Delivering learning across a lifetime: Higher education’s new paradigm — from evolllution.com with thanks to Mr. Amrit Ahluwalia for his work on this

Excerpt:

Higher education is no longer a single engagement in an individual’s life, or a stop-off point between high school and a career.
Today, and into the future, higher education’s role is ongoing as the demands of the future labor market will require individuals to continuously up-skill and re-skill to remain relevant. As such, while the traditional two- or four-year postsecondary model will continue to play an important role, colleges and universities must expand their repertoire to consciously deliver learning across individuals’ lifetimes.

Read on to learn how the 100 Year Life is changing the fundamental learning needs of individuals across the labor market, and to understand how postsecondary institutions can evolve to fulfil their missions within this new paradigm.

 

From DSC:
This important perspective/trend reminds me of the graphic below…

 

Also see:

 

60 years of higher ed --really?

 

The employee of the future, he added, “typically will have a new job every five years, probably for 60 to 80 years, and probably every one of those will require skills you did not learn in college.”

 

DC: In the future…will there be a “JustWatch” or a “Suppose” for learning-related content?

DC: In the future...will there be a JustWatch or a Suppose for learning-related content?

 

5 good tools to create whiteboard animations — from educatorstechnology.com

Excerpt:

In short, whiteboard animation (also called video scribing or animated doodling) is a video clip in which the recorder records the process of drawing on a whiteboard while using audio comment. The final result is a beautiful synchronization of the drawings and the audio feedback. In education, whiteboard animation videos  are used in language teaching/learning, in professional development sessions, to create educational tutorials and presentations and many more. In today’s post, we are sharing with you some good web tools you can use to create whiteboard animation videos.

 

 

 

Preparing faculty for high-quality online programs — from campustechnology.com by Anne Frankel, Laurie Friedman, Jamie Mansell, Jennifer Ibrahim
Temple University’s College of Public Health is a diverse school experiencing significant growth online. Here’s how the institution is supporting the development and maintenance of high-quality online faculty.

Excerpt:

We recognized that faculty may be at different levels of preparedness and self-efficacy to start teaching in an online space — and we realized the challenges of organizing faculty in a single location at a given time. Therefore, we chose to deliver the training in a fully asynchronous environment, allowing faculty the time and space needed to digest the materials and practice with the content to build their confidence. Faculty are enrolled in the training during the semester prior to their assigned online class, and are asked to complete the training at least four weeks before the start of their online course to provide sufficient time for feedback to the faculty with lead time for changes to the course before launching, if needed.

We wanted the training to take the faculty member through the design of an entire online course, from syllabus creation, to choices in delivery style, to assessment techniques and more. Each of the nine modules included both pedagogical and technological pieces, encompassing everything from creating alignment (Module 3), to setting up your Canvas site (Module 4), to designing and delivering synchronous sessions (Module 8).

Within each module, there is an organized infrastructure to ensure a consistent experience for the faculty. The structure starts with a clear set of learning objectives, designed both to model best practices and to ensure alignment with activities and assessments. Following the objectives, there are diverse resources, including videos, instructional guides with screenshots, web links, journal articles and examples from our online classes. After the content, each module contains “assignments” for the faculty to complete. These assignments allow the faculty to demonstrate that they can incorporate both technological and pedagogical best practices within their own online course.

 

 

From DSC:
Regular readers of this blog will know that for years, I’ve made it one of my goals to try and raise awareness of the need for institutions of higher education to lower their tuitions! For example, Yohan Na and I designed the graphic below way back in 2009.

 

Daniel S. Christian: My concerns with just maintaining the status quo

 

Through those years, I cringed when I kept hearing various Boards say, “We only increased our tuition by ___ % — the lowest percentage increase in our state.” The direction was completely wrong! It needed to go down, not up. If you work in higher ed, I encourage you to find a way for that to happen at your own institution.

So I’m very pleased to report that the WMU-Thomas M. Cooley Law School — where I work — was able to reduce tuition by 21%!!! 

Don’t get me wrong, some tough decisions were made to pave the way for that to occur. But this will be the case no matter which institution of higher education that you look at. An institution will have to make some tough choices to reduce their tuition. But it HAS to occur. We can’t keep this upward trajectory going.

