Learning ecosystems across the country — especially those involving K-12 — are morphing once again.

Have you heard about the explosive interest and potential growth involving “learning pods” — also called “pandemic pods”!?! It’s amazing to see how quickly things are changing in this fluid situation. This is another great example of how the macro-learning ecosystem for K-12 is changing — as well as the changes happening at more of a micro-level. (To see how true this is, put a Google Alert or two out there for “learning pods,” “pod learning,” and/or “pandemic pods.”)

For some information about these changes, see some of the example articles below:


From DSC:

Though very interesting to see what occurs here, I, too, am concerned about the inequalities and the potential for expanding the learning gaps across the country (between the folks who have the resources and those folks who do not). For example, consider that the cost ranges from $1,500 to $2,500 dollars per studentper month — in the San Francisco Bay Area. (See COVID-19 learning pods: Here’s how they work and what Bay Area schools say about them by Luz Pena.) Or see

On the other side of things…maybe this will be a new area of opportunity for the student teachers and education programs out there.
 
 
 

Zoom Launches Zoom for Home

Zoom Launches Zoom For Home — from which-50.com

Excerpts:

Zoom Video Communications has announced Zoom for Home, which it describes as a new category of software experiences and hardware devices to support remote work use cases. The focus is on improving employee experiences to connect remotely and be productive.

Features for the all-in-one 27-inch device include: three built-in wide-angle cameras for high-resolution video; an 8-microphone array for crystal-clear audio in meetings and phone calls; and, an ultra-responsive touch display for interactive screen sharing, whiteboarding, annotating, and ideation.

Also see:

From DSC:
Again, we see some further innovation in this space. The longer the Coronavirus impacts things, the further ahead the online-learning space will be catapulted. This type of device consolidates several devices into one, while making it intuitive and likely easy to annotate items on it.

Zoom Launches Zoom For Home
 

 

Pedagogical considerations for instructional videoconferencing sessions — from onlinelearningconsortium.org by Amanda Major

Excerpt:

Presented here are recommendations and strategies to support educators.

We hope you find these pedagogical considerations for faculty holding a synchronous class session via a video conferencing tool as timely, practical, and rewarding. The intent is to allay your anxieties about offering quality instruction to your students; thereby, helping you to adapt quickly to this new situation.

The ending points of your content delivery should make a lasting impression. Try these ideas:

    • Wrap-up your session with a Parking Lot designed as a quadrant (see below), use a shared document and include the following quadrant headings/questions so students can respond in real time:

 


 

 


 

Also see the idea of a learning journal here.

Have the students keep a learning journal, while answering these questions each week

 

 
 

 

“Existing meeting interfaces had been designed with a singular goal, to simply enable virtual conversations. How could we build a meeting interface from the ground-up that intentionally facilitates engaging, productive, and inclusive conversations?”

 

What will tools like Macro.io bring to the online-based learning table?!

 

‘No college degree required’: Google expands certificate program for in-demand job skills — from fastcompany.com by Lydia Dishman

Excerpt:

Google just announced that it is expanding its skills certification program to help more people land high-paying tech jobs without a college degree.

The Grow with Google Career Certificates will be available soon for in-demand jobs including Data Analyst, Project Manager, and UX designer. These jobs pay between $60,000 and $90,000, on average.

From DSC:
Does this get at what Professor Scott Galloway was talking about yesterday at the Remote Conference? That is, that Big Tech is coming for healthcare and education. Could be. 

Also see:

  • Google to launch 3 more tech certificates on Coursera — from educationdive.com by Natalie Schwartz
    Excerpt:
    The certificates — which will be in data analytics, project management and user experience design — will cost $49 a month and take three to six months to complete. Google will fund 100,000 need-based scholarships for those who take them.
 

A new affordance of a 100%-online-based learning environment: A visual & audible “Table of Contents of the Key Points Made” [Christian]

What new affordances might a 100%-online-based learning environment offer us?

 

From DSC:
As I’ve been listening to some sermons on my iPhone, I end up taking visual snapshots of the times that they emphasize something. Here are some examples:

A snapshot of one of the key points made during a sermon

 

Another snapshot of one of the key points made during a sermon

 

Another snapshot of one of the key points made during a sermon

 

Which got me to thinking…while tools like Panopto* give us something along these lines, they don’t present to the student what the KEY POINTS were in any given class session.

So professors — in addition to teachers, trainers, pastors, presenters, etc. — should be able to quickly and easily instruct the software to create a visual table of contents of key points based upon which items the professor favorited or assigned a time signature to. I’m talking about a ONE keystroke or ONE click of the mouse type of thing to instruct the software to take a visual snapshot of that point in time (AI could even be used to grab the closest image without someone’s eyes shut). At the end of the class, there are then just a handful of key points that were made, with links to those time signatures.

At the end of a course, a student could easily review the KEY POINTS that were made throughout the last ___ weeks.

****

But this concept falls apart if there are too many things to remember. So when a professor presents the KEY POINTs to any given class, they must CURATE the content.  (And by the way, that’s exactly why pastors normally focus on only 3-4 key points…otherwise, it gets too hard to walk away with what the sermon was about.)

