In Move Towards More Online Degrees, Coursera Introduces Its First Bachelor’s — from by Sydney Johnson


These days, though, many MOOC platforms are courting the traditional higher-ed market they once rebuked, often by hosting fully-online masters degrees for colleges and universities. And today, one of the largest MOOC providers, Coursera, announced it’s going one step further in that direction, with its first fully online bachelor’s degree.

“We are realizing that the vast reach of MOOCs makes them a powerful gateway to degrees,” Coursera CEO Jeff Maggioncalda said in a statement.

The new degree will be a bachelor of science in computer science from the University of London. The entire program will cost between £9,600 and £17,000 (approximately $13,300 to $23,500), depending on a student’s geographic location. According to a spokesperson for Coursera, the program’s “cost is adjusted based on whether a student is in a developed or developing economy.”



From DSC:
At least a couple of questions come to mind here:

  • What might the future hold if the U.S. Department of Education / the Federal Government begins funding these types of alternatives to traditional higher education?
  • Will Coursera be successful here and begin adding more degrees? If so, a major game-changer could be on our doorsteps.





Michelle Weise: ‘We Need to Design the Learning Ecosystem of the Future’ — from  by Michelle Weise


These days, education reformers, evangelists and foundations pay a lot of lip service to the notion of lifelong learning, but we do little to invest in the systems, architecture and infrastructure needed to facilitate seamless movements in and out of learning and work.

Talk of lifelong learning doesn’t translate into action. In fact, resources and funding are often geared toward the traditional 17- to 22-year-old college-going population and less often to working adults, our growing new-traditional student population.

We’ll need a different investment thesis: For most adults, taking time off work to attend classes at a local, brick-and-mortar community college or a four-year institution will not be the answer. The opportunity costs will be too high. Our current system of traditional higher education is ill-suited to facilitate flexible, seamless cost-effective learning pathways for these students to keep up with the emergent demands of the workforce.

Many adults may have no interest in coming back to college. Out of the 37 million Americans with some college and no degree, many have already failed one or twice before and will be wholly uninterested in experiencing more educational trauma.We can’t just say, “Here’s a MOOC, or here’s an online degree, or a 6- to 12-week immersive bootcamp.”


We have to do better. Let’s begin seeding the foundational elements of a learning ecosystem of the future—flexible enough for adults to move consistently in and out of learning and work. Enough talk about lifelong learning: Let’s build the foundations of that learning ecosystem of the future.



From DSC:
I couldn’t agree more with Michelle that we need a new learning ecosystem of the future. In fact, I have been calling such an effort “Learning from the Living [Class] Room — and it outlines a next generation learning platform that aims to deliver everything Michelle talks about in her solid article out at

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV


Along these lines…I just saw that Amazon is building out more cashierless stores (and Walmart is also at work on introducing more cashierless stores.) Now, let’s say that you are currently a cashier. 2-5 years from now (depending upon where you’re currently working and which stores are in your community), what are you going to do? The opportunities for such a position will be fewer and fewer. Who can help you do what Michelle mentioned here:

Working learners will also need help articulating their learning goals and envisioning a future for themselves. People don’t know how to translate their skills from one industry to another. How does a student begin to understand that 30% of what they already know could be channeled into a totally different and potentially promising pathway they never even knew was within reach?

And that cashier may have had a tough time with K-12 education and/or with higher education. As Michelle writes:

Many adults may have no interest in coming back to college. Out of the 37 million Americans with some college and no degree, many have already failed one or twice before and will be wholly uninterested in experiencing more educational trauma. We can’t just say, “Here’s a MOOC, or here’s an online degree, or a 6- to 12-week immersive bootcamp.”

And like the cashier in this example…we are quickly approaching an era where, I believe, many of us will need to reinvent ourselves in order to:

  • stay marketable
  • keep bread and butter on the table
  • continue to have a sense of purpose and meaning in our lives

Higher ed, if it wants to remain relevant, must pick up the pace of experimentation and increase the willingness to innovate, and to develop new business models — to develop new “learning channels” so to speak. Such channels need to be:

  • Up-to-date
  • Serving relevant data and information– especially regarding the job market and which jobs appear to be safe for the next 5-10 years
  • Inexpensive/affordable
  • Highly convenient




From DSC:
Here’s a quote that has been excerpted from the announcement below…and it’s the type of service that will be offered in our future learning ecosystems — our next generation learning platforms:


Career Insight™ enables prospective students to identify programs of study which can help them land the careers they want: Career Insight™ describes labor market opportunities associated with programs of study to prospective students. The recommendation engine also matches prospective students to programs based on specific career interests.


