Classic economic theory predicts that when demand falls, so do prices. But when it comes to the price of college in the past few decades, it’s been just the other way around.
As data from the National Student Clearinghouse Center shows, tuition has escalated even as enrollments fell.
The dispiriting result is that half of all low-income high school graduates, cowed by sticker shock, don’t even bother to fill-out applications to go to college. A report by the American Council on Education concludes: “The rapid price increases in recent years, especially in the public college sector, may have led many students—particularly low-income students—to think that college is out of reach financially.”
Still, colleges that have devoted imagination and commitment show that even with the financial stranglehold in which most schools are locked, the spiral can actually be arrested.
College leaders need to recognize that prices have shot up too far. In the next budget cycle, as they face their treacherous spreadsheets—and before they add yet another percentage point to next year’s tuition—they must act to roll back the perilous climb.
Dear Bonni: I’m wanting to learn about best practices for virtual courses that are “live” (e.g., using a platform like Zoom). It differs both from face-to-face classroom learning and traditional (asynchronous) online courses. I’d love to know about resources addressing this learning format. —Keith Johnson. director of theological development at Cru. My team facilitates and teaches graduate-level theological courses for a non-profit.
Teaching a class by live video conference is quite different than being in person with a room full of students. But there are some approaches we can draw from traditional classrooms that work quite well in a live, online environment.
Here are some recommendations for virtual teaching…
Ever wish you could step into a hot air balloon, travel back in time to 320 A.D., and soar over the streets of Ancient Rome? Well, that oddly specific fantasy is achievable in a new virtual reality experience called “Rome Reborn.”
The ambitious undertaking, painstakingly built by a team of 50 academics and computer experts over a 22-year period, recreates 7,000 buildings and monuments scattered across a 5.5 square mile stretch of the famed Italian city. The project, according to Tom Kington of the Times, is being marketed as the largest digital reconstruction of Rome to date.
While the application of VR to core academics remains nascent, early returns are promising: research now suggests students retain more information and can better synthesize and apply what they have learned after participating in virtual reality exercises.
And the technology is moving within the reach of classroom teachers. While once considered high-end and cost-prohibitive, virtual reality is becoming more affordable. Discovery VR and Google Expeditions offer several virtual reality experiences for free. Simple VR viewers now come in relatively low-cost DIY cardboard view boxes, like Google Cardboard, that fit a range of VR-capable smartphones.
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Still, teachers may remain unsure of how they might implement such cutting-edge technology in their classrooms. Their concerns are well founded. Virtual reality takes careful planning and implementation for success. It’s not simply plug-and-play technology. It also takes a lot of work to develop.
From DSC: Reduced costs & greater development efficiencies needed here:
“In our case, to create just 10 minutes of simulation, a team of six developers logged almost 1,000 hours of development time.”
See the results of a months-long effort to create a HoloLens experience that pays homage to Mont-Saint-Michel, in Normandy, France, in all its forms – as a physical relief map and work of art; as a real place visited by millions of people over the centuries; and as a remarkable digital story of resilience. In this three-part Today in Technology series, they examine how AI and mixed reality can open a new window into French culture by using technology like HoloLens.
1) Augmented reality can save lives through showing defibrillators nearby
2) Google Glass might help new mothers struggling with breastfeeding
3) Patients can describe their symptoms better through augmented reality
4) Nurses can find veins easier with augmented reality
5) Motivating runners through zombies
6) Pharma companies can provide more innovative drug information
7) Augmented reality can assist surgeons in the OR
8) Google’s digital contact lens can transform how we look at the world
No doubt about it. Virtual reality isn’t just for gamers and gadget geeks anymore. In fact, as the technology gets better and cheaper, VR is the wave of the future when it comes to creating a truly memorable and effective learning experience – and for good reason.
Multiple Learning Attributes. To begin with, it empowers us to create any number of safely immersive virtual learning environments that feel and respond much as they would in real life, as students engage and explore, interact with and manipulate objects within these worlds. Imagine teleporting your students to re-enact historic battles; explore outer space; or travel the inner workings of the human body. What’s more, using sophisticated controls, they can actually “practice” complex procedures like cardiac surgery, or master difficult concepts, such as the molecular properties of brain cells.
