using teams

Reflections on “Microsoft joins Degreed’s crusade to ‘jailbreak the degree’” [Heussner]

On 10/06/2013, in consortiums, dangers of the status quo, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, Microsoft, New "Amazon.com" of Higher Education, strategy, surviving, using teams, vision/possibilities, by Daniel Christian

Microsoft joins Degreed’s crusade to ‘jailbreak the degree’ – from gigaom.com by Ki Mae Heussner

Excerpt:

Degreed, a San Francisco startup taking on traditional degrees and diplomas with a digital credential that reflects lifelong learning, has recruited its first corporate partner to its corner.

This week the startup said it will launch a partnership with Microsoft Virtual Academy, the tech giant’s online IT training site, which will give students who complete the program’s classes a way to display their achievements on Degreed.

From DSC:
AT&T and Georgia Tech.
Google and edX.
Microsoft and Degreed.
IBM sending Watson to school and partnering with 1000+ universities (see here and here).
JP Morgan and University of Delaware (see this addendum from 10/7/13)

Is there a new trend forming here?

How Google’s flexible workspace ignites creative collaboration (on wheels) [Kohrman]

On 09/27/2013, in collaboration, experimentation, face-to-face, Google, health, innovation, learning spaces, smart classrooms, using teams, workplace, by Daniel Christian

From DSC:
Many of our learning spaces — if not all of them — need to be completely interchangeable, flexible, mobile, adaptive. Putting chairs and tables on wheels is a great place to start! I also like what they did w/ the electricity here; very flexible.

Also see:

Watch: This Desk Knows When You Should Stand, Sit, Or Just Breathe — from fastcompany.com by Christina Chaey
The Stir Kinetic Smart Desk, from veterans of Apple, Ideo, NASA, and Disney, adjusts heights and tracks your habits in an effort to help you work smarter and healthier.

and

The Kinetic Desk from Stir

In the future, I have it that this is the type of thing that will be possible from our living rooms [Christian]

On 09/26/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, blended learning, collaboration, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, education technology, emerging technologies, experimentation, future, higher education, human-computer interaction (HCI), immersion, innovation, interactivity, internet, K-12 related, Learning from the Living [Class] Room, learning spaces, multi-touch, multimedia, smart classrooms, smart/connected TV, tools, using teams, vendors, videoconferencing, vision/possibilities, web-based collaboration, by Daniel Christian

Circle Twelve introduces new video conferencing and immersive multi-user collaboration system — from businesswire.com

DiamondTouch Immersion is a new video conferencing system from Circle Twelve designed for connecting two remotely located teams. It combines a the multi-user DiamondTouch table with a second display for video conferencing. It features several patented technologies, including the multi-user DiamondTouch table hardware used for interacting with shared content and collaborative whiteboarding, a method for indicating which remote user is interacting (check out the virtual arms at 3:45), and a multi-camera system so you can see all the people at the remote table. More information at http://www.circletwelve.com/products/…

From DSC:
Can you imaging this type of web-based collaboration in blended learning environments?!!

Also see:

DiamondTouch Immersion

Will it take joining a consortium to survive/thrive in the new world of higher education? (Will it even be called higher education?)

On 09/11/2013, in business, business side of he, consortiums, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, education reform, education technology, elearning, emerging technologies, experimentation, future of higher education, game-changing environment, Google, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, open courseware and systems, platforms, staying relevant, surviving, trends, using teams, by Daniel Christian

EdX announces partnership with Google — from web.mit.edu; w/ thanks to Mr. John Shank for the Scoop on this
Google and edX to collaborate on an open-source learning platform and research, among other things.

Excerpt (emphasis DSC):

As part of the collaboration with Google, edX plans to build out and operate MOOC.org, a new website that will help educational institutions, businesses and teachers build and host online courses for a global audience. The site — slated to go live next year — will be powered by Open edX and built on Google infrastructure.
…
EdX, founded in 2012 and headquartered in Cambridge, is a nonprofit organization comprised of 28 leading global institutions, called the xConsortium. According to EdX, its aims are to transform online and on-campus learning through novel methodologies, gamelike experiences and research, among other things.

Also see:

.

