OPM Market Landscape and Dynamics: Fall 2020 updates — from philonedtech.com by Phil Hill; with thanks to Edsurge.com for this resource

Excerpt:

There has been growing interest in the Online Program Management (OPM) market, as more schools try to develop a strategy and revenue model for online programs (particularly for master’s level). In addition, there has been a broad question to what degree schools would turn to OPM partners to help out with the Covid-driven move to online education in 2020 and beyond. We’re in the middle of the chaotic period of the pandemic, so there are no clear answers yet, but the consistent message is that OPM vendors are seeing a marked increase in interest from colleges and universities this year.

 

State of Student Success and Trends in Higher Education — from instructure.com
2020 Global Research Study and Trends

Excerpt (emphasis DSC):

In the following report, we’ve identified six leading trends for student success and engagement in today’s world:

  1. Career readiness is the number one priority for students.
  2. Institutions need to think beyond the lecture.
  3. Faculty-student engagement is critical.
  4. Online learning needs to be intentionally designed.
  5. Socioeconomic disparities impact engagement.
  6. Democratisation of education begins with equitable access.
 

Goodbye, Guilt! Exchanging Guilt For Gratitude During COVID-19 And Beyond — from abovethelaw.com by Joseline Jean-Louis Hardrick
Shift your focus from the guilt and what is missing to what is present and helpful.

Excerpt:

Do you often feel guilty, drained, conflicted, or like, no matter what you do, it’s never enough? You aren’t alone. One poll on WorkingMother.com discovered that 57 percent of women feel guilty every day!

The pandemic has changed how we live and work. And now, more than ever, you may be getting worried and guilty about everything! This article provides one simple trick to release all that guilt and achieve peace, positivity, and assertiveness.

 

The State of AI in Higher Education — from campustechnology.com by Dian Schaffhauser
Both industry and higher ed experts see opportunities and risk, hype and reality with AI for teaching and learning.

Excerpts:

Kurt VanLehn, the chair for effective education in STEM in the School of Computing, Informatics and Decision Systems Engineering at Arizona State University, knows how challenging it can be people to come up with examples of effective AI in education. Why? “Because learning is complicated.”

Nuno Fernandes, president and CEO of Ilumno, an ed tech company in Latin America, isn’t ready to count adaptive learning out yet, if only because adaptivity has worked in other industries, such as social platforms like Netflix and Amazon, to identify what could work best for the user, based on previous activities and preferred formats of curriculum.

As Ilumno’s Fernandes asserted, AI won’t “substitute for faculty in any of our lifetimes. What it will do is give us tools to work better and to complement what is being done by humans.”

From DSC:
The article is a very balanced one. On one hand, it urges caution and points out that learning is messy and complex. On the other hand, it points out some beneficial applications of AI that already exist in language learning and in matching alumni with students for mentorship-related reasons.

From my perspective, I think AI-based systems will be used to help us scan job descriptions to see what the marketplace needs and is calling for. Such a system would be a major step forward in at least pointing out the existing hiring trends, needed skillsets, job openings, and more — and to do so in REAL-TIME!

Colleges, universities, and alternatives to traditional higher education could use this information to be far more responsive to the needs of the workplace. Then, such systems could match what the workplace needs with courses, microlearning-based feeds, apprenticeships, and other sources of learning that would help people learn those in-demand skills.

That in and of itself is HUGE. Again, HUGE. Given the need for people to reinvent themselves — and to do so quickly and affordably — that is incredibly beneficial.

Also, I do think there will be cloud-based learner profiles…data that each of us control and say who has access to it. Credentials will be stored there, for example. AI-based systems can scan such profiles and our desired career goals and suggest possible matches.

We can change our career goals. We don’t have to be locked into a particular track or tracks. We can reinvent ourselves. In fact, many of us will have to.

 

Many students complain that online-based learning doesn’t engage them. Well, check this idea out! [Christian]


From DSC…by the way, another title for this blog could have been:

WIN-WIN situations all around! The Theatre Departments out there could collaborate with other depts/disciplines to develop highly engaging, digitally-based learning experiences! 


The future of drama and the theatre — as well as opera, symphonies, and more — will likely include a significant virtual/digital component to them. While it’s too early to say that theatre needs to completely reinvent itself and move “the stage” completely online, below is an idea that creates a variety of WIN-WIN situations for actors, actresses, stage designers, digital audio/video editors, fine artists, graphic designers, programmers, writers, journalists, web designers, and many others as well — including the relevant faculty members!