Likewise, VR gives new meaning to the term “field trip,” by enabling students to virtually experience first-hand some of the world’s great museums, natural wonders and notable landmarks. You can also embed 360-degree objects within the virtual classroom to support course content, much as Drexel University Online is doing after assembling its one-of-a-kind VRtifacts+ repository. And you can use it to live-stream events, guest lectures and campus tours, in addition to hosting virtual community spaces where learners can meet and connect in a seemingly “real” environment.
At EduTECH Asia 2018 this week in Singapore, EON Reality spent two full days speaking, promoting, and demonstrating the latest updates to the AVR Platform to the thousands of education and technology professionals in attendance.
With a focus on how the AVR Platform can best be used in the education world, EON Reality’s discussion, ‘Augmented and Virtual Reality in Education: The Shift to Classroom 3.0,’ highlighted Wednesday’s offerings with a full presentation and hands-on demos of the new tools in Creator AVR. Over the course of both days, visitors filled the EON Reality booth to get their own one-on-one experience of Creator AVR, Virtual Trainer, and the ways in which AR Assist can help out in the classroom.
The AVR Platform’s three products are the fundamental tools of EON Reality’s Classroom 3.0 vision for the Immersed Flipped Classrooms of the future. With Creator AVR — a SaaS-based learning and content creation solution — leading the way, the AVR Platform empowers Classroom 3.0 by providing teachers and educators of all types with the tools needed to create Augmented and Virtual Reality learning modules.
Bringing Asian educators from all over the continent together, EON Reality’s presence at EduTECH showed just how significantly Augmented Reality and Virtual Reality can elevate the overall educational experience going forward. After two full days of demonstrations, EON Reality introduced the AVR Platform to approximately 1500 teachers, school administration officials, and other decision-makers in Asia’s education industry.
As the AVR Platform expands to educational markets around the world, EON Reality’s revolutionary spin on traditional learning branches into new cultures and nations. With local Singaporean educational institutions like Temasek Polytechnic already onboard, the EduTECH Asia 2018 conference marked the continued spread of Classroom 3.0 and the AVR Platform on both a regional and global level.
Are ‘smart’ classrooms the future? — from campustechnology.com by Julie Johnston Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.
Excerpt:
To achieve these goals, we are investigating smart solutions that will:
Untether instructors from the room’s podium, allowing them control from anywhere in the room;
Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
Deliver these features through a simple, user-friendly and reliable room/technology interface.
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Activities included collaborative brainstorming focusing on these questions:
What else can we do to create the classroom of the future?
What current technology exists to solve these problems?
What could be developed that doesn’t yet exist?
What’s next?
From DSC: Though many peoples’ — including faculty members’ — eyes gloss over when we start talking about learning spaces and smart classrooms, it’s still an important topic. Personally, I’d rather be learning in an engaging, exciting learning environment that’s outfitted with a variety of tools (physically as well as digitally and virtually-based) that make sense for that community of learners. Also, faculty members have very limited time to get across campus and into the classroom and get things setup…the more things that can be automated in those setup situations the better!
IT analyst firm Gartner has named its top 10 trends for 2019, and the “immersive user experience” is on the list, alongside blockchain, quantum computing and seven other drivers influencing how we interact with the world. The annual trend list covers breakout tech with broad impact and tech that could reach a tipping point in the near future.
[On 9/24/18], I released the Top Tools for Learning 2018 , which I compiled from the results of the 12th Annual Digital Learning Tools Survey.
I have also categorised the tools into 30 different areas, and produced 3 sub-lists that provide some context to how the tools are being used:
Top 100 Tools for Personal & Professional Learning 2018 (PPL100): the digital tools used by individuals for their own self-improvement, learning and development – both inside and outside the workplace.
Top 100 Tools for Workplace Learning (WPL100): the digital tools used to design, deliver, enable and/or support learning in the workplace.
