher education, it would be worth exploring the learning platforms in use. While there are cases of institutions using their traditional LMS to support a CBE program, there is a new market developing specifically around learning platforms that are designed specifically for self-paced, fully-online, competency-framework based approaches.
…
…my interest here is not merely to review one company’s products, but rather to illustrate aspects of the growing CBE movement using the demo.

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As a whole new kind of college emerges, critics fret over standards — from hechingerreport.org by Matt Krupnick
Competency education offers credit for experience, but who decides? Critics worry whether competency-based education is growing too fast for standards to be set.

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Are prestigious private colleges worth the cost? — from The Wall Street Journal by Douglas Belkin
A high-school senior, a recruiting manager from Deloitte and a college professor weigh in

From DSC:
Even the very presence of this article in the Wall Street Journal should greatly concern those of us within higher education and this increasingly-common question should elicit a response at each of our institutions. It illustrates the pendulum swinging away from the strong public support of higher ed. Such support is weakening, as the price of higher ed has increased. And similar to the line in Jurassic Park, people will find a way. If they can’t afford traditional higher education, alternatives are sure to appear. Several of the aforementioned items bear witness to this fact.

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Why you now need a team to create and deliver learning [Christian & Grush]

On 02/26/2015, in 21st century, A/V -- audio/visual, active learning, adjunct faculty, adult learning, analytics, animation, attention, blended learning, changing business models, collaboration, colleges, communities of practice, community colleges, computer science, copyright/ownership/NFTs, dangers of the status quo, Daniel S. Christian, data related items, design, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, education reform, education technology, elearning, emerging technologies, expectations, experimentation, face-to-face, faculty, future of higher education, game-changing environment, graphics, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, interaction design, interactivity, interface design, internet, learning, learning ecosystem, learning spaces, more voice more choice more control, multimedia, online learning, online media, programming, staying relevant, strategy, student-related, surviving, teaching & learning, traditional / tradition, trends, universities, user experience (UX), user interface design, using teams, web design and production, writing, by Daniel Christian

My thanks to Mary Grush at Campus Technology for her continued work in bringing relevant topics and discussions to light — so that our institutions of higher education will continue delivering on their missions well into the future. By doing so, learners will be able to continue to partake of the benefits of attending such institutions. But in order to do so, we must adapt, be responsive, and be willing to experiment. Towards that end, this Q&A with Mary relays some of my thoughts on the need to move more towards a team-based approach.

When you think about it, we need teams whether we’re talking about online learning, hybrid learning or face-to-face learning. In fact, I just came back from an excellent Next Generation Learning Space Conference and it was never so evident to me that you need a team of specialists to design the Next Generation Learning Space and to design/implement pedagogies that take advantage of the new affordances being offered by active learning environments.

The future of work
There’s an app for that — from economist.com
Freelance workers available at a moment’s notice will reshape the nature of companies and the structure of careers

Excerpt:

HANDY is creating a big business out of small jobs. The company finds its customers self-employed home-helps available in the right place and at the right time. All the householder needs is a credit card and a phone equipped with Handy’s app, and everything from spring cleaning to flat-pack-furniture assembly gets taken care of by “service pros” who earn an average of $18 an hour.
…
Handy is one of a large number of startups built around systems which match jobs with independent contractors on the fly, and thus supply labour and services on demand.
…
The obvious inspiration for all this is Uber, a car service which was founded in San Francisco in 2009 and which already operates in 53 countries; insiders say it will have sales of more than $1 billion in 2014.
…
This boom marks a striking new stage in a deeper transformation. Using the now ubiquitous platform of the smartphone to deliver labour and services in a variety of new ways will challenge many of the fundamental assumptions of 20th-century capitalism, from the nature of the firm to the structure of careers.
…
The on-demand economy will inevitably exacerbate the trend towards enforced self-reliance that has been gathering pace since the 1970s. Workers who want to progress will have to keep their formal skills up to date, rather than relying on the firm to train them (or to push them up the ladder regardless). This means accepting challenging assignments or, if they are locked in a more routine job, taking responsibility for educating themselves. They will also have to learn how to drum up new business and make decisions between spending and investment.

Also see:

Professional Millennials and super-powered smartphones are changing the working world — from medium.com and Liquid Talent

Excerpt (emphasis DSC):

This is the year when modern technology squarely intersects with the economy and the workforce. This is the the year that marks a noted change in how we work as individuals, and as a collective. This is the year of the Millennial Generation takeover in our professional world. This is the year that marks the beginning of the Independent Workforce Revolution.

Why?

Two reasons:

1) Millennials take over
Millennials are the largest generation at 82 million strong. They do not have the same priorities as past generations and their professional incentives are quickly changing. They care less about maximizing profit, finding a secure job and taking 2.5 weeks of vacay. In fact, 54% of Millennials assert that they want to start a company one day, or already have. This generation is now 50% of the workforce, and will be 75% of the workforce by 2020. These percentages may seem staggering but with 10,000 Baby Boomers retiring everyday (every single day!) we can see this tectonic shift happening before our very eyes.
2) Mobile technology
We have our economies in our pocket. We can work anytime from anywhere, and source professional opportunities with a simple swipe. The proliferation of mobile productivity apps (ie Slack), globalized workforce platforms (ie eLance) and professional networks (ie LinkedIn) show the power and growth in professional, mobile technologies.

