Ex-Google CEO Eric Schmidt is working to launch a university that would rival Stanford and MIT and funnel tech workers into government work — from businessinsider.com by Katie Canales

Excerpts:

  • Former Google CEO Eric Schmidt is leading a federal initiative to launch a university that would train a new generation of tech workers for the government, according to a OneZero report.
  • The school, named the US Digital Service Academy, looks to rival Stanford and MIT, two established tech talent pools.
  • The National Security Commission on Artificial Intelligence — an organization created to push the US ahead in the race for artificial intelligence — voted unanimously in a meeting Monday to recommend the university to Congress.
  • Schmidt left his role as a technical adviser at Google in February amid his increased involvement in affairs pertaining to military technology.
 

Gartner Legal Tech Hype Curve – 2020 Positions — from artificiallawyer.com

Excerpt:

Research company Gartner has published its Legal Tech Hype Curve analysis for 2020, showing where various types of tech are on their famous development and real world adoption chart.

Have a look at the main chart below:

 

Zoom Launches Zoom for Home

Zoom Launches Zoom For Home — from which-50.com

Excerpts:

Zoom Video Communications has announced Zoom for Home, which it describes as a new category of software experiences and hardware devices to support remote work use cases. The focus is on improving employee experiences to connect remotely and be productive.

Features for the all-in-one 27-inch device include: three built-in wide-angle cameras for high-resolution video; an 8-microphone array for crystal-clear audio in meetings and phone calls; and, an ultra-responsive touch display for interactive screen sharing, whiteboarding, annotating, and ideation.

Also see:

From DSC:
Again, we see some further innovation in this space. The longer the Coronavirus impacts things, the further ahead the online-learning space will be catapulted. This type of device consolidates several devices into one, while making it intuitive and likely easy to annotate items on it.

Zoom Launches Zoom For Home
 

 

A New Model for Career Exploration in a Volatile, Uncertain, Complex, Ambiguous (VUCA) World — from ed2work-com.cdn.ampproject.org by Marie A. Cini

Excerpts (emphasis DSC):

Career development is not the same as job placement. Almost everyone confuses the two, including the learners using these services. Too often, students would get through their entire program of study and then visit the “career center” to begin the process of finding and getting placed in a job. Instead, I would challenge them to learn more about themselves and what they wanted in their life and in a career as part of their development process.

In the US, we emphasize the importance of “getting a job” over helping an individual deeply explore their talents, preferences, and desires.

From DSC:
This was a major difference that I noticed working at a Christian college for many years. The idea of a calling was emphasized much more so than I experienced anywhere else. Students were encouraged to be very introspective in terms of what they perceived their passions, gifts, interests, and abilities to be. They were encouraged to pray to the LORD and listen for His leading in their lives…to seek His counsel. Where does the LORD want them? What purpose are they called to fulfill/address?

One more solid quote from Marie here:

The problem lies in an imperfect, incomplete market that does not provide comprehensive information over an individual’s lifetime to encourage a broader awareness of careers. Nor do we help individuals understand that career development is a process and not a destination, while showing them how to develop their lifelong approach to making a living.

 

Tips for managing remote culture fatigue — from trainingmag.com by Jo Deal, Chief Human Resources Officer, LogMeIn
Making sure employees know which virtual meetings/social gatherings are mandatory, giving them the freedom to prioritize other tasks, and learning from those who already have experience working remotely are all important lessons for finding the right cultural fit.

Excerpts:

1. Be clear about what is and isn’t mandatory.
2. Reinforce a healthy work/life balance.
3. Overhaul your meetings.
4. Learn from remote employees with experience.

 

A new affordance of a 100%-online-based learning environment: A visual & audible “Table of Contents of the Key Points Made” [Christian]

What new affordances might a 100%-online-based learning environment offer us?

 

From DSC:
As I’ve been listening to some sermons on my iPhone, I end up taking visual snapshots of the times that they emphasize something. Here are some examples:

A snapshot of one of the key points made during a sermon

 

Another snapshot of one of the key points made during a sermon

 

Another snapshot of one of the key points made during a sermon

 

Which got me to thinking…while tools like Panopto* give us something along these lines, they don’t present to the student what the KEY POINTS were in any given class session.

So professors — in addition to teachers, trainers, pastors, presenters, etc. — should be able to quickly and easily instruct the software to create a visual table of contents of key points based upon which items the professor favorited or assigned a time signature to. I’m talking about a ONE keystroke or ONE click of the mouse type of thing to instruct the software to take a visual snapshot of that point in time (AI could even be used to grab the closest image without someone’s eyes shut). At the end of the class, there are then just a handful of key points that were made, with links to those time signatures.