A new world of creative, engaging, active learning could open up if those involved with the Theatre Department could work collaboratively with students/faculty members from other disciplines. And in the end, the learning experiences and content developed would be highly engaging — and perhaps even profitable for the institutions themselves!

A WIN-WIN situation all around! The Theatre Department could collaborate with other depts/disciplines to develop highly engaging learning experiences!

[DC: I only slightly edited the above image from the Theatre Department at WMU]

 

Though the integration of acting with online-based learning materials is not a new idea, this post encourages a far more significant interdisciplinary collaboration between the Theatre Department and other departments/disciplines.

Consider a “Dealing with Bias in Journalism” type of topic, per a class in the Digital Media and Journalism Major.

  • Students from the Theatre Department work collaboratively with the students from the most appropriate class(es?) from the Communications Department to write the script, as per the faculty members’ 30,000-foot instructions (not 1000-foot level/detailed instructions)
  • Writing the script would entail skills involved with research, collaboration, persuasion, creativity, communication, writing, and more
  • The Theatre students would ultimately act out the script — backed up by those learning about sound design, stage design, lighting design, costume design, etc.
  • Example scene: A woman is sitting around the kitchen table, eating breakfast and reading a posting — aloud — from a website that includes some serious bias in it that offends the reader. She threatens to cancel her subscription, contact the editor, and more. She calls out to her partner why she’s so mad about the article. 
  • Perhaps there could be two or more before/after scenes, given some changes in the way the article was written.
  • Once the scenes were shot, the digital video editors, programmers, web designers, and more could take that material and work with the faculty members to integrate those materials into an engaging, interactive, branching type of learning experience. 
  • From there, the finished product would be deployed by the relevant faculty members.

Scenes from WMU's Theatre Department

[DC: Above images from the Theatre Department at WMU]

 

Colleges and universities could share content with each other and/or charge others for their products/content/learning experiences. In the future, I could easily see a marketplace for buying and selling such engaging content. This could create a needed new source of revenue — especially given that those large auditoriums and theaters are likely not bringing in as much revenue as they typically do. 

Colleges and universities could also try to reach out to local acting groups to get them involved and continue to create feeders into the world of work.

Other tags/categories could include:

  • MOOCs
  • Learning from the Living[Class]Room
  • Multimedia / digital literacy — tools from Adobe, Apple, and others.
  • Passions, participation, engagement, attention.
  • XR: Creating immersive, Virtual Reality (VR)-based experiences
  • Learning Experience Design
  • Interaction Design
  • Interface Design
  • …and more

Also see:

What improv taught me about failure: As a teacher and academic — from scholarlyteacher.com by Katharine Hubbard

what improv taught me about failure -as a teacher and academic

In improv, the only way to “fail” is to overthink and not have fun, which reframed what failure was on a grand scale and made me start looking at academia through the same lens. What I learned about failure through improv comes back to those same two core concepts: have fun and stop overthinking.

Students are more engaged when the professor is having fun with the materials (Keller, Hoy, Goetz, & Frenzel, 2016), and teaching is more enjoyable when we are having fun ourselves.

 

Canvas Certified Educator program for higher education

Per “Instructure Launches Canvas Certified Educator Program” out at The Journal by Dian Schaffhauser:

Each course is expected to take about four weeks to finish. They include:

  • Core 1: Foundational frameworks, which explores the impact of technology on student learning and the classroom and how Canvas can be used to help educators boost student achievement, motivation and engagement;
  • Core 2: Engagement strategies, to examine how Canvas can help enrich teaching practices and maximize student achievement;
  • Core 3: Personalized learning, to dive into personalized learning and learn how to create opportunities for student voice and choice within the learning environment;
  • Core 4: Transformational practices, to help participants learn how to evaluate open standard digital learning tools that can enhance learning through Canvas; and
  • Electives, described as a series of optional courses that can be selected by educators based on interests and needs.
 
 

Richard Mayer Has Spent Decades On Educational Research. Here are His Pandemic Teaching Tips. — from edsurge.com by Jeff Young

Excerpt:

EdSurge recently reached out to Mayer, who is a professor of psychology at the University of California at Santa Barbara, to get his thoughts on the lessons his research reveals that can guide teachers and professors.