From DSC:
I’ve said it before and I’ll say it again to those of us working in K-12 and in higher education:

We need to be sure that we’re preparing our students to know how to run their own businesses. They need to know how to survive and thrive as freelancers — because chances are they will be freelancing at various points in their career. Our curricula should already be in the process of being updated to address these critical skills. More courses on entrepreneurship for example; also some basic accounting courses as well as coursework involving programming, brainstorming, marketing, and how to use various technologies to collaborate, stay organized, and manage one’s time.

The above items also stress the need for lifelong, accessible/affordable learning; and for constant adaptation and for reinventing oneself in order to remain marketable in the workplace.

Addendum on 2/18/15:

New tech companies say freelancing is the future of work. But there’s a downside for workers. — from washingtonpost.com by Lydia DePillis
More companies are switching their workforce to freelance. Policy needs to catch up.

Excerpt:

If the nation’s way of regulating work revolves around a relationship between an employee and employer, what happens when that relationship no longer exists?

I wonder if this is true for higher ed as well? “Running your company at two speeds” [Bossert, Laartz, Ramsøy]

On 01/16/2015, in corporate / business world, higher education, innovation, leadership, strategy, surviving, vision/possibilities, workplace, by Daniel Christian

Running your company at two speeds — from mckinsey.com by Oliver Bossert, Jürgen Laartz, and Tor Jakob Ramsøy
Digital competition may dictate a new organizational architecture in which emerging digital processes coexist with traditional ones.

Excerpt (emphasis DSC):

The retailer’s board responded by creating a new budgeting and approval process in which projects supporting major digital strategic thrusts are now treated separately from the rest of the IT budget. Solutions like this, in our experience, are an effective means of addressing digital timing challenges. Many companies need to create a two-speed architecture—a fast speed for functions that address evolving customer experiences and must change rapidly, and a transaction speed for the remaining functions, where the pace of adjustment can remain more measured.

…

Make the digital dialogue more strategic
Solutions like the retailer’s work only if there is clear agreement on what constitutes a digital priority worthy of a fast speed. In our experience, that rarely happens, because far too often, the digital dialogue never becomes sufficiently strategic to galvanize top management. At the retailer, by contrast, top management brought its budgeting challenges to the board, which approved the new, two-speed ground rules. Top management has also begun revising its agenda to elevate the importance of discussing strategic technology initiatives, including comparisons between them and other major thrusts, such as entering new regions.

Achieving this level of dialogue often means changing mind-sets, such as the common one that IT spending is a “tax” required to “keep the lights on.” …Once it’s clear that certain types of technology spending are an investment in new business strategies, it becomes much easier to agree that the resulting initiatives should be implemented quickly.

…

Evolve the organization
When the IT organization is asked to release new digital functions on a faster deployment cycle, it requires new levels of agility and coordination that may require substantial organizational change.

Along these lines, see:

How administrators can enhance online learning programs — from ecampusnews.com by Meris Stansbury

Excerpt (emphasis DSC):

Studying the Council for Christian Colleges & Universities (CCCU), Hoey and other researchers from Crown College, Fresno Pacific University, and Trinity Christian College examined the impact of administrative structure and admins on the outcomes of online student enrollment, number of online programs, and efficiency of online operations.

What the study overwhelmingly found was that both admins and admin structure have significant influence, which could help “private colleges gain a foothold in the competitive online market.”

…

However, since around 2007, researchers have noted a move away from the fully-integrated model to one where online programs are operated and administered by an entirely separate academic division.

Top 10 IT Issues, 2015: Inflection Point [Grajek, Educause]

On 01/14/2015, in change, changing business models, cloud-based computing / apps / other cloud-related, higher education, innovation, IT in HE, leadership, mobile learning, mobile technologies, pace of change, reinvent, staying relevant, strategy, surviving, teaching & learning, by Daniel Christian

Top 10 IT Issues, 2015: Inflection Point — from educause.edu by Susan Grajek and the 2014–2015 EDUCAUSE IT Issues Panel
EDUCAUSE presents the top 10 IT issues facing higher education institutions this year. What is new about 2015? Nothing has changed. And everything has changed. Information technology has reached an inflection point. Visit the EDUCAUSE top 10 IT issues web page for additional resources.

Excerpt (emphasis DSC):

Change continues to characterize the EDUCAUSE Top 10 IT Issues in 2015. The pace of change seems not to be slowing but, rather, is increasing and is happening on many fronts. There is reason to believe that higher education information technology has reached an inflection point—the point at which the trends that have dominated thought leadership and have motivated early adopters are now cascading into the mainstream. This inflection point is the biggest of three themes of change characterizing the 2015 EDUCAUSE Top 10 IT Issues.. A second dimension of change is the shifting focus of IT leaders and professionals from technical problems to business problems, along with the ensuing interdependence between the IT organization and business units. Underlying all this strategic change, the day-to-day work of the IT organization goes on. But change dominates even the day-to-day, where challenges are in some ways more complex than ever. This “new normal” is the third theme of change.

Andy Grove, Intel’s former CEO, described a strategic inflection point as “that which causes you to make a fundamental change in business strategy.”

