Making a Digital Window Wall from TVs — from theawesomer.com

Drew Builds Stuff has an office in the basement of his parents’ house. Because of its subterranean location, it doesn’t get much light. To brighten things up, he built a window wall out of three 75? 4K TVs, resulting in a 12-foot diagonal image. Since he can load up any video footage, he can pretend to be anywhere on Earth.

From DSC:
Perhaps some ideas here for learning spaces!

 

25 Transferable Skills Employers Look For in 2022 — from wikijob.co.uk by Nikki Dalea; with thanks to Ryan Mein for this resource

Excerpt:

Transferable skills combine competencies, knowledge and skills that you have gained from the workplace during your career path, from school, internships or elsewhere and take with you to your next employment or career change.

General skills that can be used in different employment roles come under the transferable skills banner; they can be used in various industries and in roles at other seniority levels.

These can be hard skills – technical knowledge like using specific software – and soft skills, the competencies and abilities that are harder to be taught, like active listening and communication.

Communication, problem solving and teamwork are all examples of transferable job skills because they can be used in any employed role, your education or vocational training.

 

Using Virtual Reality for Career Training — from techlearning.com by Erik Ofgang
The Boys & Girls Clubs of Indiana have had success using virtual reality simulations to teach students about career opportunities.

a Woman with a virtual reality set on occupies one half of the screen. The other shows virtual tools that she is controlling.

Excerpts:

Virtual reality can help boost CTE programs and teach students about potential careers in fields they may know nothing about, says Lana Taylor from the Indiana Alliance of Boys & Girls Clubs of America.

One of those other resources has been a partnership with Transfer VR to provide students access to headsets to participate in career simulations that can give them a tactile sense of what working in certain careers might be like.

“Not all kids are meant to go to college, not all kids want to do it,” Taylor says. “So it’s important to give them some exposure to different careers and workforce paths that maybe they hadn’t thought of before.” 


AI interviews in VR prepare students for real jobseeking — from inavateonthenet.net

 

Returning Joy to Teaching & Learning — from gettingsmart.com by Trace Pickering

Key Points

  • Too many school-based reform efforts continue to have educators implicitly standing with the standards against the students.
  • Pivot your perspective for a moment to the opposite.
  • What does a school where its educators stand with the students against the standards look like?

From DSC:
My hunch is that we need to cut — or significantly weaken the ties — between the state legislative bodies out there and our public school systems. We shouldn’t let people who know little to nothing about teaching and learning make decisions about how and what to teach students. Let those on the front lines — ie., the teachers and local school system leaders/staff — collaborate with the community on those items.

 

The Most STOP-Enabled Innovators of 2022 — from yassprize.org
MEET THE 32

Excerpt:

This year’s 32 semifinalists come from 23 different states and really prove that innovation is alive and well in education.  Micro schools, pods and hybrid learning environments almost unheard of two years ago are now being utilized by parents and educators across the nation.  Traditional public schools that operate more like a charter and charters that continue to flourish outside of traditional systems, private schools serving specialized populations that are often overlooked and leaders in the ed tech space who provide remarkable tools that can be integrated into any of the other full service models we are celebrating today.  Truly a remarkable group of visionaries that are transformational exemplars for all in this tumultuous 2022!

Also relevant/see:

 

Apple just quietly gave us the golden key to unlock the Metaverse — from medium.com by Klas Holmlund; with thanks to Ori Inbar out on Twitter for this resource

Excerpt:

But the ‘Oh wow’ moment came when I pointed the app at a window. Or a door. Because with a short pause, a correctly placed 3D model of the window snapped in place. Same with a door. But the door could be opened or closed. RoomPlan did not care. It understands a door. It understands a chair. It understands a cabinet. And when it sees any of these things, it places a model of them, with the same dimensions, in the model.

Oh, the places you will go!
OK, so what will this mean to Metaverse building? Why is this a big deal? Well, to someone who is not a 3D modeler, it is hard to overstate what amount of work has to go into generating useable geometry. The key word, here, being useable. To be able to move around, exist in a VR space it has to be optimized. You’re not going to have a fun party if your dinner guests fall through a hole in reality. This technology will let you create a fully digital twin of any space you are in in the space of time it takes you to look around.

In a future Apple VR or AR headset, this technology will obviuosly be built in. You will build a VR capable digital twin of any space you are in just by wearing the headset. All of this is optimized.