Top 100 Tools for Education (EDU100): the digital tools used by educators and students in schools, colleges, universities, adult education etc.
3 – Web courses are increasing in popularity. Although Coursera is still the most popular web course platform, there are, in fact, now 12 web course platforms on the list. New additions this year include Udacity and Highbrow (the latter provides daily micro-lessons). It is clear that people like these platforms because they can chose what they want to study as well as how they want to study, ie. they can dip in and out if they want to and no-one is going to tell them off – which is unlike most corporate online courses which have a prescribed path through them and their use is heavily monitored.
5 – Learning at work is becoming personal and continuous. The most significant feature of the list this year is the huge leap up the list that Degreed has made – up 86 places to 47th place – the biggest increase by any tool this year. Degreed is a lifelong learning platform and provides the opportunity for individuals to own their expertise and development through a continuous learning approach. And, interestingly, Degreed appears both on the PPL100 (at 30) and WPL100 (at 52). This suggests that some organisations are beginning to see the importance of personal, continuous learning at work. Indeed, another platform that underpins this, has also moved up the list significantly this year, too. Anders Pink is a smart curation platform available for both individuals and teams which delivers daily curated resources on specified topics. Non-traditional learning platforms are therefore coming to the forefront, as the next point further shows.
From DSC: Perhaps some foreshadowing of the presence of a powerful, online-based, next generation learning platform…?
This emphasis on learning new skills in the age of AI is reinforced by the most recent report on the future of work from McKinsey which suggests that as many as 375 million workers around the world may need to switch occupational categories and learn new skills because approximately 60% of jobs will have least one-third of their work activities able to be automated.
Go scan the job openings and you will likely see many that have to do with technology, and increasingly, with emerging technologies such as artificial intelligence, deep learning, machine learning, virtual reality, augmented reality, mixed reality, big data, cloud-based services, robotics, automation, bots, algorithm development, blockchain, and more.
How many of us have those kinds of skills?Did we get that training in the community colleges, colleges, and universities that we went to?Highly unlikely — even if you graduated from one of those institutions only 5-10 years ago. And many of those institutions are often moving at the pace of a nice leisurely walk, with some moving at a jog, even fewer are sprinting. But all of them are now being asked to enter a race track that’s moving at 180mph. Higher ed — and society at large — are not used to moving at this pace.
This is why I think that higher education and its regional accrediting organizations are going to either need to up their game hugely — and go through a paradigm shift in the required thinking/programming/curricula/level of responsiveness — or watch while alternatives to institutions of traditional higher education increasingly attract their learners away from them.
This is also, why I think we’ll see an online-based, next generation learning platform take place. It will be much more nimble — able to offer up-to-the minute, in-demand skills and competencies.
* Three New HR Roles To Create Compelling Employee Experiences
These new HR roles include:
IBM: Vice President, Data, AI & Offering Strategy, HR
Kraft Heinz Senior Vice President Global HR, Performance and IT
SunTrust Senior Vice President Employee Wellbeing & Benefits
What do these three roles have in common? All have been created in the last three years and acknowledge the growing importance of a company’s commitment to create a compelling employee experience by using data, research, and predictive analytics to better serve the needs of employees. In each case, the employee assuming the new role also brought a new set of skills and capabilities into HR. And importantly, the new roles created in HR address a common vision: create a compelling employee experience that mirrors a company’s customer experience.
An excerpt from McKinsey Global Institute | Notes from the Frontier | Modeling the Impact of AI on the World Economy
Workers.
A widening gap may also unfold at the level of individual workers. Demand for jobs could shift away from repetitive tasks toward those that are socially and cognitively driven and others that involve activities that are hard to automate and require more digital skills.12 Job profiles characterized by repetitive tasks and activities that require low digital skills may experience the largest decline as a share of total employment, from some 40 percent to near 30 percent by 2030. The largest gain in share may be in nonrepetitive activities and those that require high digital skills, rising from some 40 percent to more than 50 percent. These shifts in employment would have an impact on wages. We simulate that around 13 percent of the total wage bill could shift to categories requiring nonrepetitive and high digital skills, where incomes could rise, while workers in the repetitive and low digital skills categories may potentially experience stagnation or even a cut in their wages. The share of the total wage bill of the latter group could decline from 33 to 20 percent.13 Direct consequences of this widening gap in employment and wages would be an intensifying war for people, particularly those skilled in developing and utilizing AI tools, and structural excess supply for a still relatively high portion of people lacking the digital and cognitive skills necessary to work with machines.