Trend: Campuses moving from online to On-Demand — from ecampusnews.com by Meris Stansbury
Management expert discusses why the future for college campuses is on-demand, not just online

Excerpt (emphasis DSC):

IT experts are calling it a super storm of forces that’s changing the way a campus ecosystem operates.

First, the very foundation of student expectations is changing, with requirements for education delivery models that are more flexible and accessible than those of generations past.

Second, the higher-ed market—thanks to the economy and possibilities available via technology—is reshaping itself under new requirements for competition, delivery, funding, and outcomes.

And it’s this super storm, say experts, that’s creating the need for new business processes and strategies to better compete and retain students.

From DSC:
I don’t have data to back this up, but I also have it that student expectations are changing. (It would be great if someone out there who has some resources in this regard would post some links to such resources in the comments section.) Anecdotally, the students’ expectations of today are different from when I attended college years ago. We didn’t have the Internet back then; we didn’t have personal computing devices such as smartphones, tablets, and laptops; we didn’t work collaboratively; there were no online-based courses; we didn’t have nearly as many choices for learning at our disposal.

But taking cues from society at large and from the trends in computing, people want to connect and they want to do so on their terms — i.e., when it fits into their schedules. So I can see this sort of phenomenon picking up steam, at least for a significant subset of learners out there. In fact, it’s an underlying assumption I have in my Learning from the Living [Class] Room vision. Many of us will seek out training/education-on-demand types of resources throughout our careers — as we need them. Heutagogy, lifelong learning, and rhizomatic learning come to mind; so does the growth of Lynda.com and the growth of bootcamps/accelerated learning programs (such as flatironschool.com).

Finally, the concept of “learning hubs” is interesting in this regard, whereby a group of learners get together in a physical setting, but tap into online-based resources to help them learn about a topic/discipline. Those online-based resources could be synchronous or asynchronous. But learners come together when it works into their schedules.

Changing role of the CLO — from business-standard.com by Gurprriet Singh

Excerpt:

The ownership for keeping skills and competencies sharpened will move to the employee. With the emergence of MOOCs, social media enabled knowledge and connections, which facilitate you to identify and appoint mentors across dimensions and distance, the role of L&D as the provider of knowledge and provider of resource is soon becoming extinct. Individuals need to own their own development and leverage the resources available in social media. Just recently, IBM cut salaries by 10 per cent, of employees who had not kept their skills updated.

…

As Jack Welch said, “If the rate of change inside your organisation is slower than the rate of change outside, the end is near”. In such a scenario, the thinking and orientation must shift from being able to manage change TO being able to change on a dime which means Dynamism. The role of L&D thus becomes key in influencing the above cultural pillars. And to do so, is to select for the relevant traits, focus on interventions that help hone those traits. Traits and skills are honed by Experience. And that brings me to the 70:20:10.

From DSC:
I think Gurprriet is right when he says that there’s a shift in the ownership of our learning. We as individuals need to own our own development and leverage social media, MOOCs, online and/or F2F-based courses, other informal/on-the-job resources, our personal learning networks, and our Communities of Practice. Given the pace of change, each of us needs to be constantly building/expanding our own learning ecosystems. We need to be self-directed, lifelong learners (for me, this is where learning hubs and learning from our living rooms will also play a role in the future). One approach might be for those in L&D/corporate training-related functions to help employees know what’s out there — introduce them to the streams of content that are constantly flowing by. Encourage them to participate, teach them how to contribute, outline some of the elements of a solid learning ecosystem, create smaller learning hubs within a company.

Reflections on ” Hour of Code” and other programming-related items

On 12/09/2014, in Apple, career development, computer science, Daniel S. Christian, programming, staying relevant, student-related, surviving, youth, by Daniel Christian

Hour of Code — also see #HourOfCode on Twitter

Programming for Students — Listly by Jon Samuelson
Here is a list of apps and sites to help kids get started programming, learning code, in elementary school and beyond.

First take: Apple’s Swift speeds programming — from gcn.com by Sean Kosanovich

Excerpt:

Over the summer, Apple introduced a new programming language for creating applications for iOS and OS X devices. As the first alternative to Objective-C, which has powered Apple application development since the mid-1990s, the debut of Swift is a noteworthy event. In a nutshell, Swift is designed to simplify development while enabling more responsive and robust applications.

The World’s Largest iOS 8 + Swift eLearning Bootcamp — from deals.cultofmac.com
Build 70+ apps throughout the 80 hours of content in 24 in-depth courses

From DSC:
There’s been a lot of conversation, debate, and questioning about whether all of our youth should learn to code. While a noble endeavor, I don’t see it working well given most of our current programming languages. Most of our programming languages use syntax/methods/constructs that many of us normally don’t think in terms of; that is, it’s a different way of thinking that doesn’t come naturally for many of us. One only needs to look at the salaries for software developers/web developers/programmers to see that they are paid pretty well. Why? Because it’s definitely not for everyone and the salaries encourage people to go down that path.

So if we are going to go down the path that says that all youth should learn how to code, then we will need much easier-to-work with tools and programming languages…easier to create something quickly…easier to understand. I don’t know enough about Apple’s Swift programming language, but it seems to be a step in the right direction. But again, my guess is that even Swift doesn’t go far enough for the majority of us to pick it up.