Excerpt:

Today, Google will begin working with edX as a contributor to the open source platform, Open edX. We are taking our learnings from Course Builder and applying them to Open edX to further innovate on an open source MOOC platform. We look forward to contributing to edX’s new site, MOOC.org, a new service for online learning which will allow any academic institution, business and individual to create and host online courses.

Also see:

From DSC:
Creating media-rich, professionally-done, well-designed, interactive materials can be expensive — especially if back-end analytics, programming, AI, etc. are called for. Such capital-intensive work may require the use of teams…of partnerships…of alliances…of consortia.

Once created though, such materials could be made available at a low cost, as the costs would be spread out on a large number of people/institutions — i.e. The Walmart of Education.

Will IBM’s Watson — or a similar set of technologies — be a key ingredient of our future MOOCs? [Christian]

On 09/05/2013, in 21st century, 24x7x365 access, blended learning, career development, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, data related items, digital learning, disruption, global / globalization, health, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, IBM, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interactivity, internet, IT in HE, K-12 related, lifelong learning, marketing/social marketing, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, passions, personalized/customized learning, professional development, research, second screen apps, smart/connected TV, social learning / networks, social media, society, storytelling, strategy, streams of content, teaching online, technologies for your home, training / L&D, trends, ubiquitous learning, United States, using teams, vendors, videoconferencing, virtual K-12 schools, virtual tutoring, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

From DSC:
IBM Watson continues to expand into different disciplines/areas, which currently include:

Healthcare
Finance
Customer Service

But Watson is also entering the marketing and education/research realms.

I see a Watson-type-of-tool as being a key ingredient for future MOOCs and the best chance for MOOCs to morph into something very powerful indeed — offloading the majority of the workload to computers/software/intelligent tutoring/learning agents, while at the same time allowing students to connect with each other and/or to Subject Matter Experts (SME’s) as appropriate.

The price of education could hopefully come way down — depending upon the costs involved with licensing Watson or a similar set of technologies — as IBM could spread out their costs to multiple institutions/organizations. This vision represents another important step towards the “Walmart of Education” that continues to develop before our eyes.

Taking this even one step further, I see this system being available to us on our mobile devices as well as in our living rooms — as the telephone, the television, and the computer continue to converge. Blended learning on steroids.

What would make this really powerful would be to provide:

The ability to create narratives/stories around content
To feed streams of content into Watson for students to tap into
Methods of mining data and using that to tweak algorithms, etc. to improve the tools/learning opportunities

Such an architecture could be applied towards lifelong learning opportunities — addressing what we now know as K-12, higher education, and corporate training/development.

.

Some additional questions for next year’s “Inside Higher Ed Survey of Faculty Attitudes on Technology”

On 08/27/2013, in 21st century, adjunct faculty, blended learning, Daniel S. Christian, digital learning, education technology, elearning, engagement / engaging students, face-to-face, higher education, innovation, MOOCs -- Massive Open Online Courses, online learning, student-related, teaching & learning, using teams, by Daniel Christian

Inside Higher Ed 2013 Survey of Faculty Attitudes on Technology — by Scott Jaschik and Doug Lederman

From DSC:
I would like to propose some additional — and/or different — questions for next year’s survey:

Original question:

Can online courses achieve learning outcomes that are equivalent to inperson courses?

Another potential question:

How will face-to-face courses compete with what’s being achieved via online/digitally-based courses and mechanisms? (One potential answer, go hybrid.)

Original questions:

What do professors and administrators see as the most important indicators of quality in online education? How does the quality of online courses compare with the quality of inperson courses?

Another question:

If we turned the level of scrutiny (which is good and appropriate, BTW) that’s being applied to online courses to our face-to-face (F2F) courses, how would our F2F courses look/perform? How would they compare in terms of quality, achieving learning outcomes, and in terms of long-term ROI?

Original question:

What do faculty and technology officers make of MOOCs (massive open online courses), and how do they perceive media coverage of the phenomenon?

Another potential question (to students, ed tech staff, admins, faculty members):

What might MOOCs morph into and how might those innovations affect the higher education landscape?