Also with thanks to Ori Inbar:


Somewhat relevant/see:

“The COVID-19 pandemic spurred us to think creatively about how we can train the next generation of electrical construction workers in a scalable and cost-effective way,” said Beau Pollock, president and CEO of TRIO Electric. “Finding electrical instructors is difficult and time-consuming, and training requires us to use the same materials that technicians use on the job. The virtual simulations not only offer learners real-world experience and hands-on practice before they go into the field, they also help us to conserve resources in the process.”


 

New Directory of Innovative School Models Aims to Encourage Experimentation — from edsurge.com by Daniel Mollenkamp

Excerpt:

A new online library called the “Innovative Models Exchange,” unveiled Monday, hopes to give educators an easy place to quickly consider some possibilities. The exchange—developed by the nonprofit Transcend Education with funding from the Gates Foundation—allows schools to search through a database of “innovative” models that Transcend says are ready to be adopted by schools.

The nonprofit hopes that the database will shake up the education system.

 

New Salary Survey to Showcase the Promise of Horticulture Careers | Industry Participation Needed!— from research.seedyourfuture.org; with thanks to Jazmin Albarran for this resource

Excerpt:

Alexandria, VA – September 1, 2022 – Seed Your Future (SYF) and the American Floral Endowment (AFE) are launching an in-depth survey that promises to shed light on the salary potential in horticulture jobs. The Industry Salary Survey for Horticulture Sectors is designed to expand the understanding of wages and benefits in horticultural sectors ranging from floriculture, public gardens, garden centers, and landscape to fruits and vegetables.

“As Seed Your Future continues to work to promote horticulture careers to students and their families, we often run into a roadblock — the perception that all horticulture and related sector jobs are low paying,” says Seed Your Future Executive Director, Jazmin Albarran. “While entry-level positions, can be low paying, there are many more horticulture and horticulture-related careers that have robust salaries. This survey will give us a better understanding of which positions are providing living wages and higher.”

Culinary school enrollment drops even as need soars at restaurants — from washingtonpost.com

 

From DSC:
Below are some reflections based on an article entitled, Understanding learning transfer through Archwell Academies. It’s from chieflearningofficer.com and was written by Erin Donovan and Keith Keating.

Excerpt:

To capitalize on learning transfer and extend learning beyond traditional training periods, practitioners have established capability academies. According to Josh Bersin, capability academies are the evolution of traditional training and self-directed learning. Bersin posited:

Capability academies are business-driven, collaborative learning environments that facilitate learning retention. . . . Going beyond rote lessons, capability academies help companies prepare for transformation by helping employees develop complex skills and providing guidance on how to apply them in the context of the business.

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

From DSC:
First of all, I have a lot of respect for the people that this article mentions, such as Josh Bersin and Will Thalheimer. So this article caught me eye.

It seems to me that the corporate world is asking for institutions of traditional higher education to deliver such “capability academies.” But that makes me wonder, could this even be done? Surely there aren’t enough resources to develop/deliver/maintain so many environments and contexts, right? It took Archwell, a global mortgage services outsourcing provider, an entire year to systematically design and develop such customized capability academies — just for their clients’ businesses. 

The article goes on:

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

Context. Skills. Acquiring knowledge. Being able to apply that knowledge in a particular environment. Wow…that’s a lot to ask institutions of traditional higher education to deliver. And given the current setup, it’s simply not going to happen. Faculty members’ plates are already jammed-packed. They don’t have time to go out and collaborate with each business in their area (even with more sabbaticals…I don’t see it happening).

I’m sure many at community colleges could chime in here and would likely say that that’s exactly what they are doing. But I highly doubt that they are constantly delivering this type of customized offering for all of the businesses in each major city in their area.

I can hear those in corporate training programs saying that that’s what they are doing for their own business. But they don’t provide it for other businesses in their area.

So, what would it take for higher education to develop/offer such “capability academies?” Is it even possible?

We continue to struggle to design the ultimate learning ecosystem(s) — one(s) whereby we can provide personalized learning experiences for each person and business. We need to continue to practice design thinking here, as we seek to provide valuable, relevant/up-to-date, and cradle-to-grave learning experiences.

The problem is, the pace of change has changed. Institutions of traditional higher education can’t keep up. And frankly, neither can most businesses out there.

I keep wondering if a next-generation learning platform — backed up by AI but delivered with human expertise — will play a role in the future. The platform would offer products and services from teams of individuals — and/or from communities of practices — who can provide customized, up-to-date training materials and the learning transfers that this article discusses.

But such a platform would have to offer socially-based learning experiences and opportunities for accountability. Specific learning goals and learning cohorts help keep one on track and moving forward.