Finally, The World’s Largest iOS 8 + Swift eLearning Bootcamp item made me reflect upon the need for institutions of traditional higher education to keep their curricula up to date. We need to be responsive to market needs – otherwise, these types of alternatives can become a real threat. Though not an easy task, we need to ask: “Are we being responsive enough with our course offerings? Are such alternatives going to represent a significant way that many people obtain skills in a shorter amount of time?”

Addendum on 12/11/14:

Best Apps and Websites for Learning Programming and Coding
Computers intersect with every aspect of kids’ lives, but most kids don’t understand how they work. Using these picks, kids can unlock the logic of code and the basics of programming, turning computers into tools to make new things.
.
The first 5 online resources to use when learning to code — from mashable.com
.
4 Coding Resources From The Khan Academy — from teachthought.com

Addendums on 12/15/14:

New Collection of Powerful iPad Coding Apps for Students ~ Educational Technology and Mobile Learning — from educatorstechnology.com
RANKED: The 10 Best States For Computer Programming Jobs In The US — from businessinsider.com.au by Lisa Eadicicco
Books To Help You Teach Students To Code — Listly by Jon Samuelson

Some critical skills to have and methodologies to understand

On 11/13/2014, in 21st century, career development, change, Daniel S. Christian, future, game-changing environment, global / globalization, higher education, history, ideas, leadership, lifelong learning, pace of change, reinvent, society, staying relevant, strategy, student-related, surviving, by Daniel Christian

Introduction (emphasis DSC)

Futures Studies as it has evolved since the early 1970s is both a discipline and a meta-discipline. It is a set of skills and applied methodologies that can be learned—in impressively diverse ways—and it is a dynamic way of coming to understand the world that is practical and empowering. As Alvin Toffler wrote in 1974, “A focus on the future is relevant to all learners, regardless of age.”

For this special report, we called for essays from futurists who have experienced futures education, be it in a K-12 class project, a professional certificate program, a workshop, or a full degree program. We received an overwhelming response from students, educators, and several people who have been on both sides of the learning and teaching experience.

We hope readers will continue to share their experiences with us—and with tomorrow’s futures learners.

—THE EDITORS

From DSC:
I can’t stress enough the importance of helping students learn more about how to see what might be coming down the pike — to be able to pulse check a variety of environments. This is not “fluff”, gazing into a crystal ball, or pie-in-the-sky type of thinking. There are numerous techniques being used within futurism today*, with real and practical applications.

For me, futures studies have strong ties in with developing strategy and vision as well as identifying opportunities and threats.

Students need access to many more of these *futures studies* programs! (teachthefuture.org may be helpful here). We can’t start building these programs out too soon. Enrollments should be strong once people understand how helpful and practical these skills and methodologies can be. In fact, given the exponential pace we are currently experiencing, these skills become critical not only for corporations/businesses and for higher education, but for individuals as well — especially seeing as more of us are becoming contingent workers (freelancers, independent professionals, temporary contract workers, independent contractors or consultants).

When we’re moving at 180 mph, we can’t be looking at the front of our hoods. We need to be scanning the horizons.

* As Haven Allahar stated in the item “Futures Education in the Caribbean”:

…the common techniques utilized in the practice of futuring:

Scanning.
DEGEST (demography, economics, governance, environment, society, technology).
Trend analysis.
Scenarios.
Delphi polling.
Modeling.
Simulation and games.
Brainstorming.
Visioning.
Anticipating wild cards.

Finding New Business Models in Unsettled Times — from Educause.com by Paul J. LeBlanc
If the core crisis in higher education is one of sustainability, being focused on the job to be done and having a grasp of the forces shaping higher education gives institutional leaders a new way to think about recasting their future.

Excerpts:

“What to do?” is the question that so many college and university presidents struggle with right now. We seem to be sitting at the heart of a perfect storm where a lot of things are happening faster than our ability to predict and strategize. We can respond to this stormy weather as medieval farmers did to the next day’s weather: by simply waiting to see what arrives and then taking action, often inadequately. Or we can recognize that we actually have the tools, the technology, and the know-how to reinvent U.S. higher education in ways that will address its current failings.

…

Those established entities that survive are able to harness the innovations and rethink their business models to better serve their customers. Those that eventually disappear typically adopted one of two strategies: (1) hunker down and hope to ride out the storm by doing more of the same; or (2) try a little of everything. Neither strategy works very well, and as a result, once-great and seemingly unassailable companies have disappeared or, at best, survived as mere shadows of themselves. That’s the scenario that many current critics of traditional higher education posit and even welcome, often pointing to other industries that have seen enormous disruption—music, publishing, journalism, and retailing—to presage the impending doom for traditional higher education.

…

But there is no one higher education to reinvent, and colleges and universities do no one job. Higher education encompasses the following purposes:

A coming-of-age higher education that meets the needs of recent high school graduates, usually providing a purposeful living/learning community that provides ample opportunities for self-discovery and growing up
A workforce-development higher education that focuses on working adults and that provides job and career opportunities while creating a talent pipeline for employers in a local economy
A research higher education that seeks to add to the store of human knowledge, creating breakthrough, innovative solutions to a wide range of problems
A status higher education that provides a value-added network of peers, as well as access to and maintenance of privilege and social status
A civic-good higher education that works to produce a more just and responsible society
A cultural-improvement higher education that creates and/or supports the arts and humanities and instills in its graduates the taste and refinement to support and appreciate the arts

…

The need to reinvent underlying business models is increasingly urgent.