Other questions:

Should we be looking to faculty members to initiate change? Or somewhere else?
(Faculty members’ plates are full, they may or may not believe in the value/benefits of technology, they may or may not be gifted in using technology, and many faculty members don’t have the incentive systems necessary to move forward with online learning or even enhance their F2F courses with more hybrid-based learning approaches.)
.
Will it take a team-based approach to be competitive in the future?
.
(Addressed to faculty members teaching F2F courses)
Do you know each student’s name in your F2F course and what each of them are majoring in? How often do you talk to them? Do you keep track of who you’ve talked to and when? Do you know what goals each of your students are pursuing? How often can/do they contact you? Do you find it more difficult to engage your students in the year 2013 as opposed to 2000? Do you hold the power to change things at your institution? If so, what have you done with that power?
.
Are curriculums keeping up with what’s needed or are institutions of higher education falling behind? Are we being responsive enough, realizing that the rate/trajectory of change is now exponential, not linear?

‘Shake Up’ for Higher Ed — from insidehighered.com by Scott Jaschik

Excerpt:

President Obama vowed Wednesday that he would soon unveil a plan to promote significant reform in higher education — with an emphasis on controlling what colleges charge students and families.

“[I]n the coming months, I will lay out an aggressive strategy to shake up the system, tackle rising costs, and improve value for middle-class students and their families. It is critical that we make sure that college is affordable for every single American who’s willing to work for it,” said Obama, in a speech at Knox College.

…

“Families and taxpayers can’t just keep paying more and more and more into an undisciplined system where costs just keep on going up and up and up. We’ll never have enough loan money, we’ll never have enough grant money, to keep up with costs that are going up 5, 6, 7 percent a year. We’ve got to get more out of what we pay for,” Obama said.

From DSC:
At a $175 billion per year support for postsecondary education, if the Federal Government starts redirecting this flow of $$$…I’ll bet we’ll see some change…and rather quickly I might add.

The Walmart of Education (as predicted back in December 2008) is now here, but I don’t think we’ve seen anything yet. To what will we change? At least one major piece of the answer to that question is that we will see the continued — but increasing — use of teams of specialists that will be commissioned to create low-cost, highly-engaging content. Though expensive to create originally, such teams will more than make their money back because of the massive number of students such “courses” will serve.

From the Walmart of Education page on 4/11/09:

…I wanted to offer another idea that might help fund engaging, multimedia-based, online-based learning materials:
(NOTE: The figures I use are not accurate, but rather, they are used for illustration purposes only.)

Let’s reallocate funds towards course development, and then let’s leverage those learning materials throughout the world!

Reallocate funds to course development, and bring costs WAAAAYYYY down and ACCESS WAAAYYY UP!

.

For students: Bring costs waaaayyyyy down and access waaayyy up!

Plus, no more defaulted loans, students could experience richer content, students wouldn’t have to wait as much on financial aid decisions. There would be fewer financial aid headaches; and the resources devoted to figuring out & processing financial aid could be reduced. The issue will be how an institution can differentiate itself in such a new world…but that issue will have to be dealt with in the future anyway.

Reflections on “How to make online courses massively personal” [Peter Norvig]

On 07/25/2013, in 21st century, 24x7x365 access, active learning, Artificial Intelligence/Agents/LLMs/and Related, Daniel S. Christian, data related items, digital learning, education technology, elearning, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, internet, learning agents, learning ecosystem, learning preferences, love of learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, new business models, online learning, online media, online tutoring, participation, personalized/customized learning, professional development, reinvent, social learning / networks, streams of content, student-related, teaching & learning, training / L&D, ubiquitous learning, using teams, web-based collaboration, by Daniel Christian

How to make online courses massively personal — from scientificamerican.com by Peter Norvig
How thousands of online students can get the effect of one-on-one tutoring

Excerpt (emphasis DSC):

Educators have known for 30 years that students perform better when given one-on-one tutoring and mastery learning—working on a subject until it is mastered, not just until a test is scheduled. Success also requires motivation, whether from an inner drive or from parents, mentors or peers.

Will the rise of massive open online courses (MOOCs) quash these success factors? Not at all. In fact, digital tools offer our best path to cost-effective, personalized learning.