Law schools have always taught the law and the practice thereof, but in the 21st century that is not nearly enough to provide students with the tools to succeed.
Clients, particularly business clients, are not only looking for an “attorney” in the customary sense, but a strategic partner equipped to deal with everything from project management to metrics to process enhancement. Those demands present law schools with both an opportunity for and expectation of innovation in legal education.
At Hofstra Law, we are in the process of establishing a new Center for Applied Legal Technology and Innovation where law students will be taught to use current and emerging technology, and to apply those skills and expertise to provide cutting-edge legal services while taking advantage of interdisciplinary opportunities.
Our goal is to teach law students how to use technology to deliver legal services and to yield graduates who combine exceptional legal acumen with the skill and ability to travel comfortably among myriad disciplines. The lawyers of today—and tomorrow—must be more than just conversant with other professionals. Rather, they need to be able to collaborate with experts in other fields to serve the myriad and intertwined interests of the client.
We are living through a fundamental transformation in the way we work. Automation and ‘thinking machines’ are replacing human tasks and jobs, and changing the skills that organisations are looking for in their people. These momentous changes raise huge organisational, talent and HR challenges – at a time when business leaders are already wrestling with unprecedented risks, disruption and political and societal upheaval.
The pace of change is accelerating.
Graphic by DSC
Competition for the right talent is fierce. And ‘talent’ no longer means the same as ten years ago; many of the roles, skills and job titles of tomorrow are unknown to us today. How can organisations prepare for a future that few of us can define? How will your talent needs change? How can you attract, keep and motivate the people you need? And what does all this mean for HR?
This isn’t a time to sit back and wait for events to unfold. To be prepared for the future you have to understand it.In this report we look in detail at how the workplace might be shaped over the coming decade.
Artificial Intelligence (AI), virtual reality, augmented reality, robotics, drones, automation, bots, machine learning, NLP/voice recognition and personal assistants, the Internet of Things, facial recognition, data mining, and more. How these technologies roll out — and if some of them should be rolling out at all — needs to be discussed and dealt with sooner. This is due to the fact that the pace of change has changed. If you can look at those articles — with an eye on the last 500-1000 years or so to compare things to — and say that we aren’t living in times where the trajectory of technological change is exponential, then either you or I don’t know the meaning of that word.
The ABA and law schools need to be much more responsive and innovative — or society will end up suffering the consequences.
Mae Jemison, the first woman of color to go into space, stood in the center of the room and prepared to become digital. Around her, 106 cameras captured her image in 3-D, which would later render her as a life-sized hologram when viewed through a HoloLens headset.
Jemison was recording what would become the introduction for a new exhibit at the Intrepid Sea, Air, and Space Museum, which opens tomorrow as part of the Smithsonian’s annual Museum Day. In the exhibit, visitors will wear HoloLens headsets and watch Jemison materialize before their eyes, taking them on a tour of the Space Shuttle Enterprise—and through space history. They’re invited to explore artifacts both physical (like the Enterprise) and digital (like a galaxy of AR stars) while Jemison introduces women throughout history who have made important contributions to space exploration.
Interactive museum exhibits like this are becoming more common as augmented reality tech becomes cheaper, lighter, and easier to create.
Using either an Oculus Go standalone device or a mobile Gear VR headset, users will be able to login to the Oculus Venues app and join other users for an immersive live stream of various developer keynotes and adrenaline-pumping esports competitions.
From DSC: What are the ramifications of this for the future of webinars, teaching and learning, online learning, MOOCs and more…?