If we don’t change this trajectory, we will continue to put enormous gorillas (of debt) on our graduates’ backs! Such debt will take our graduates decades to pay off. 

We need to be aware of these invisible gorillas of debt. That is, our students move on…and we don’t see them. But their gorillas remain.

 



Addendum on 10/18/19:

Victoria Vuletich, the assistant dean at the Grand Rapids, Michigan campus of Western Michigan University Cooley Law School, was interviewed by the State Bar of Michigan’s Legal Talk Network to discuss what the law school experience is like for the current generation of students. 



 

My Favorite Book about Teaching and Learning is…33 Books to Inspire You! — from linkedin.com by Barbi Honeycutt

Excerpt:

…I recently posted this fill-in-the-blank question to all of my social media pages:

My favorite book about teaching and learning is ______________.

The response has been fantastic! Professors, instructors, teachers, educators, and faculty development professionals from a variety of disciplines from around the world responded with their favorite book about teaching and learning.

I’ve compiled the list and here are the 33 books recommended by colleagues throughout my network (many books were recommended more than once).

 

Accessibility and Usability Resource site from Quality Matters

 

Meet AURS — Your go-to resource for addressing accessibility challenges — from wcetfrontiers.org and Quality Matters

Excerpt:

Accessibility is not only one of the main areas of focus for WCET, but a consistent issue and opportunity for higher education institutions. In order to support faculty, instructional designers, and others who work in the area, Quality Matters, a WCET member, created a new resource site for educators to get information on how to address key accessibility and usability concerns. Today’s post introduces the new website, AURS, and reviews the development process for the site and the resources.

 

In DC, teachers run the jail. It’s turning inmates into students. — from edsurge.com by Rebecca Koenig

Excerpts:

That was before Amy Lopez showed up. In 2017, the petite Texan arrived at the jail with an armada of plans and the energy to launch them. She invited college professors to teach for-credit classes inside, in person. She purchased tablets to offer short-term learning opportunities to transient inmates. And she created a residential learning bloc named for the phoenix, the mythical bird who rises from its ashes to have a second chance at life.

“Every single person I talk to—staff members or incarcerated students—will say it was a game-changer when she arrived,” says Marc M. Howard, director of the Prisons and Justice Initiative at Georgetown University. “I’ve never seen an administration, a staff, an agency so supportive of programming for its incarcerated residents. I think they’re a model of what corrections officials around the country should be.”

It turns out, people in jail love TED Talks.

The videos are inspiring, informative and—perhaps most importantly—available any time on the tablets they can borrow for hours on end.

“A lot of people come to jail and just leave with nothing. They don’t know nothing but what they knew before they came,” he says. “If you had something to go out there and look forward to, there’s less chance you’ll be turned back.”

Also see:

 

Coursera offers its 3,600-course catalog to non-affiliated universities — from ibleducation.com

Excerpt:

Coursera announced Coursera for Campus on October 3.

This initiative is designed to allow any university, including those who are not partners, to supplement their course offering with Coursera’s 3,600-course catalog, integrating these classes into their curricula and offering credit-eligible, and blended learning.

These universities will also be able to access Coursera’s analytics as well as author content, assessments, and labs. Features such as single sign-on (SSO) and API integration will be available, too.

Also see:

Also see:

 

 

Information Technology (IT) skills and jobs are widely misunderstood to be housed primarily in the tech sector, and they are also thought to be inaccessible to all but a small minority of people who have focused intently on computer science. Building on our prior research efforts and mining a database of more than 150 million unique online U.S. job postings, Oracle Academy and Burning Glass Technologies produce new evidence that neither of these perceptions are borne out by data. To the contrary, 90% of IT skills and jobs are concentrated in 10 non-tech industries, leaving only 10% in the tech sector. The rapid growth of IT jobs is more than 50% greater in non-tech industries than in tech industries.

 

To Tweet, or Not to Tweet. That Is the Question (for Law Professors) — from law.com by Karen Sloan
The number of law professors using Twitter has increased more than 500% since 2012, according to a new census.

Excerpt:

Law professors are trained to share their thoughts in lengthy, exhaustively footnoted journal articles. So it makes sense that the legal academy as a whole was initially reluctant to embrace Twitter, a medium that forces users to be concise and where the conversation can be bare-knuckled.

