Now 2,627+ OPM, Bootcamp and Pathways Partnerships with Universities globally — from holoniq.com
Slower partnership growth for the first half of 2022 with 186 new OPM, Bootcamp or Pathways partnerships. Another ‘post-COVID’ transition?
On 07/20/2022,
in business side of he, collaboration, colleges, community colleges, global / globalization, higher education, marketplaces, online learning, online media, United States, universities, using teams, vendors,
by Daniel Christian
On 07/18/2022,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, content development, aggregation, repositories, Design Thinking, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, future, future of higher education, game-changing environment, global / globalization, health, higher education, Holographic comms, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, learning, learning agents, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, Mixed Reality (MR), UK, universities, usability, user experience (UX), using teams, vendors, XR - extended reality,
by Daniel Christian
‘Hologram patients’ and mixed reality headsets help train UK medical students in world first — from uk.news.yahoo.com
Excerpts:
Medical students in Cambridge, England are experiencing a new way of “hands-on learning” – featuring the use of holographic patients.
Through a mixed reality training system called HoloScenarios, students at Addenbrooke’s Hospital, part of the Cambridge University Hospitals NHS Foundation Trust, are now being trained via immersive holographic patient scenarios in a world first.
…
The new technology is aimed at providing a more affordable alternative to traditional immersive medical simulation training involving patient actors, which can demand a lot of resources.
Developers also hope the technology will help improve access to medical training worldwide.
On 07/14/2022,
in adjunct faculty, adult learning, collaboration, colleges, communications, communities of practice, community colleges, corporate universities / corporate training, culture, Daniel S. Christian, education, education reform, face-to-face, faculty/staff, higher education, ideas, instructional design, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning preferences, learning spaces, learning theories, library / librarians, lifelong learning, love of learning, metacognition / metacognitive skills, more voice more choice more control, motivation, online learning, parents/guardians, pedagogy, research, social media, society, strategy, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, traditional / tradition, training / L&D, United States, universities, using teams, vision/possibilities, youth,
by Daniel Christian
From DSC:
Below are several observations re: our learning ecosystems — and some ideas on how we can continue to improve them.
It takes years to build up the knowledge and skills in order to be a solid teacher, faculty member, instructional designer, and/or trainer. It takes a lot of studying to effectively research how the brain works and how we learn. Then we retire…and the knowledge is often lost or not passed along. And the wheel gets reinvented all over again. And again. And again.
Along these lines — and though we’re making progress in this area — too often we separate the research from the practical application of that research. So we have folks working primarily in learning science, neuroscience, cognitive psychology, and related fields. But their research doesn’t always get practically applied within our learning spaces. We have researchers…and then we have practitioners. So I greatly appreciate the likes of Pooja Agarwal and Patrice Bain out at RetrievalPractice.org, Daniel Willingham, Eva Keiffenheim, The Learning Scientists, James Lang, and several others who bridge this gap.
Perhaps more researchers, faculty members, teachers, trainers, instructional designers, principals, provosts, etc. could blog or be active out on social media.
***
Along these lines, we need to spend more time helping people know how best to study and to learn.
If that type of thing is ever to be learned, it seems like it’s often learned or discussed in the mid- to later years of one’s life…often after one’s primary and secondary days are long gone.
Instead, we should consider putting these easy-to-understand posters from the Learning Scientists in every K-12 school, college, and university in the nation — or something like them.
***
To provide the most effective engaging learning experiences, we should consider using more team-based approaches. As appropriate, that could include the students themselves.
***
We put way too much emphasis on grades — which produces gameplayers who seek only to do the minimum amount of work necessary to get the A’s. Doing so creates systems whereby learning is not the goal — getting a 4.0+ is.
***
As we are now required to be lifelong learners, our quality of life as a whole goes waaaay up if we actually enjoy learning. Many people discover later in life that they like to learn…they just didn’t like school. Perhaps we could place greater emphasis within K-16 on whether students enjoyed their learning experiences or not. And if not, what might have made that topic more enjoyable to them? Or what other topics would they like to dive into (that weren’t’ on the original learning menu)?
This could also apply in the corporate training/L&D space as well. Such efforts could go a long way in helping establish stronger learning cultures.
***
We don’t provide enough choice to our students. We need to do a better job of turning over more control to them in their learning journey. We turn students off to learning because we try to cram information that they don’t care about down their throats. So then we have to use the currency of grades to force them into doing the work that they could care less about doing. Their experience with learning/school can easily get soured.
We need to be more responsive with our curricula. And we need to explain how the information we’re trying to relay is relevant in the real world and will be relevant in their futures.