I know because I have taught both ways.

…

Inspired by Nobel laureate Herbert Simon’s comment that “learning results from what the student does and thinks and only from what the student does and thinks,” we created a course centered on the students doing things and getting frequent feedback. Our “lectures” were short (two- to six-minute) videos designed to prime the attendees for doing the next exercise. Some problems required the application of mathematical techniques described in the videos. Others were open-ended questions that gave students a chance to think on their own and then to hash out ideas in online discussion forums.

…

That is why a properly designed automated intelligent tutoring system can foster learning outcomes as well as human instructors can, as Kurt van Lehn found in a 2011 meta-analysis in Educational Psychologist.

From DSC:
A potential learning scenario in the future:

“Learning Agent, go find me a MOOC (or what the MOOC will morph into) about ________.”
Similar to a Google Alert, the Learning Agent returns some potential choices. I select one.
.
Once there… “System, let’s begin.” I begin taking the online-based course — which is stocked full of a variety of media, some interactive, that I get to choose from for each module/item based upon my personal preferences — and the intelligent tutoring system kicks in and responses at relevant points based upon my questions, answers, responses. The system uses AI, data mining, learning analytics, to see how I’m doing. It tracks this for each student. Humans regularly review the data to begin noticing patterns and to tweak the algorithms based upon these patterns.
.
If at any time I find the responses from the automated intelligent tutoring system confusing or weak, I will:
- Make note of why I’m confused or disagree with the response (via an online-based form entry on the page; this feedback gets instantly sent to the Team of Specialists in charge of the “course.” They will use it to tweak the course/algorithms.)
- Ask to speak with a person, at which point I am asked to choose whether my inquiry would best be handled by a Subject Matter Expert (SME) at $___/hour/request (more expensive price) or by an entry-level tutor (at a lower $___/hour/request). I then enter into a videoconference-based tutoring session with them, and they can access my records and even take over my screen (if I let them). Once I get my questions answered, I return to the course and continue.

From DSC:
A twist on the above scenario would be if a cohorted group of people — not age-based — met in a physical place/room and were able to bounce ideas off of each other before anyone ante’d up for additional expenses by contacting a tutor and/or an SME. They could even share the expenses of the “call” (so-to-speak).

To successfully compete, you’ll need a team of specialists [Christian]

On 07/10/2013, in corporate universities / corporate training, Daniel S. Christian, higher education, K-12 related, using teams, by Daniel Christian

From DSC:
Yesterday, I had posted an item re: interactive video. As I looked at the credits for the piece out at the Wall Street Journal, it made me reflect upon this thought:

.

This will be true whether we’re talking about K-12, higher ed, and/or the corporate training/L&D world.

Gazing through mud: The campus and you in 50 years — from evoLLLution.com (where LLL stands for lifelong learning) by John Ebersole, President, Excelsior College

Excerpts:

Both types of institutions will be fewer in number as consolidations and closures continue, at an accelerated pace. Those that overcome the academy’s inherent aversion to change and risk are the most likely to survive.
…
Let’s remember that the half-life of knowledge is falling at an astonishing rate. What is relevant today, especially in technical fields, can become obsolete within a matter of a few years, if not months. At the same time, there is an explosion in information. It has been noted that we’re now exposed to more information in one year than our grandparents were in a lifetime.
…
In summary, the units extending the reach of universities in the future will no longer be on the fringe. Their academic and professional development offerings will instead become central to the institution’s mission.

From DSC:
Some additional reflections:

1) Curated streams of content — broken out by discipline/topic — will be key. Lifelong learning. Keeps you relevant/informed throughout your career. A potentially-prominent format might be learning “channels” — populated with information from bots, presented on “Smart TV’s,” with quick access available to a human Subject Matter Expert (SME) or tutor upon request. Perhaps there will be different levels of SME’s, tutors, mentors, etc. with corresponding $$ rates.

2) Interactive video — such as we’re beginning to see with Touchcast — could be very powerful in online-based learning materials.

3) Educational gaming will likely be a powerful, engaging format.

4) We could likely be moving towards more of a team-based approach –as one person likely won’t be able to do it all anymore (at least not at a level that will successfully compete). The higher production qualities and sophistication necessary to compete may force many institutions to pool their resources with other institutions (i.e. more consortia).