.

Other items from Educause:

Flexible Option: A Direct-Assessment Competency-Based Education Model
The University of Wisconsin Flexible Option CBE model focuses on assessment rather than credit hours, letting students undertake academic work at their own pace and prove mastery of required knowledge and skills through rigorous assessments.

A Tuition-Free College Degree (EDUCAUSE Review) — by Shai Reshef

Excerpt:

First, brick-and-mortar institutions have expenses that virtual universities do not. So we don’t need to pass these expenses on to our students. We also don’t need to worry about capacity. There are no limits on the number of seats in a virtual university: nobody needs to stand at the back of the lecture hall. In addition, through the use of open educational resources and through the generosity of professors who are willing to make their materials accessible and available for free, our students do not need to buy textbooks. Even professors, the most expensive line in any university balance sheet, come free to our students. More than 3,000 higher education professionals—including presidents, vice chancellors, and academic advisors from top colleges and universities such as NYU, Yale, Berkeley, and Oxford—are on-board to help our students. Finally, we believe in peer-to-peer learning. We use this sound pedagogical model to encourage our students from all over the world to interact and to study together and also to reduce the time required from professors for class assignments.

…

Five years ago, University of the People was a vision. Today, it is a reality. In February 2014, we were awarded the ultimate academic endorsement of our model: University of the People is now fully accredited. With this accreditation, it is time for us to scale up. We have demonstrated that our model works. I now invite colleges and universities and, even more important, the governments of developing countries to replicate this model to ensure that the gates to higher education will open ever more widely. A new era is coming—an era that will witness the disruption of the current model of higher education, changing the model from one that is a privilege for the few to one that is a basic right, affordable and accessible for all.

See:

https://www.uopeople.edu/programs/online-bachelor-degree-programs/

Beyond the MOOC Model: Changing Educational Paradigms — by James G. Mazoue
Four trends – MOOC-based degrees, competency-based education, the formalization of learning, and regulatory reform – are shifting educational practice away from core tenets of traditional education, indicating not a transient phenomenon but rather a fundamental change to the status quo.

Excerpt:

According to Georgia Tech’s recent survey, initial reviews from the first cohort of OMS CS students are positive: 93 percent recommend the program to others and nearly two-thirds said their experience exceeds their expectations. If data from the OMS CS show that MOOC-based degrees are viable, others will follow with an array of offerings that will compete directly with on-campus programs.

Some may quibble that the $6,600 OMS CS is not modeled on real MOOCs because of its price tag. However, this misses the larger point: namely, that a quality online degree offered at scale for a nominal or greatly reduced cost is a more attractive alternative for many students than an on-campus degree. In deference to purists who might balk at calling a degree program that charges tuition a MOOC, we can call it a MOD (for Massive Online Degree). Whatever we call it, it will be bad news for on-campus degree programs. With competition, we can expect a MOD’s cost to go down; it is not unreasonable to think that it might go down to a negligible amount if cost recovery shifts from charging students for the acquisition of knowledge to a model based on learning assessment and credentialing. In the end, students — if we let them — will be the ones who decide whether a MOD’s value outweighs the additional cost of an on-campus degree.

…

Far from fading into oblivion, data show that MOOCs are in fact increasing in global popularity. The case for dismissing MOOCs as an educational alternative, therefore, has yet to be made.

The University of Texas System makes bold move into competency-based education — from utsystem.edu

Excerpt:

AUSTIN – The University of Texas System will be the first in the nation to launch a personalized, competency-based education program system-wide aimed at learners from high school through post-graduate studies.

What sets the UT System approach apart from other competency-based programs is a focus on offering personalized and adaptive degrees and certificates that are industry-aligned and – via technology developed by the UT System – can systematically improve success, access and completion rates in areas of high employment demand.

“Competency-based programs allow students to advance through courses, certifications and degrees based on their ability to master knowledge and skills rather than time spent in a classroom,” said Chancellor Francisco G. Cigarroa, M.D. “All students are held to clearly defined and rigorous expectations, but each follows a customized path to success that responds and adapts based on individual learning strengths, challenges and goals. And students can earn credit for prior learning and move at their own speed.”

…

To support and power its new competency-based educational pathway, the UT System is working with education technology innovators to create a state-of-the-art, “mobile-first” stack of technologies and services called TEx, which stands for Total Educational Experience.

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From DSC:
First of all, I noted an interesting — and much needed within higher ed — title/position: The chief innovation officer for the Institute of Transformational Learning.

Let’s break that one down a second.

In 20102, The University of Texas’ Board of Regents had a vision that learning needs to be transformed and they created an institute for it — supplying $50 million to support some key mandates:

To make a University of Texas-quality education more accessible and affordable.
To improve student learning outcomes and dramatically increase the number of Texans with a college degree and other advanced educational credentials.

So not only did this board show vision, but also boldness — they put their $$ where they mouth was to support their vision. Innovation was key to this institute, so they created a CIO position, whereby the I stood for Innovation, not Information.