But it seems law professors are finally coming around to Twitter. A recent census of law professors on Twitter found that at least 1,310 are on the platform, which represents an increase of more than 500% from 2012, when just several hundred were tweeting.

More law professors have jumped on the Twitter bandwagon as they have watched early adopters use the platform in a variety of ways: From promoting their own work or offering commentary on the news of the day to connecting with others in their field or even engaging with the general public, said Bridget Crawford, a professor at Elisabeth Haub School of Law at Pace University, who compiled the data.

 

Also see:

Law360 has learned that the Chicago Bar Foundation and Chicago Bar Association plan to launch a joint task force Oct. 7 to explore how state attorney regulations could be modified to encourage more innovation in the legal sector and ultimately increase access to justice.

 

 

Per Jane Hart on LinkedIn:

Top 200 Tools for Learning 2019 is now published, together with:

PLUS analysis of how these tools are being used in different context, new graphics, and updated comments on the tools’ pages that show how people are using the tools.

 

 

 

The Global Landscape of Online Program Companies — from by Doug Lederman
New trove of data suggests a bigger, more complex, more varied ecosystem of companies that work with colleges to take their academic programs online.

Excerpt:

A new dataset promises to give college leaders, company officials and others involved in the online learning landscape much more information about who offers what programs, how they manage them and where the money is flowing, among other factors.

And the company behind the new data, Holon IQ, published a report today that gives a new name to the large and diversifying category of providers that are working with colleges to take their programs online: OPX, instead of OPM, for online program management companies. (More on that later.)

Also see:

Also see:

  • Multi-Faculty Collaboration to Design Online General Studies Courses — from facultyfocus.com by B. Jean Mandernach
    Excerpt:
    While this type of autonomy in course design makes sense for the face-to-face classroom, it may be less practical–and less effective–in the context of online education. Simply put, development of a high-quality online course takes considerable time and advanced knowledge of online pedagogy. If multiple faculty members are teaching the same course online (as is often the case with general studies or other high-demand courses), it is not an efficient use of departmental time, resources, or budget to have multiple faculty developing their own online classroom for different sections of the same course.
 

Artificial Intelligence in Higher Education: Applications, Promise and Perils, and Ethical Questions — from er.educause.edu by Elana Zeide
What are the benefits and challenges of using artificial intelligence to promote student success, improve retention, streamline enrollment, and better manage resources in higher education?

Excerpt:

The promise of AI applications lies partly in their efficiency and partly in their efficacy. AI systems can capture a much wider array of data, at more granularity, than can humans. And these systems can do so in real time. They can also analyze many, many students—whether those students are in a classroom or in a student body or in a pool of applicants. In addition, AI systems offer excellent observations and inferences very quickly and at minimal cost. These efficiencies will lead, we hope, to increased efficacy—to more effective teaching, learning, institutional decisions, and guidance. So this is one promise of AI: that it will show us things we can’t assess or even envision given the limitations of human cognition and the difficulty of dealing with many different variables and a wide array of students.

A second peril in the use of artificial intelligence in higher education consists of the various legal considerations, mostly involving different bodies of privacy and data-protection law. Federal student-privacy legislation is focused on ensuring that institutions (1) get consent to disclose personally identifiable information and (2) give students the ability to access their information and challenge what they think is incorrect.7 The first is not much of an issue if institutions are not sharing the information with outside parties or if they are sharing through the Family Educational Rights and Privacy Act (FERPA), which means an institution does not have to get explicit consent from students. The second requirement—providing students with access to the information that is being used about them—is going to be an increasingly interesting issue.8 I believe that as the decisions being made by artificial intelligence become much more significant and as students become more aware of what is happening, colleges and universities will be pressured to show students this information. People are starting to want to know how algorithmic and AI decisions are impacting their lives.

My short advice about legal considerations? Talk to your lawyers. The circumstances vary considerably from institution to institution.

 

Is virtual reality the future of online learning? — from builtin.com by Stephen Gossett; with thanks to Dane Lancaster for his tweet on this (see below)
Education is driving the future of VR more than any other industry outside of gaming. Here’s why virtual reality gets such high marks for tutoring, STEM development, field trips and distance education.

 

 

 

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