 

Teens Have Changed Their Higher Ed Plans — Survey Shows They May Never Go Back — from the74million.org by John Kristof & Colyn Ritter
Kristof & Ritter: COVID-19 forced HS students to re-evaluate their learning plans. If colleges want enrollment to recover, they must adapt

Excerpt:

Each of the nearly 4 million students who graduated high school this spring faces major decisions this summer. Do they want to pursue further education? If so, what do they want to study and where? How will they afford it? Will they begin working immediately? If so, are they moving out of their family home? Are they prepared for the hassles of adulthood?

According to a recent survey we at EdChoice conducted in conjunction with Morning Consult, teenagers are embracing their agency in an increasingly broad array of choices. What they told us might worry institutions of higher education — because the next generation appears less interested in the traditional college pipeline.

 

Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org

Introduction:

It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.

To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.

Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.

 


From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.


 

 

Taking construction education into a new age — from highereddive.com by Jonathan Arnholz

Excerpt:

In 2021, the sixth edition of our top textbook, Core: Introduction to Basic Construction Skills was released in collaboration with our publishing partner Pearson. In addition to the standard updates to the content, this new edition introduced QR codes to our textbooks, directing students to digital resources to reinforce the material found in the book. In conjunction with the release of the printed book came a new Core eText and a fully re-imagined NCCERconnect online course with integrated augmented reality lessons, dozens of videos on performance tasks, construction math and employability skills, dynamic presentations to support classroom engagement, project-based learning assignments and more.


Addendum on 7/21/22:

Skilled Trades Labor Scarcity: Workforce Aging as Fewer Recruits Enter Trades — from finance.yahoo.com

Excerpt:

TACOMA, Wash., July 19, 2022 /PRNewswire/ — The skilled trades industry is proving to be one of the hardest hit by worker scarcity. According to a new analysis by PeopleReady Skilled Trades, a specialized division of staffing giant PeopleReady, the COVID-19 pandemic resulted in a skilled labor shortage that companies are still struggling with today. In the period from March 2020 to December 2021, four million jobs were open in key skilled trades industries like construction—more than double the amount of vacancies pre-pandemic.

 

The Path Ahead for Community Colleges — from chronicle.com by Lee Gardner; PDF file here
3 ways to reset and succeed.

Excerpts:

This country often underappreciates its community colleges, but there’s no question that it needs them and the job they do. Here are three specific areas that scholars, advocates, and community-college leaders say are vital to future success for two-year institutions, and some examples of those that are trying new strategies to help themselves reset and rebuild.

  1. Rethink Enrollment
  2. Cater to Adults
  3. Look for New Leadership

 

 

Blurring the lines between education and workforce — from hechingerreport.org by Javeria Salman
A proposition to ‘blur’ the boundaries between K-12, higher ed, and the workforce industry

Excerpts:

One idea that’s been gaining steam since last year is to break down barriers between high school, college and career to create a system that bridges all three.

The concept is called the “Big Blur.”

“What would it look like to change the typical, or what we think of as the conventional high school experience and instead design something that was built for the modern economy?” said Vargas.

Vargas said that JFF is arguing for new programs or institutions that serve students in grades 11 through 14 (grades 13 and 14 being the first two years of college, under our current configuration). The institutions would be co-designed with regional employers so that all students get work-based learning experiences and graduate — without tuition costs — with a post-secondary credential that has labor market value.

 

Meet the metaverse: Creating real value in a virtual world — from mckinsey.com with Eric Hazan and Lareina Yee

Excerpt (emphasis DSC):

Welcome to the metaverse. Now, where exactly are we? Imagine for a moment the next iteration of the internet, seamlessly combining our physical and digital lives. It’s many things: a gaming platform, a virtual retail spot, a training tool, an advertising channel, a digital classroom, a gateway to entirely new virtual experiences. While the metaverse continues to be defined, its potential to unleash the next wave of digital disruption is clear. In the first five months of 2022, more than $120 billion have been invested in building out metaverse technology and infrastructure. That’s more than double the $57 billion invested in all of 2021.

How would you define the metaverse?
Lareina: What’s exciting is that the metaverse, like the internet, is the next platform on which we can work, live, connect, and collaborate. It’s going to be an immersive virtual environment that connects different worlds and communities. There are going to be creators and alternative currencies that you can buy and sell things with. It will have a lot of the components of Web3 and gaming and AR, but it will be much larger.

Also relevant/see:


Also relevant/see:


 
© 2022 | Daniel Christian