But in addition to our future learning platforms pointing new/prospective students to physical campuses, the recommendation engines will also provide immediate access to digital playlists for the prospective students/learners to pursue from their living rooms (or as they are out and about…i.e., mobile access).


The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV



Artificial intelligence working with enormous databases to build/update recommendation engines…yup, I could see that. Lifelong learning. Helping people know what to reinvent themselves to.




Career Insight™ Lets Prospective Students Connect Academic Program Choices to Career Goals — from; also from Hadley Dreibelbis from Finn Partners
New Burning Glass Technologies Product Brings Job Data into Enrollment Decisions

BOSTON—Burning Glass Technologies announces the launch of Career Insight™, the first tool to show prospective students exactly how course enrollment will advance their careers.

Embedded in institutional sites and powered by Burning Glass’ unparalleled job market data, Career Insight’s personalized recommendation engine matches prospective students with programs based on their interests and goals. Career Insight will enable students to make smarter decisions, as well as improve conversion and retention rates for postsecondary institutions.

“A recent Gallup survey found that 58% of students say career outcomes are the most important reason to continue their education,” Burning Glass CEO Matthew Sigelman said. “That’s particularly true for the working learners who are now the norm on college campuses. Career Insight™ is a major step in making sure that colleges and universities can speak their language from the very first.”

Beginning an educational program with a firm, realistic career goal can help students persist in their studies. Currently only 29% of students in two-year colleges and 59% of those in four-year institutions complete their degrees within six years.

Career Insight™ enables prospective students to identify programs of study which can help them land the careers they want:

  • Career Insight™ describes labor market opportunities associated with programs of study to prospective students. The recommendation engine also matches prospective students to programs based on specific career interests.
  • The application provides insights to enrollment, advising, and marketing teams into what motivates prospective students, analysis that will guide the institution in improving program offerings and boosting conversion.
  • Enrollment advisors can also walk students through different career and program scenarios in real time.

Career Insight™ is driven by the Burning Glass database of a billion job postings and career histories, collected from more than 40,000 online sources daily. The database, powered by a proprietary analytic taxonomy, provides insight into what employers need much faster and in more detail than any other sources.

Career Insight™ is powered by the same rich dataset Burning Glass delivers to hundreds of leading corporate and education customers – from Microsoft and Accenture to Harvard University and Coursera.

More information is available at




From DSC:
DC: Will Amazon get into delivering education/degrees? Is is working on a next generation learning platform that could highly disrupt the world of higher education? Hmmm…time will tell.

But Amazon has a way of getting into entirely new industries. From its roots as an online bookseller, it has branched off into numerous other arenas. It has the infrastructure, talent, and the deep pockets to bring about the next generation learning platform that I’ve been tracking for years. It is only one of a handful of companies that could pull this type of endeavor off.

And now, we see articles like these:

Amazon Snags a Higher Ed Superstar — from by Doug Lederman
Candace Thille, a pioneer in the science of learning, takes a leave from Stanford to help the ambitious retailer better train its workers, with implications that could extend far beyond the company.


A major force in the higher education technology and learning space has quietly begun working with a major corporate force in — well, in almost everything else.

Candace Thille, a pioneer in learning science and open educational delivery, has taken a leave of absence from Stanford University for a position at Amazon, the massive (and getting bigger by the day) retailer.

Thille’s title, as confirmed by an Amazon spokeswoman: director of learning science and engineering. In that capacity, the spokeswoman said, Thille will work “with our Global Learning Development Team to scale and innovate workplace learning at Amazon.”

No further details were forthcoming, and Thille herself said she was “taking time away” from Stanford to work on a project she was “not really at liberty to discuss.”


Amazon is quietly becoming its own university — from by Amy Wang


Jeff Bezos’ Amazon empire—which recently dabbled in home security, opened artificial intelligence-powered grocery stores, and started planning a second headquarters (and manufactured a vicious national competition out of it)—has not been idle in 2018.