***
So those are some ideas that I wanted to relay. Thanks for your time and for your shared interests here!
On 05/20/2022,
in adjunct faculty, CMS/LMS, collaboration, education technology, engagement / engaging students, experimentation, face-to-face, faculty/staff, flipping -- inverted learning, future, future of higher education, higher education, innovation, instructional design, learning, learning ecosystem, Learning Experience Design, library / librarians, organizational change, pedagogy, teaching & learning, United States, universities, using teams,
by Daniel Christian
The Pandemic’s Lasting Lessons for Colleges, From Academic Innovation Leaders — from edsurge.com by Nadia Tamez-Robledo, Rebecca Koenig, and Jeffrey R. Young
Excerpts:
“Universities are in the business of knowledge, but universities do a very poor job of managing their own knowledge and strategy,” says Brian Fleming, associate vice chancellor of learning ecosystem development at Northeastern University. “You may have faculty members who study organizational development, but none of that gets applied to the university.”
…
University leaders should learn to think more like futurists, he argues, working to imagine scenarios that might need planning for but are beyond the usual one-year or five-year planning cycles.
The pandemic prompted more faculty to ask the question, “What do we actually want to use class time for?” says Tyler Roeger, director of the center for the enhancement of teaching and learning at Elgin Community College. And the answer many of them are landing on, he adds, is: “Actual face-to-face time can be dedicated to problem-working, and working in groups together.”
On 05/13/2022,
in active learning, adjunct faculty, change, creativity, Daniel S. Christian, digital learning, education reform, faculty/staff, higher education, innovation, instructional design, learning, Learning Experience Design, multimedia, open courseware and systems, teaching & learning, United States, universities, using teams, vision/possibilities,
by Daniel Christian
Why Improving Student Learning is So Hard — from opencontent.org by David Wiley
Excerpt:
2. Student behavior will normally change only in response to changes in faculty behavior – specifically, the assignments faculty give and the support faculty provide.
For many students, the things-they-do-to-learn are all located within the relatively small universe of things their faculty assign them to do – read chapters, complete homework assignments, etc. For a variety of reasons, and many of them perfectly good reasons, “students don’t do optional” – they only do what they’re going to be graded on.
Therefore, students will likely engage in more effective learning behaviors ONLY IF their faculty assign them more effective learning activities. Faculty can further increase the likelihood of students engaging in more effective learning activities if they support them appropriately throughout the process.
From DSC:
I can put an “Amen” to the above excerpt. For years I managed a Teaching & Learning Digital Studio. Most of the students didn’t come into the Studio for help, because most of the faculty members assigned the normal kinds of things (papers, quizzes, and such). Had there been more digitally-created means of showing what students knew, there would have been more usage of the T&L Digital Studio.
Also, if we want to foster more creativity and innovation — as well as give our learners more choice and more control over their learning — we should occasionally get away from the traditional papers.
Another comment here is that it’s hard to change what faculty members do, when Instructional Designers can’t even get in the car to help faculty members navigate. We need more team-based efforts in designing our learning experiences.
On 04/18/2022,
in adjunct faculty, collaboration, colleges, community colleges, Daniel S. Christian, digital learning, education technology, experimentation, face-to-face, faculty/staff, higher education, instructional design, IT in HE, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, online learning, participation, pedagogy, podcasting, professional development, strategy, teaching & learning, United States, universities, using teams, vendors, videoconferencing, web-based collaboration, webinars,
by Daniel Christian
Teaching: Fresh Approaches to Faculty Development — from chronicle.com by Beckie Supiano
Excerpt:
Baranovic can’t imagine returning to the old model: He’s sticking to panels in Zoom. Among the benefits, he says: “This arrangement breaks institutional silos, allows faculty to talk more about their experiences, shares effective practices from sources faculty trust (their peers), creates a stronger sense of community, makes it easy for panelists (they receive the questions ahead of time if they want to prepare, but because they’re speaking to experience, they don’t really have to prepare), and creates a form of support that works like therapy but doesn’t feel like therapy.”
Next, Baranovic hopes to turn the panels into a podcast format for professors unable to attend in real time.
From DSC:
As someone who had been involved with Teaching & Learning Centers for years, I can tell you that it’s very disheartening to put together a training session for faculty members and have very few — if any — people show up for it. It’s a waste of time and it leaves the T&L staff and/or IT staff members feeling discouraged and unvalued.