5) The unbundling process will likely continue throughout higher ed (i.e. think of iTunes and the album/CD).

Heads up Jony Ive! You need to see this brilliant concept for the Apple TV! Superb work by Sam Beckett!

On 05/31/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, Apple, Artificial Intelligence/Agents/LLMs/and Related, attention, changing business models, cloud-based computing / apps / other cloud-related, convergence, cost of getting a degree, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, e-books, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), IBM, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, love of learning, machine-to-machine communications, media/film, Microsoft, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multi-touch, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, personalized/customized learning, platforms, second screen apps, simulations, smart classrooms, smart/connected TV, social learning / networks, social media, streams of content, tablets, teaching & learning, technologies for your home, technology (general), telepresence, television, transmedia, trends, ubiquitous learning, user experience (UX), user interface design, using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, by Daniel Christian

.

From DSC:
Now picture this from the educational standpoint — and what MOOCs could morph into. The foundation for some serious learning power (from the living room) seems to be developing!

Streams of content/learning channels/cloud-based applications that each of us can create and make available.

Voice recognition, learning analytics, machine-to-machine communications, transmedia and more! Wow!

.

Watch a replay of today’s Adobe MAX 2013 keynote.

On 05/06/2013, in Adobe, cloud-based computing / apps / other cloud-related, creativity, digital audio, digital photography, digital video, education technology, IT in HE, tools, user interface design, using teams, web design and production, by Daniel Christian

Watch a replay of today’s Adobe MAX 2013 keynote.
Even if you can’t join us in person, you can still connect with the Adobe community. Watch the Adobe MAX 2013 keynotes live from Nokia Theatre L.A. LIVE. We’ll explore the creative evolution – how to use the latest tools to give shape to ideas, and what are the trends that will shape how you’ll work in the future.

A Creative Evolution
Monday, May 6, 9:30-11:30 a.m. PDT

The process of where and how we create is dramatically changing thanks to major advancements in technology, and there has never been a more exciting time. Join Adobe CEO Shantanu Narayen, Adobe’s SVP and GM of Digital Media David Wadhwani, and a collection of Adobe visionaries across digital photography, web design, illustration, video and more as we unveil brand new creative workflows and capabilities. We’ll take a look at the present and set our sights on the endless possibilities in our creative future.
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Join us tomorrow at 10 a.m. PDT to watch the keynote – Community Inspires Creativity – live.

The folks needed to create the next generation of learning: Computers can’t touch this. [Christian]

On 05/03/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, accessibility / UDL, adjunct faculty, analytics, animation, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), Bring your own device (BYOD), collaboration, content development, aggregation, repositories, creativity, Daniel S. Christian, data related items, design, digital audio, digital learning, digital photography, digital storytelling, digital video, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, faculty, global / globalization, graphics, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, machine-to-machine communications, mobile learning, mobile technologies, multimedia, music, Near Field Communication (NFC), new media literacies, online learning, online media, online tutoring, participation, personalized/customized learning, photography, play, reinvent, research, second screen apps, simulations, smart/connected TV, social learning / networks, social media, society, story, storytelling, streams of content, teachers, telepresence, television, transmedia, trends, user experience (UX), user interface design, using teams, videoconferencing, Virtual Reality (VR) / worlds / learning, virtual tutoring, web design and production, web-based collaboration, by Daniel Christian

From DSC:
What we need is a major hackathon — or an organization with deep pockets — that can bring together folks from a variety of disciplines including:

Subject Matter Experts
Instructional Designers
Cognitive Psychologists
Computer Scientists and/or those exerienced with learning analytics/data mining, Artificial Intelligence (AI)
Those gifted in film/media/videography/photography
Great storytellers/writers (including writing for transmedia-based learning experiences)
Folks who can create engaging, educational games
Designers
- Web
- Graphic
- Interface
- User experience
- User interaction
- Those gifted in creating multimedia-based content
Musicians
Human Computer Interaction (HCI) experts
Mobile learning experts
Those knowledgeable with second screens/M2M communications
Animators
Illustrators
Social media experts
Accessibility experts
Researchers
Those gifted in creating augmented reality-based apps
Legal/copyright experts
& others

We need for these specialists to collaborate in order to create the next generation of learning. Anyone who can bring these skillsets together and experiment with creating materials will have significantly contributed something to the current generations and to future generations!