One finding is that students learn better if they see a video of the professor actually working out a math problem or concept on a whiteboard, than if they see a video of the same professor standing next to a whiteboard where the problem has already been worked out.

 

New benchmarking tool for higher ed seeks to address workplace soft skills gap — from chieflearningofficer.com by Elizabeth Loutfi
Quality Assurance Commons’ new Employability Self-Assessment will support higher education programs as they develop proficiency in teaching eight 21st century soft skills critical to today’s employers.

Excerpt:

A new assessment tool created for higher education institutions to track and measure the career success of their graduates was launched this week by nonprofit organization Quality Assurance Commons. The tool, which is called the Employability Self-Assessment, helps institutions identify the key skills employers want in candidates in the current and post-pandemic workplace.

The ESA has already been piloted at 20 colleges and universities and is being implemented at eight higher education institutions in the Connecticut State Colleges & Universities System, according to a company press release.

According to the report, the top three missing soft skills reported by employers were problem solving, critical thinking, innovation and creativity; ability to deal with complexity and ambiguity; and communication.

From DSC:
Hmmm…do our current ways of doing things get students to that point? Are the ways in which we structure our educational systems facilitating the development of those skills? Apparently not. What needs to change? For me, it’s offering “More choice. More control.” to the students. And watch the energy, curiosity, and enjoyment of learning greatly increase.

 

Financial aid officials share how they’re advising college students now — from educationdive.com by Jeremy Bauer-Wolf
We asked administrators how they are guiding students and families through a process made more complex by COVID-19.

Excerpt:

This uncertainty among students and families has compounded an already complex process. Education Dive contacted several financial aid experts and asked them one question: What changes in the financial aid process should colleges account for during the pandemic, and how should they communicate those changes to students, families and the public?

 

From DSC:
Who needs to be discussing/debating “The Social Dilemma” movie? Whether one agrees with the perspectives put forth therein or not, the discussion boards out there should be lighting up in the undergraduate areas of Computer Science (especially Programming), Engineering, Business, Economics, Mathematics, Statistics, Philosophy, Religion, Political Science, Sociology, and perhaps other disciplines as well. 

To those starting out the relevant careers here…just because we can, doesn’t mean we should. Ask yourself not whether something CAN be developed, but *whether it SHOULD be developed* and what the potential implications of a technology/invention/etc. might be. I’m not aiming to take a position here. Rather, I’m trying to promote some serious reflection for those developing our new, emerging technologies and our new products/services out there.

Who needs to be discussing/debating The Social Dilemna movie?

 

 

National Student Clearinghouse Research Center’s Monthly Update on Higher Education Enrollment — as of October 15, 2020 and as referenced late last week by The Chronicle of Higher Education

National Student Clearinghouse Research Center’s Monthly Update on Higher Education Enrollment

From DSC:
The window of opportunity for traditional institutions of higher education to reinvent themselves, become cheaper, and offer more value is beginning to close. The window is still there…but it’s beginning to close.

 

10 Ways You Can Use Podcasts in Your Course to Engage Students — from barbihoneycutt.com by Barbi Honeycutt, Ph.D.

Excerpts:

Have you used podcasts in your courses yet? If not, you might want to consider it! Podcasts can be an excellent tool to add to your lesson to enhance a message, present more in-depth perspectives, and offer a different medium for students to engage with the course content.

10 Ways You Can Use Podcasts in a Course or Lesson:

1) Compare and contrast two podcast episodes where the same topic is discussed by different guests.
2) Use an episode as a supplement or additional resource for a reading assignment.

 

Fostering Student Creativity with Green-Screen Videos — from teachingprofessor.com by Jason Webb and Jeff Mangram

Excerpt:

Educators have come to realize that videos are highly effective and engaging ways to create online course content. One of the most engaging forms uses a green-screen backdrop to project images or videos behind or next to the speaker. Barbara Oakley used this technique in her famous course Learning How to Learn, where she brought in images to illustrate and amplify her message during course videos. Take a look at this example and consider the fact that Oakley shot the videos in her basement using only a couple hundred dollars’ worth of supplies. Today most colleges already have green-screen studios set up for marketing or other uses.

 
 

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