The e-commerce/retail/food/books/cloud-computing/etc company made another move this week that, while nowhere near as flashy as the above efforts, tells of curious things to come. Amazon has hired Candace Thille, a leader in learning science, cognitive science, and open education at Stanford University, to be “director of learning science and engineering.” A spokesperson told Inside Higher Ed that Thille will work “with our Global Learning Development Team to scale and innovate workplace learning at Amazon”; Thille herself said she is “not really at liberty to discuss” her new project.

What could Amazon want with a higher education expert? The company already has footholds in the learning market, running several educational resource platforms. But Thille is famous specifically for her data-driven work, conducted at Stanford and Carnegie Mellon University, on nontraditional ways of learning, teaching, and training—all of which are perfect, perhaps even necessary, for the education of employees.


From DSC:
It could just be that Amazon is simply building its own corporate university and will stay focused on developing its own employees and its own corporate learning platform/offerings — and/or perhaps license their new platform to other corporations.

But from my perspective, Amazon continues to work on pieces of a powerful puzzle, one that could eventually involve providing learning experiences to lifelong learners:

  • Personal assistants
  • Voice recognition / Natural Language Processing (NLP)
  • The development of “skills” at an incredible pace
  • Personalized recommendation engines
  • Cloud computing and more

If Alexa were to get integrated into a AI-based platform for personalized learning — one that features up-to-date recommendation engines that can identify and personalize/point out the relevant critical needs in the workplace for learners — better look out higher ed! Better look out if such a platform could interactively deliver (and assess) the bulk of the content that essentially does the heavy initial lifting of someone learning about a particular topic.

Amazon will be able to deliver a cloud-based platform, with cloud-based learner profiles and blockchain-based technologies, at a greatly reduced cost. Think about it. No physical footprints to build and maintain, no lawns to mow, no heating bills to pay, no coaches making $X million a year, etc.  AI-driven recommendations for digital playlists. Links to the most in demand jobs — accompanied by job descriptions, required skills & qualifications, and courses/modules to take in order to master those jobs.

Such a solution would still need professors, instructional designers, multimedia specialists, copyright experts, etc., but they’ll be able to deliver up-to-date content at greatly reduced costs. That’s my bet. And that’s why I now call this potential development The New of Higher Education.

[Microsoft — with their purchase of Linked In (who had previously
purchased — is
another such potential contender.]




EdX Quietly Developing ‘MicroBachelors’ Program — from by Jeff Young


EdX, the nonprofit online-education group founded by MIT and Harvard, is quietly developing a “MicroBachelors” degree that is designed to break the undergraduate credential into Lego-like components.

In December, edX won a $700,000 grant from the Lumina Foundation to support the MicroBachelors effort with the organization’s university partners. Officials from edX declined to talk about the project, saying only that it is in the early stages. But at a higher-education innovation summit last month hosted by the U.S. Department of Education, Anant Agarwal, CEO of edX, listed the project as part of the group’s long-term vision that began with its MicroMasters program. And the organization has filed a trademark for the term “MicroBachelors” as well.


“Education in five to ten years will become modular, will become omnichannel, and will become lifelong,” Agarwal said at the meeting, later explaining that omnichannel meant offering courses either online or in person.


How would a MicroBachelors be different than, say, a two-year associate’s degree, which is arguably already half a bachelor’s degree? Sarma said that the idea behind both MicroMasters and MicroBachelors is that they are “about putting stuff that can be done online, online.” In other words, the big idea is offering a low-cost, low-risk way for students to start an undergraduate education even if they can’t get to a campus.




Also relevant/see:




TV is (finally) an app: The goods, the bads and the uglies for learning — from by Cathie Norris, Elliot Soloway


Television. TV. There’s an app for that. Finally! TV — that is, live shows such as the news, specials, documentaries (and reality shows, if you must) — is now just like Candy Crunch and Facebook. TV apps (e.g., DirecTV Now) are available on all devices — smartphones, tablets, laptops, Chromebooks. Accessing streams upon streams of videos is, literally, now just a tap away.

Plain and simple: readily accessible video can be a really valuable resource for learners and learning.

Not everything that needs to be learned is on video. Instruction will need to balance the use of video with the use of printed materials. That balance, of course, needs to take in cost and accessibility.

Now for the 800 pound gorilla in the room: Of course, that TV app could be a huge distraction in the classroom. The TV app has just piled yet another classroom management challenge onto a teacher’s back.