And, in the words of M.C. Hammer, computers “can’t touch this!” Why? Because “learning is messy!”

What fields did I miss?
Please leave your thoughts and
feedback in the comments section.

Designing Higher Learning [Quinn]

On 05/01/2013, in higher education, simulations, user experience (UX), using teams, by Daniel Christian

Designing Higher Learning — from learnlets.com by Clark Quinn

Excerpt (additional emphasis DSC):

I’ve been thinking a lot about the higher education situation, specifically for-profit universities. One of the things I see is that somehow no one’s really addressing the quality of the learning experience, and it seems like a huge blindspot.

I realize that in many cases they’re caught between a rock and a hard place. They want to keep costs down, and they’re heavily scrutinized. Consequently, they worry very much about having the right content. It’s vetted by Subject Matter Experts (SMEs), and has to be produced in a way that, increasingly, it can serve face to face (F2F) or online. And I think there’s a big opportunity missed. Even if they’re buying content from publishers, they are focused on content, not experience. Both for the learner, and developing learner’s transferable and long-term skills.

From DSC:
I commented on Clark’s blog how much I appreciate him putting that posting out there and helping us think through things. I like his emphasis on creating an effective, engaging learning experience. This is why I think it will take a team-based approach in the future, as no one person has all of the skills to provide this type of experience. Clark alluded to this as well in his posting when he discusses some of the various roles out there (SME, ID, etc.). It reminds me of a graphic I did back in 2008 (with higher ed in mind):

Table-2015

Reflections on “25% find company training/e-learning of no value – according to the Learning in the Workplace 2013 survey results” [Hart]

On 04/22/2013, in blogs / blogging / vlogging, business, collaboration, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, elearning, face-to-face, streams of content, training / L&D, ubiquitous learning, using teams, videoconferencing, web-based collaboration, workplace, by Daniel Christian

From DSC:
This data further supports my thoughts on helping people build their own learning ecosystems — something Jane points out as well when she states that “workers find other (self-organised and self-managed) ways of learning at work far more valuable – with team collaboration being the highest rated.”

I recommend helping folks learn how to create their own blogs and learn how to subscribe to others’ blogs, access relevant wikis, use Twitter, employ Google Alerts, etc.

Provide each employee with some relevant names/blogs/websites/etc. to get employees started (i.e. of some knowledgeable accountants, legal counsel, product designers, engineers, digital marketing experts, cloud computing strategists, programmers for mobile computing apps, etc.). I realize this presents issues with companies’ sensitive information such as patents and/or intellectual property. But if Harold Jarche is correct in saying that we live in a post-jobs world, what we know of the modern corporation may be very different in just a few years anyway. (i.e. You’re on your own. You are your own corporation/business; so build your own brand and expertise. Build your own valuable network of peers/colleagues — who you can contribute to as well as to learn from.)

Admittedly, this changes some of the roles of the training department from creating e-learning modules to becoming excellent researchers, social media experts, quasi-librarians, etc.

(Come to think of it, I wonder if that might happen in higher ed as well — i.e. provide students with the relevant/key experts, important thinkers, streams of content, etc.)

streams-of-content-blue-overlay

Learning Ecosystems

Reflections on “Microsoft joins Degreed’s crusade to ‘jailbreak the degree’” [Heussner]

How Google’s flexible workspace ignites creative collaboration (on wheels) [Kohrman]

Will it take joining a consortium to survive/thrive in the new world of higher education? (Will it even be called higher education?)

Reflections on ‘Shake Up’ for Higher Ed [Jaschik]

Some additional reflections on “Gazing through mud: The campus and you in 50 years” [Ebersole]

Watch a replay of today’s Adobe MAX 2013 keynote.

Designing Higher Learning [Quinn]

Reflections on “25% find company training/e-learning of no value – according to the Learning in the Workplace 2013 survey results” [Hart]

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