At the end of a course, a student could easily review the KEY POINTS that were made throughout the last ___ weeks.

****

But this concept falls apart if there are too many things to remember. So when a professor presents the KEY POINTs to any given class, they must CURATE the content.  (And by the way, that’s exactly why pastors normally focus on only 3-4 key points…otherwise, it gets too hard to walk away with what the sermon was about.)

****

One could even build upon the table of contents. For example…for any given class within a law school’s offerings, the professor (or another team member at the instructions of the professor) could insert links to:

  • Relevant chapters or sections of a chapter in the textbook
  • Journal articles
  • Cases
  • Rules of law
  • Courts’ decisions
  • Other

****

And maybe even:

  • That’s the kind of “textbook” — or learning modules — that we’ll move towards creating in the first place.
    .
  • That’s the form of learning we’ll see more of when we present streams of up-to-date content to folks using a next-generation learning platform.
    .
  • Future webinars could piggyback off of this concept as well. Dive as deep as you want to into something…or just take away the main points (i.e., the Cliff notes/summaries) of a presentation.

At the end of the day, if your communication isn’t in a digital format, there is no playback available. What’s said is said…and gone.


* The functionality discussed here would take a day’s worth of work for a developer at Panopto (i.e., give a presenter a way to favorite existing TOC items and/or to assign a time signature to slots of time in a recording) — but it would save people and students sooooo much time. Such functionality would help us stay up-to-date — at least at a basic level of understanding — on a variety of topics.


 

 

From DSC:
For current and/or future data scientists out there.

Guides on how to ace your next data science interview

Required Skills
The data analyst position at Amazon requires specialization in knowledge and experience. Therefore, Amazon only hires highly qualified candidates with at least 3 years of industry experience working with data analysis, data modelling, advanced business analytics, and other related fields.

Other basic qualifications include:

  • Bachelor’s or Masters (PhD prefered) in Finance, Business, Economics, Engineering, math, statistics, computer science, Operation Research, or related fields.
  • Experience with scripting, querying, and data warehouse tools, such as Linux, R, SAS, and/or SQL
  • Extensive experience in programming languages like Python, R,  or Java.
  • Experience with querying relational databases (SQL) and hands-on experience with processing, optimization, and analysis of large data set.
  • Proficiency with Microsoft Excel, Macros and Access.
  • Experience in identifying metrics and KPIs, gathering data, experimentation, and presenting decks, dashboards, and scorecards.
  • Experience with business intelligence and automated self-service reporting tools such as Tableau, Quicksight, Microsoft Power BI, or Cognos.
  • Experience with AWS services such as RDS, SQS, or Lambda.
 

Are universities going the way of CDs and cable TV? [Smith]

Are universities going the way of CDs and cable TV? — from theatlantic.com by Michael Smith; with thanks to Homa Tavangar & Will Richardson for this resource
Like the entertainment industry, colleges will need to embrace digital services in order to survive.

Excerpts:

We all know how that worked out: From 1999 to 2009, the music industry lost 50 percent of its sales. From 2014 to 2019, roughly 16 million American households canceled their cable subscriptions.

Similar dynamics are at play in higher education today. Universities have long been remarkably stable institutions—so stable that in 2001, by one account, they comprised an astonishing 70 of the 85 institutions in the West that have endured in recognizable form since the 1520s.

That stability has again bred overconfidence, overpricing, and an overreliance on business models tailored to a physical world. Like those entertainment executives, many of us in higher education dismiss the threats that digital technologies pose to the way we work.

Information technology transforms industries by making scarce resources plentiful, forcing customers to rethink the value of established products.

Paul Krugman, Economist, teaching on Masterclass.com

 

Learning from the Living Class Room

From DSC:
I can’t help but hear Clayton Christenson’s voice in the following quote:

An analogous situation prevails in higher education, where access to classroom seats, faculty experts, and university diplomas have been scarce for half a millennium. When massively open online courses first appeared, making free classes available to anyone with internet access, universities reflexively dismissed the threat. At the time, MOOCs were amateuristic, low-quality, and far removed from our degree-granting programs. But over the past 10 years, the technology has improved greatly.

 

Learning experience designs of the future!!! [Christian]

From DSC:
The article below got me to thinking about designing learning experiences and what our learning experiences might be like in the future — especially after we start pouring much more of our innovative thinking, creativity, funding, entrepreneurship, and new R&D into technology-supported/enabled learning experiences.