That said, it is early days for TV as an app. For example, HD (High Definition) TV demands high bandwidth — and we can experience stuttering/skipping at times. But, when 5G comes around in 2020, just two years from now, POOF, that stuttering/skipping will disappear. “5G will be as much as 1,000 times faster than 4G.”  Yes, POOF!


From DSC:
Learning via apps is here to stay. “TV” as apps is here to stay. But what’s being described here is but one piece of the learning ecosystem that will be built over the next 5-15 years and will likely be revolutionary in its global impact on how people learn and grow. There will be opportunities for social-based learning, project-based learning, and more — with digital video being a component of the ecosystem, but is and will be insufficient to completely move someone through all of the levels of Bloom’s Taxonomy.

I will continue to track this developing learning ecosystem, but voice-driven personal assistants are already here. Algorithm-based recommendations are already here. Real-time language translation is already here.  The convergence of the telephone/computer/television continues to move forward.  AI-based bots will only get better in the future. Tapping into streams of up-to-date content will continue to move forward. Blockchain will likely bring us into the age of cloud-based learner profiles. And on and on it goes.

We’ll still need teachers, professors, and trainers. But this vision WILL occur. It IS where things are heading. It’s only a matter of time.


The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV






DC: The next generation learning platform will likely offer us such virtual reality-enabled learning experiences such as this “flight simulator for teachers.”

Virtual reality simulates classroom environment for aspiring teachers — from by Charles Anzalone, University at Buffalo

Excerpt (emphasis DSC):

Two University at Buffalo education researchers have teamed up to create an interactive classroom environment in which state-of-the-art virtual reality simulates difficult student behavior, a training method its designers compare to a “flight simulator for teachers.”

The new program, already earning endorsements from teachers and administrators in an inner-city Buffalo school, ties into State University of New York Chancellor Nancy L. Zimpher’s call for innovative teaching experiences and “immersive” clinical experiences and teacher preparation.

The training simulator Lamb compared to a teacher flight simulator uses an emerging computer technology known as virtual reality. Becoming more popular and accessible commercially, virtual reality immerses the subject in what Lamb calls “three-dimensional environments in such a way where that environment is continuous around them.” An important characteristic of the best virtual reality environments is a convincing and powerful representation of the imaginary setting.


Also related/see:


    TLE TeachLivE™ is a mixed-reality classroom with simulated students that provides teachers the opportunity to develop their pedagogical practice in a safe environment that doesn’t place real students at risk.  This lab is currently the only one in the country using a mixed reality environment to prepare or retrain pre-service and in-service teachers. The use of TLE TeachLivE™ Lab has also been instrumental in developing transition skills for students with significant disabilities, providing immediate feedback through bug-in-ear technology to pre-service teachers, developing discrete trial skills in pre-service and in-service teachers, and preparing teachers in the use of STEM-related instructional strategies.






This start-up uses virtual reality to get your kids excited about learning chemistry — from Lora Kolodny and Erin Black

  • MEL Science raised $2.2 million in venture funding to bring virtual reality chemistry lessons to schools in the U.S.
  • Eighty-two percent of science teachers surveyed in the U.S. believe virtual reality content can help their students master their subjects.


This start-up uses virtual reality to get your kids excited about learning chemistry from CNBC.



From DSC:
It will be interesting to see all the “places” we will be able to go and interact within — all from the comfort of our living rooms! Next generation simulators should be something else for teaching/learning & training-related purposes!!!

The next gen learning platform will likely offer such virtual reality-enabled learning experiences, along with voice recognition/translation services and a slew of other technologies — such as AI, blockchain*, chatbots, data mining/analytics, web-based learner profiles, an online-based marketplace supported by the work of learning-based free agents, and others — running in the background. All of these elements will work to offer us personalized, up-to-date learning experiences — helping each of us stay relevant in the marketplace as well as simply enabling us to enjoy learning about new things.

But the potentially disruptive piece of all of this is that this next generation learning platform could create an of what we now refer to as “higher education.”  It could just as easily serve as a platform for offering learning experiences for learners in K-12 as well as the corporate learning & development space.


I’m tracking these developments at:



The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV


*  Also see:

Blockchain, Bitcoin and the Tokenization of Learning — from by Sydney Johnson


In 2014, Kings College in New York became the first university in the U.S. to accept Bitcoin for tuition payments, a move that seemed more of a PR stunt than the start of some new movement. Much has changed since then, including the value of Bitcoin itself, which skyrocketed to more than $19,000 earlier this month, catapulting cryptocurrencies into the mainstream.