Apple’s iOS 12 has finally landed. The big update appeared for everyone on Monday, Sept. 17, and hiding within are some pretty amazing augmented reality upgrades for iPhones, iPads, and iPod touches. We’ve been playing with them ever since the iOS 12 beta launched in June, and here are the things we learned that you’ll want to know about.
For now, here’s everything AR-related that Apple has included in iOS 12. There are some new features aimed to please AR fanatics as well as hook those new to AR into finally getting with the program. But all of the new AR features rely on ARKit 2.0, the latest version of Apple’s augmented reality framework for iOS.
In a pilot program at Berkeley College, members of a Virtual Reality Faculty Interest Group tested the use of virtual reality to immerse students in a variety of learning experiences. During winter 2018, seven different instructors in nearly as many disciplines used inexpensive Google Cardboard headsets along with apps on smartphones to virtually place students in North Korea, a taxicab and other environments as part of their classwork.
Participants used free mobile applications such as Within, the New York Times VR, Discovery VR, Jaunt VR and YouTube VR. Their courses included critical writing, international business, business essentials, medical terminology, international banking, public speaking and crisis management.
Last year Amazon announced a new feature for its Amazon Web Services called Amazon Sumerian, a platform that would allow anyone to create full-featured virtual reality experiences. The Royal Melbourne Institute of Technology (RMIT) have now announced that it will be offering short courses in artificial intelligence (AI), augmented reality (AR) and VR thanks to a partnership with Amazon Web Services.
The new partnership between RMIT and Amazon Web Services was announced at the AWS Public Sector Summit and Canberra, Australia on Wednesday. The new courses will be using the Amazon Sumerian platform.
The newly launched courses includes Developing AI Strategy, Developing AR and VR Strategy and Developing AR and VR Applications. All of these have been adapted from the AWS Educate program, which was created to react to the changing nature of the workplace, and how immersive technology is increasingly relevant.
My team’s mission is to build a community of lifelong learners, successfully navigating the world of work … yes, sometimes your degree is the right solution education wise for a person, but throughout our lives, certainly I know in my digital career, constantly we need to be updating our skills and understand the new, emerging technology and talk with experts.”
London College of Communication, UAL is launching a Master of Arts in VR degree for the 2018-19 academic year.
The demand for VR professionals is growing in the film and media industries, where these technologies are being used most frequently.
From DSC: Collaboration/videoconferencing tools like Webex, Blackboard Collaborate, Zoom, Google Hangouts, Skype, etc. are being used in a variety of scenarios. That platform has been well established. It will be interesting to see how VR might play into web-based collaboration, training, and learning.
The first collaborative VR molecular modeling application was released August 29 to encourage hands-on chemistry experimentation.
The open-source tool is free for download now on Oculus and Steam.
Nanome Inc., the San Diego-based start-up that built the intuitive application, comprises UCSD professors and researchers, web developers and top-level pharmaceutical executives.
“With our tool, anyone can reach out and experience science at the nanoscale as if it is right in front of them. At Nanome, we are bringing the craftsmanship and natural intuition from interacting with these nanoscale structures at room scale to everyone,” McCloskey said.
From DSC: While VR will have its place — especially for timeswhen you need to completely immerse yourself into another environment — I think AR and MR will be much larger and have a greater variety of applications. For example, I could see where instructions on how to put something together in the future could use AR and/or MR to assist with that process. The system could highlight the next part that I’m looking for and then highlight the corresponding parts where it goes — and, if requested, can show me a clip on how it fits into what I’m trying to put together.
Workers with mixed-reality solutions that enable remote assistance, spatial planning, environmentally contextual data, and much more,” Bardeen told me. With the HoloLens Firstline Workers workers conduct their usual, day-to-day activities with the added benefit of a heads-up, hands-free, display that gives them immediate access to valuable, contextual information. Microsoft says speech services like Cortana will be critical to control along with gesture, according to the unique needs of each situation.
Expect new worker roles. What constitutes an “information worker” could change because mixed reality will allow everyone to be involved in the collection and use of information. Many more types of information will become available to any worker in a compelling, easy-to-understand way.