Surely, the level of willingness to experiment in the U of Texas system runs higher than at many other institutions of higher education. So I congratulate them on their culture to be willing to experiment…to adapt…to change. If successful, such programs should help more people obtain the degrees they need to make a living, make a life, make a contribution.*

* A great slogan from Davenport University

Also see:

Need-to-Know-News: GradSkills Program, Competency-Based Education Gets its Own LMS, & College Rankings — from onlinelearninginsights.wordpress.com by Debbie Morrison

Excerpt:

LMS for Competency Based Education
Readers may not be too interested in reading about Learning Management System news; often LMSs are considered a necessary evil to faculty and teachers of education institutions. However, news last week shared by Phil Hill over at e-literate is worthy of attention—the launch of a LMS platform geared to competency based education (CBE) programs. The new LMS launched by Helix has a different approach than traditional LMS providers. It’s not catering to an institution, but to a method of teaching and learning—CBE. Interesting.

Insight: There is, and continues to be an emphasis and support ($$$) for creation of CBE programs by the Department of Education (Fain, 2014). This new LMS approach by Helix is another indicator. I predict that we’ll be hearing a lot more about CBE in the next few months with more institutions offering CBE options for students. Why it’s significant, is because CBE is a radical departure from traditional education; it does not rely upon the credit-hour or ‘seat time’ as its often referred to, but upon mastery of units of instruction.

Several institutions are already basing their model on CBE, College for America, an offshoot of Southern New Hampshire University and Capella University for instance. Purdue University is planning on offering a competency-based degree in the near future. Other universities that incorporate CBE principles—Western Governors University and Kentucky Community and Technical College System for its 2-year degree program.

Helix: View of a LMS designed for competency-based education, Phil Hill, e-literate
Competency-Based learning or Personalized Learning, The Department of Education
Daniels awards prize for competency-based degree to Purdue Polytechnic Institute, Purdue University
Experimenting with Aid, Paul Fain, Inside Higher Ed

Team-based content creation/delivery is pulling ahead of the pack!

On 11/04/2014, in A/V -- audio/visual, collaboration, communications, creativity, digital audio, digital learning, digital storytelling, digital video, education, education technology, educational games / serious games, higher education, immersion, innovation, interactivity, learning ecosystem, love of learning, media/film, Michigan, multimedia, online learning, participation, play, psychology, real-world assignments, relationships, religion, social learning / networks, social media, society, sociology, story, storytelling, student-related, surviving, teaching & learning, transmedia, universities, usability, user experience (UX), user interface design, using teams, web-based collaboration, by Daniel Christian

Last week I attended the 20th Annual Online Learning Consortium International Conference. While there, I was inspired by an excellent presentation entitled, “A Disruptive Innovation: MSU’s Surviving the Coming Zombie Apocalypse – Are You Ready to Survive a New Way of Learning?“ The four team members from Michigan State University included:

Glenn R. Stutzky | Course Instructor
Keesa V. Muhammad | Instructional Designer
Christopher Irvin | Instructional Designer
Hailey Mooney | Course Librarian

Check out the intro clip on the website about the course:

From the description for the presentation:

This session highlights MSU’s award winning, groundbreaking online course that fuses social theory, filmmaking, social media, and viral marketing while students survive an apocalyptic event. http://zombie.msu.edu/

MSU created and used powerful digital storytelling and multimedia to overlay real, experiential, immersive learning. Important content was relayed, but in a way that drew upon your emotions, your ability to solve problems and navigate in a world where you didn’t have all of the information, your ability to work with others, and more.

“This innovative course integrates current research and science on catastrophes and human behavior together with the idea of a zombie apocalypse. In doing so, we actively engage with students as they think about the nature, scope, and impact of catastrophic events on individuals, families, societies, civilizations, and the Earth itself.”

“Our innovative approach to teaching and learning features: students as active participants, the instructor becomes the facilitator, storytelling replaces lectures, zombies become the catalyst of teaching, a “zombrarian” (librarian) drives research, and the students emerge as digital storytellers as a way of assessing their own learning.”

Others outside MUS have found out about the course and have requested access to it. As a result of this, they’ve opened it up to non-credit seeking participants and now various people from police forces, Centers for Disease Control, and others are able to take the course. To make this learning experience even more accessible, the cost has been greatly reduced: from $1600+ to just $500. (So this talented team is not only offering powerful pedagogies, but also significant monetary contributions to the university as well.)

For me, the key thing here is that this course represents what I believe is the direction that’s starting to really pull ahead of the pack and, if done well, will likely crush most of the other directions/approaches. And that is the use of teams to create, deliver, teach, and assess content – i.e., team-based learning approaches.

So many of the sessions involved professional development for professors and teachers – and much of this is appropriate. However, in the majority of cases, individual efforts aren’t enough anymore. Few people can bring to the table what a talented, experienced group of specialists are able to bring. Individual efforts aren’t able to compete with team-based content creation and delivery anymore — and this is especially true online, whereby multiple disciplines are immediately invoked once content hits the digital realm.

In this case, the team was composed of:

The professor
Two Instructional Designers
and a librarian

The team:

Developed websites
Designed their own logo
Marketed the course w/ a zombie walking around campus w/ brochures and a walking billboard
Used a Twitter stream
Used a tool called Pensu for their students’ individual journals
Made extensive use of YouTube and digital storytelling
Coined a new acronym called MOLIE – multimedia online learning immersive experience
Used game-like features, such as the development of a code that was found which revealed key information (which was optional, but was very helpful to those who figured it out). The team made it so that the course ended differently for each group, depending upon what the teams’ decisions were through the weeks
Used some 3D apps to make movies more realistic and to create new environments
Continually presented new clues for students to investigate. Each team had a Team Leader that posted their team’s decisions on YouTube.