****

One could even build upon the table of contents. For example…for any given class within a law school’s offerings, the professor (or another team member at the instructions of the professor) could insert links to:

  • Relevant chapters or sections of a chapter in the textbook
  • Journal articles
  • Cases
  • Rules of law
  • Courts’ decisions
  • Other

****

And maybe even:

  • That’s the kind of “textbook” — or learning modules — that we’ll move towards creating in the first place.
    .
  • That’s the form of learning we’ll see more of when we present streams of up-to-date content to folks using a next-generation learning platform.
    .
  • Future webinars could piggyback off of this concept as well. Dive as deep as you want to into something…or just take away the main points (i.e., the Cliff notes/summaries) of a presentation.

At the end of the day, if your communication isn’t in a digital format, there is no playback available. What’s said is said…and gone.


* The functionality discussed here would take a day’s worth of work for a developer at Panopto (i.e., give a presenter a way to favorite existing TOC items and/or to assign a time signature to slots of time in a recording) — but it would save people and students sooooo much time. Such functionality would help us stay up-to-date — at least at a basic level of understanding — on a variety of topics.


 

 

 
 

Are universities going the way of CDs and cable TV? [Smith]

Are universities going the way of CDs and cable TV? — from theatlantic.com by Michael Smith; with thanks to Homa Tavangar & Will Richardson for this resource
Like the entertainment industry, colleges will need to embrace digital services in order to survive.

Excerpts:

We all know how that worked out: From 1999 to 2009, the music industry lost 50 percent of its sales. From 2014 to 2019, roughly 16 million American households canceled their cable subscriptions.

Similar dynamics are at play in higher education today. Universities have long been remarkably stable institutions—so stable that in 2001, by one account, they comprised an astonishing 70 of the 85 institutions in the West that have endured in recognizable form since the 1520s.

That stability has again bred overconfidence, overpricing, and an overreliance on business models tailored to a physical world. Like those entertainment executives, many of us in higher education dismiss the threats that digital technologies pose to the way we work.

Information technology transforms industries by making scarce resources plentiful, forcing customers to rethink the value of established products.

Paul Krugman, Economist, teaching on Masterclass.com

 

Learning from the Living Class Room

From DSC:
I can’t help but hear Clayton Christenson’s voice in the following quote:

An analogous situation prevails in higher education, where access to classroom seats, faculty experts, and university diplomas have been scarce for half a millennium. When massively open online courses first appeared, making free classes available to anyone with internet access, universities reflexively dismissed the threat. At the time, MOOCs were amateuristic, low-quality, and far removed from our degree-granting programs. But over the past 10 years, the technology has improved greatly.

 

Adobe Distance Learning Resources — from edex.adobe.com
Whether your school routinely supports distance learning or is facing unexpected closures, we’ve assembled these resources and learning opportunities to help educators engage remote students through online learning.

  • Talks and Webinars
  • Khan + Create Activities
  • Learn and Create for Social Justice
  • Courses, Articles, and Blogs
  • Go Paperless with your Teaching
  • Higher Ed and K-12 projects that make distance learning engaging
  • Resources to support young learners
 

What have we learned from Covid-19 about the limitations of online learning – and the implications for the fall?? — from  tonybates.ca Tony Bates

Excerpts:

It is useful then to use the experience from Covid-19 to identify some of the affordances or ‘difficult to replace’ characteristics of in-person teaching and learning. In particular, I found myself revisiting what we often take for granted, at least here in Canada: the real benefits of a comprehensive, publicly funded in-person school system.

Major limitations

    1. Access
    2. Online learning is inappropriate for younger children
    3. There are certain areas of teaching that are still difficult or impossible through online learning

I have again broken my golden rule of not venturing into the school/k-12 area, so I will really welcome feedback on this post from any parents or teachers who happen to stumble across it.

 

Learning experience designs of the future!!! [Christian]

From DSC:
The article below got me to thinking about designing learning experiences and what our learning experiences might be like in the future — especially after we start pouring much more of our innovative thinking, creativity, funding, entrepreneurship, and new R&D into technology-supported/enabled learning experiences.


LMS vs. LXP: How and why they are different — from blog.commlabindia.com by Payal Dixit
LXPs are a rising trend in the L&D market. But will they replace LMSs soon? What do they offer more than an LMS? Learn more about LMS vs. LXP in this blog.

Excerpt (emphasis DSC):

Building on the foundation of the LMS, the LXP curates and aggregates content, creates learning paths, and provides personalized learning resources.

Here are some of the key capabilities of LXPs. They:

  • Offer content in a Netflix-like interface, with suggestions and AI recommendations
  • Can host any form of content – blogs, videos, eLearning courses, and audio podcasts to name a few
  • Offer automated learning paths that lead to logical outcomes
  • Support true uncensored social learning opportunities

So, this is about the LXP and what it offers; let’s now delve into the characteristics that differentiate it from the good old LMS.


From DSC:
Entities throughout the learning spectrum are going through many changes right now (i.e., people and organizations throughout K-12, higher education, vocational schools, and corporate training/L&D). If the first round of the Coronavirus continues to impact us, and then a second round comes later this year/early next year, I can easily see massive investments and interest in learning-related innovations. It will be in too many peoples’ and organizations’ interests not to.

I highlighted the bulleted points above because they are some of the components/features of the Learning from the Living [Class] Room vision that I’ve been working on.

Below are some technologies, visuals, and ideas to supplement my reflections. They might stir the imagination of someone out there who, like me, desires to make a contribution — and who wants to make learning more accessible, personalized, fun, and engaging. Hopefully, future generations will be able to have more choice, more control over their learning — throughout their lifetimes — as they pursue their passions.

Learning from the living class room

In the future, we may be using MR to walk around data and to better visualize data


AR and VR -- the future of healthcare

 

 

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