Over the years, I developed a preference for putting things into an asynchronous digital format for faculty members and adjunct faculty members to access per their own schedules. The institutions that I was working for got a greater ROI from those sessions and they were able to visit an internal “course” or website to reference those materials on-demand.
I also like the idea of podcasting here, but that takes a lot of time and effort — and isn’t always possible when you are one person trying to assist hundreds of faculty members (from a technical support and an LMS admin standpoint).
As an Instructional Designer, I also want to comment that it’s hard to help steer a car if you can’t even get into the car. Those institutions that are using team-based approaches will be far more successful in designing and developing more polished, effective, accessible learning experiences. Very few people can do it all.
On 03/14/2022,
in corporate universities / corporate training, Emotion, instructional design, learning, learning ecosystem, Learning Experience Design, learning preferences, training / L&D, usability, user experience (UX), using teams,
by Daniel Christian
Instructional Design 3.0: Designing The Learner’s Journey – Part 1 — from blog.alleninteractions.com by Michael Allen
Excerpts:
We’ve made important strides in instructional design over the last couple of decades and now we’re about to take one more momentous step.
We’ve gone from focusing almost exclusively on content, its clarity, logical sequencing, comprehensiveness, accuracy, and so forth (all important, of course), to focusing on the learner’s experience, making it Meaningful, Memorable, and Motivational (again, all critical). While pulling these essential components together, it seems we’re still missing something, perhaps the most important component of all. Let’s think what that might be.
…
I’ll address some of the techniques for designing from the perspective of the Learner’s Journey in subsequent blogs. But let’s start with this simple and powerful idea: reverse the process. Start defining how you want to address the whole of the learner, including the individual’s feelings, attitudes, and current skills. Don’t do this as a tack-on that you’ll do if you somehow get the time.
-
- Start with thinking about learners as emotive and cognitive persons first.
- Then create context-situated challenges and give learners the opportunity to show what they can do and request help as they may feel they need to.
- And finally, when you’ve created these structures, you’ll find you’ve already got a great framework in which to insert, fully develop, and refine your content.
Let’s make every learner’s journey a fascinating and enriching experience, from beginning to end.
On 03/10/2022,
in accreditation, business side of he, changing business models, colleges, community colleges, future of higher education, higher education, instructional design, law schools, leadership, learning ecosystem, Learning Experience Design, learning preferences, online learning, strategy, teaching online, United States, universities, using teams,
by Daniel Christian
3 Questions for Susan Aldridge — from insidehighered.com by Edward J. Maloney and Joshua Kim
Excerpt:
According to RNL research (2022), over each of the last five years, face-to-face undergraduate and graduate enrollments had a net decline, while online enrollments have seen significant expansion. The pandemic further accelerated online growth. University presidents and provosts are taking advantage of the post-pandemic environment to transform their universities by building digital ecosystems.
On 03/02/2022,
in A/V -- audio/visual, adjunct faculty, business, collaboration, colleges, communications, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, digital audio, digital video, distance education, education technology, higher education, ideas, instructional design, internet, IT in HE, K-12 related, law schools, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, legislatures / government / legal, library / librarians, multimedia, online learning, online media, online tutoring, platforms, presentations, productivity / tips and tricks, professional development, teachers, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, telepresence, tools, United States, universities, using teams, vendors, videoconferencing, Virtual courts and law firms, virtual K-12 schools, virtual tutoring, web-based collaboration, webinars, workplace,
by Daniel Christian
The best lighting for video conferencing, according to experts— from blog.webex.com
Contents:
- What is the best lighting for video conferencing?
- Where should the light be for a video call?
- What kind of lighting is best for video meetings?
- What are the best lighting products for a video conference?
- What is the best lighting for video conferencing on-the-go?
- Good lighting means good communication:
On 01/28/2022,
in content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, India, instructional design, learning ecosystem, microlearning, skills, strategy, training / L&D, UK, using teams, workplace,
by Daniel Christian
Turn L&D Teams into Performance-Driven Microlearning Masters — learningsolutionsmag.com by Robyn Defelice
Excerpt:
Over several articles, I have pinpointed challenges that many learning and development (L&D) leaders face when integrating microlearning into their organization’s learning ecosystem. These have mainly been strategic and operational in nature, covering topics such as having an agreed-upon purpose for adopting microlearning to ensuring that the L&D department has achieved a learning maturity and agility level that enables them to leverage microlearning.
What still hasn’t been addressed, and what is equally critical to success, relates to your L&D team capabilities and tools.
Addendum on 1/30/22:
- 5 Common Myths About Microlearning – BUSTED! [Infographic] — from blog.commlabindia.com by Pratyusha Marreddy