They encouraged us to:
THINK BIG! Get as creative as you can, and only pull back if the “suits” make you! Step outside the box! Take risks! “If an idea has life, water it. Others will check it out and get involved.”

In their case, the idea originated with an innovative, risk-taking professor willing to experiment – and who started the presentation with the following soliloquy:

Syllabi are EVIL

Syllabi are EVIL and they must die!
Listen to me closely and I’ll tell you why.
Just want students to know what is known?
See what’s been seen?
Go – where we’ve been going?
Then the Syllabus is your friend,
cuz you know exactly where you’ll end.
But if you want to go somewhere new,
see colors beyond Red, Green, and Blue.
Then take out your Syllabus and tear-it-in-half,
now uncertainty has become your path.
Be not afraid because you’ll find,
the most amazing things from Creative Minds,
who have been set free to FLY,
once untethered from the Syllabi.

Glenn Stutzky
Premiered at the 2014
Online Learning Consortium International Conference
October 29, 2014

“The number of infected in Michigan has reached critical mass.” CSM Quintero #sw290 pic.twitter.com/F6m8ZaoRyG

— MSU Zombie (@MSUZombies) June 19, 2014

They started with something that wasn’t polished, but it’s been an iterative approach over the semesters…and they continue to build on it.

I congratulated the team there — and do so again here. Excellent, wonderful work!

By the way, what would a creative movie-like trailer look like for your course?

Reflections on “15 Calif. community colleges to offer bachelor degrees” [Plantz]

On 10/16/2014, in change, changing business models, colleges, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, higher education, new business models, pace of change, reinvent, staying relevant, student-related, surviving, universities, by Daniel Christian

15 Calif. community colleges to offer bachelor degrees — from usatoday.com by Kyle Plantz

Excerpt:

Paving the way for one of the largest community college systems in the United States to offer four-year degrees, on Sept. 28 California Gov. Jerry Brown signed into law a bill that will create a pilot program for 15 community colleges across the state to fill a growing workforce demand for college-educated, skilled workers in fields such as health, science and technology.

Also see:

Community colleges increasingly adding bachelor’s degrees — from hechingerreport.org by Jon Marcus
Excerpt:
It’s St. Petersburg College, formerly St. Petersburg Junior College, one of an increasing number of community colleges around the country that have started offering four-year bachelor’s degrees in fields for which there is high job demand.

.

From DSC:
I put a similar item out there on Twitter about this same topic and someone came back with some verbiage that hit me as strange…it caught me off guard. She mentioned the word “war” between community colleges and other colleges/universities. I don’t think that’s the word I would use and I think the greater concern for those of us working within higher education might be the dynamics as found in this recent posting. That’s what higher ed should be far more concerned with — i.e. alternatives that keep developing because higher ed is too slow to respond to increasing costs and is not keeping up with a world that’s spinning at speeds that continue to change exponentially, not incrementally.

.

ExponentialNotLinearSparksNHoney-Spring2013

From DSC:
First of all, let me say that I’m a big fan and supporter of a liberal arts education — my degree was in economics (from Northwestern University’s College of Arts & Sciences, as the school was called at the time) and I currently work at a Christian liberal arts college.

That said, within the current higher education landscape, we’re already seeing and hearing more and more about competency-based education, credits for prior learning, and other forms of obtaining a credential in less time. I don’t have data on this, but my mental picture of these things is that such initiatives have had a limited impact, at least so far.

However, as the pace of change has increased, I wonder…what if hiring decisions move significantly more towards “Show me what you can DO…? That’s already taking place to a significant degree in many hiring situations, but my reflection revolves around questions such as:

What if it takes too long to wait for someone to get a 2 or 4-year degree? Will employers start looking more towards what competencies someone has today or can acquire much more quickly?
Will people look outside of traditional higher education to get those skills?

Again, these reflections involve the increasing pace of change.

The pace has changed significantly and quickly

Anyway, such a shift could open doors for new “providers” such as:

Then, consider some quotes from the following article, Tottering Ivory Towers:

Excerpts:

…there is growing interest in new ways of measuring the quality of a degree. The variety of scorecards now available, for instance, means students and their parents have much better and more granular measures of quality than accreditation provides. For another, employers are gradually making greater use of independent, competency-based measures and credentialed courses rather than relying on accredited degrees and credit hours (derided as “seat time” by its critics). Try getting a job in computer network management if you can’t show which Microsoft Certified Systems Engineer courses you have passed. Meanwhile, Udacity is partnering with Google, AT&T, and other technology firms in an “Open Education Alliance” to provide top-level technical skills. Nevertheless, when it comes to alternatives to accreditation, the United States is generally playing catch-up with some other countries. In Britain, for instance, students can earn employer-union certified City & Guilds qualifications while studying at almost any institution, and there are standard competency measures in a variety of professional fields.