A handful of other universities (and even preschools) now accept Bitcoin for tuition, but that’s hardly the extent of how blockchains and tokens are weaving their way into education: Educators and edtech entrepreneurs are now testing out everything from issuing degrees on the blockchain to paying people in cryptocurrency for their teaching.





“Utilize virtual showrooms | See stores in your living room.”

If this is how retail could go, what might be the ramifications for learning-related environments & for learners’ expectations?

See Cisco’s whitepaper and the vision that I’m tracking along these lines.


Utilize virtual showrooms|See stores in your living room.


From DSC:
Looking at the trends below, again I wonder…how might learners’ expectations be impacted by these developments on the landscapes?


Customer Experience in 2020 according to Cisco



Also see:


The Living [Class] Room -- by Daniel Christian




WE ARE NOT READY FOR THIS! Per Forrester Research: In US, a net loss of 7% of jobs to automation — *in 2018*!

Forrester predicts that AI-enabled automation will eliminate 9% of US jobs in 2018 — from by Gil Press

Excerpt (emphasis DSC):

A new Forrester Research report, Predictions 2018: Automation Alters The Global Workforce, outlines 10 predictions about the impact of AI and automation on jobs, work processes and tasks, business success and failure, and software development, cybersecurity, and regulatory compliance.

We will see a surge in white-collar automation, half a million new digital workers (bots) in the US, and a shift from manual to automated IT and data management. “Companies that master automation will dominate their industries,” Forrester says. Here’s my summary of what Forrester predicts will be the impact of automation in 2018:

Automation will eliminate 9% of US jobs but will create 2% more.
In 2018, 9% of US jobs will be lost to automation, partly offset by a 2% growth in jobs supporting the “automation economy.” Specifically impacted will be back-office and administrative, sales, and call center employees. A wide range of technologies, from robotic process automation and AI to customer self-service and physical robots will impact hiring and staffing strategies as well as create a need for new skills.


Your next entry-level compliance staffer will be a robot.


From DSC:

Are we ready for a net loss of 7% of jobs in our workforce due to automation — *next year*? Last I checked, it was November 2017, and 2018 will be here before we know it.


***Are we ready for this?! ***


AS OF TODAY, can we reinvent ourselves fast enough given our current educational systems, offerings, infrastructures, and methods of learning?


My answer: No, we can’t. But we need to be able to — and very soon!



There are all kinds of major issues and ramifications when people lose their jobs — especially this many people and jobs! The ripple effects will be enormous and very negative unless we introduce new ways for how people can learn new things — and quickly!

That’s why I’m big on trying to establish a next generation learning platform, such as the one that I’ve been tracking and proposing out at Learning from the Living [Class] Room. It’s meant to provide societies around the globe with a powerful, next generation learning platform — one that can help people reinvent themselves quickly, cost-effectively, conveniently, & consistently! It involves providing, relevant, up-to-date streams of content that people can subscribe to — and drop at any time. It involves working in conjunction with subject matter experts who work with teams of specialists, backed up by suites of powerful technologies. It involves learning with others, at any time, from any place, at any pace. It involves more choice, more control. It involves blockchain-based technologies to feed cloud-based learner profiles and more.

But likely, bringing such a vision to fruition will require a significant amount of collaboration. In my mind, some of the organizations that should be at the table here include:

  • Some of the largest players in the tech world, such as Amazon, Google, Apple, IBM, Microsoft, and/or Facebook
  • Some of the vendors that already operate within the higher ed space — such as, Ellucian, and/or Blackboard
  • Some of the most innovative institutions of higher education — including their faculty members, instructional technologists, instructional designers, members of administration, librarians, A/V specialists, and more
  • The U.S. Federal Government — for additional funding and the development of policies to make this vision a reality



The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV



MIT Pilots Digital Diplomas Based on Bitcoin’s Blockchain — from by Joshua Bolkan


The Massachusetts Institute of Technology has begun offering some students the option to receive digital diplomas through an app, in addition to a traditional paper degree.

Based on Bitcoin’s blockchain technology and integrated with the school’s identity provider, the new diplomas are the result of a partnership between MIT and Learning Machine, a local software company. The electronic credentials were rolled out over the summer and offered to 111 students as part of a pilot program.



Also see:





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