…

In a New York Times interview, Google’s senior vice president for people operations, Laszlo Bock, admitted that transcripts, test scores, and even degrees are less useful than other data as predictors of employee success.³ In this environment, an industry-led move to create a more dependable measure of knowledge and ability than a transcript will become increasingly attractive.

…

The critical lesson from the transformation of other industries is that it is likely to be a disastrous mistake to assume you can just tweak an existing business model and be all right. That can work only for a while.

Dmitry Sheynin writes in his article, Is innovation outpacing education? “With the ever-increasing pace of innovation, traditional colleges and universities are failing to train and retrain workers quickly enough. The model of two and four-year degrees, [futurist Thomas Frey] says, is largely incompatible with an industry that gets flipped on its head every couple of quarters.” Again, according to Frey, “The main factor driving change in the labor force is new innovations rendering old jobs obsolete, but no mechanism is in place yet to help workers grow at the pace of evolving technology.”

Self-directed learning, or heutagogy, is key in this fast-paced environment. We all need to be constantly learning, growing, and reinventing ourselves. However, not everyone is comfortable with such an approach. So there are some gaps/opportunities opening up for those organizations who are innovative enough to experiment and to change.

Also see:

It’s time to ditch the ‘old academic identity’ to survive funding cuts — from theconversation.com by Fry and Schutt
Excerpt:
In short, what you do with what you create. Increasingly, the sector is being called to account on this as the world changes around us.
This article re: Southern New Hampshire’s self-paced $10,000 competency-based degree program
Udacity & the Future of Nanodegrees — from etale.org by Bernard Bull
.
A $10,560 bachelor’s degree? — from marketplace.org
Excerpt:
“We’re not going to see bachelor’s programs in English, math, history, sociology, chemistry and all of those fields that are traditional liberal arts fields,” said Constance Carroll, Chancellor of the San Diego Community College District, and a member of the California Community College Baccalaureate Degree Study Group. “What we will see are baccalaureate programs in workforce fields where there is high demand.” Fields like dental hygiene, information technology, and automotive-technology management.

Addendum on 9/17/14:

Building on Competency-Based Education — from campustechnology.com by Mary Grush
A Q&A with Ruki Jayaraman

Excerpt:

Argosy University System is among the first institutions in a movement toward competency-based education, creating new models of direct assessment that promise to reduce time-to-degree and offer greater relevance for graduates in the job market. CT talked with Argosy University System’s vice chancellor for academic affairs to learn how that institution tackled competency-based education — creating the first WASC-accredited MBA in its region based on a direct assessment, competency model. Now, Argosy is developing hybrid approaches that combine direct assessment with traditional seat time-based courses.

Addendum on 10/2/14:

Michael B. Horn on Disruptive Innovation in Higher Education: How online competency based learning is changing the higher education landscape — from lambdasolutions.net by Sean Hougan

Addendum on 10/8/14:

Competency-Based Education: No More Semesters? — from npr.org by Anya Kamenetz

Addendum on 10/13/14:

A Competency-Based Educational Shift Is Underway in Higher Ed — from edtechmagazine.com by D. Frank Smith
College students are being given a growing list of options for college accreditation.

.

Reflections on “Humans need not apply”

On 08/13/2014, in 21st century, change, emerging technologies, engineering, future of higher education, game-changing environment, reinvent, robotics, society, staying relevant, surviving, technology (general), by Daniel Christian

With thanks to George Veletsianos and @reddit,
& Audrey Watters for posting this item on Twitter

From DSC:
I don’t know much about this video in terms of who created it or what their purpose was in developing it. Though it paints an overly bleak picture IMHO, at least in some ways, I post it here because I think it outlines some solid topics to think about and to plan for — NOW! Not later.

Automation, algorithms, robotics, and more are with us today, but will be even more prevalent tomorrow. It doesn’t matter what the color is of the collar that we’re currently wearing (white, blue, other), more of our jobs are being replaced by such things. As such, we need to think about what the ramifications are concerning these trends. Societies throughout the globe are most definitely in a game-changing environment.

Along these lines, how do such trends affect what is taught? How it’s taught? In K-12? In higher ed? In the corporate world?

How do we stay relevant/employed?

How do we reinvent ourselves and to what?

Are our vocations affected by this? How so?

Also see:

our new robo-reader overlords — from text-patterns.thenewatlantis.com by Alan Jacobs
Teaching Machines: The Drive to Automate Education — from teachingmachin.es by Audrey Watters
AI, Robotics, and the Future of Jobs — from pewinternet.org by Aaron Smith and Janna Anderson
Excerpt:
The vast majority of respondents to the 2014 Future of the Internet canvassing anticipate that robotics and artificial intelligence will permeate wide segments of daily life by 2025, with huge implications for a range of industries such as health care, transport and logistics, customer service, and home maintenance. But even as they are largely consistent in their predictions for the evolution of technology itself, they are deeply divided on how advances in AI and robotics will impact the economic and employment picture over the next decade.

Learning Ecosystems

Reflections on “Prepare for ‘the end of college’: Here’s what free higher ed looks like”; plus other related items

I wonder if this is true for higher ed as well? “Running your company at two speeds” [Bossert, Laartz, Ramsøy]

Top 10 IT Issues, 2015: Inflection Point [Grajek, Educause]

New items from Educause including “Finding New Business Models in Unsettled Times” [LeBlanc]

Reflections on “Humans need not apply”

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