LMS vs. LXP: How and why they are different — from blog.commlabindia.com by Payal Dixit
LXPs are a rising trend in the L&D market. But will they replace LMSs soon? What do they offer more than an LMS? Learn more about LMS vs. LXP in this blog.

Excerpt (emphasis DSC):

Building on the foundation of the LMS, the LXP curates and aggregates content, creates learning paths, and provides personalized learning resources.

Here are some of the key capabilities of LXPs. They:

  • Offer content in a Netflix-like interface, with suggestions and AI recommendations
  • Can host any form of content – blogs, videos, eLearning courses, and audio podcasts to name a few
  • Offer automated learning paths that lead to logical outcomes
  • Support true uncensored social learning opportunities

So, this is about the LXP and what it offers; let’s now delve into the characteristics that differentiate it from the good old LMS.


From DSC:
Entities throughout the learning spectrum are going through many changes right now (i.e., people and organizations throughout K-12, higher education, vocational schools, and corporate training/L&D). If the first round of the Coronavirus continues to impact us, and then a second round comes later this year/early next year, I can easily see massive investments and interest in learning-related innovations. It will be in too many peoples’ and organizations’ interests not to.

I highlighted the bulleted points above because they are some of the components/features of the Learning from the Living [Class] Room vision that I’ve been working on.

Below are some technologies, visuals, and ideas to supplement my reflections. They might stir the imagination of someone out there who, like me, desires to make a contribution — and who wants to make learning more accessible, personalized, fun, and engaging. Hopefully, future generations will be able to have more choice, more control over their learning — throughout their lifetimes — as they pursue their passions.

Learning from the living class room

In the future, we may be using MR to walk around data and to better visualize data


AR and VR -- the future of healthcare

 

 

Little “e” education: Think small to meet today’s enormous challenges — from chieflearningofficer.com by Becky Takeda-Tinker
With unemployment soaring, many people will need to completely retool or earn new credentials to regain employment — and very short-term training has the ability to equip them with the skills, behaviors and knowledge needed. Postsecondary education has the know-how to step up to meet this immediate need and to help individuals understand how to translate new skills into longer-term prosperity.

Excerpt:

More than 40 million Americans have filed for unemployment during the COVID-19 crisis, while thousands of U.S. companies are still without the workers they need. Many unemployed Americans will need to completely retool or earn new credentials to regain employment — and very short-term training has the ability to equip them with the skills, behaviors and knowledge needed. Americans recognize this, with 59 percent of adults saying that if they were to pursue education in the next six months, they would focus on nondegree programs, including certificates, certifications or single courses to upskill or reskill.

This is what we mean by little “e” education.

Think quick: Short programs, single courses and interactive tools are key to creating solutions for our workforce needs. Education needs to be able to create with the speed of business — and to help both workers returning to education and new learners quickly increase their skills.

To help both individuals and companies navigate this critical juncture, institutions must be as nimble as industry is.

 

This unique free event is designed to give our learning community a chance to explore the most popular topics discussed at Learning Technologies.

The 2020 Learning Technologies Summer Forum (#LTSF20) takes place online, looking at some of the key topics we examined at February’s conference. Once again, the Summer event is an opportunity to interact, experiment and try some new things together.

 

Everything you need to know about animation-based learning — from elearningindustry.com by Huong Giang Bui
When people talk about education, they often stress the formal side of learning like delivering knowledge, getting high scores on exams, etc. But animation-based education is here to up the game, with animation you can get fun, practical, and informative learning all at the same time!

Excerpt:

What Is Animation-Based Learning?
While it sounds like it, animation-based learning is not all about visual materials. Rather, resources such as videos, infographics, and GIFs are used in tandem with existing resources when employing this method. This can be applied to many different fields, from scientific visualizations to corporate training schemes; from motion-graphic narratives used in primary courses to university-level demonstrations.

 

“Many—perhaps millions—will need quick, job-focused upskilling and reskilling.”

— from The Indispensable Institution | Reimagining Community College
by Opportunity America

 

From DSC:
This is exactly the need that I’ve been getting at here. Many people don’t have the time — and now, the $$ — to take 4 years to get a college degree. Even 2 years is too long for many people these days. They need to be able to quickly reinvent themselves. As such, we need to tap into — and contribute to — streams of content. All. The. Time.

And do so, efficiently, safely, securely — and inexpensively!

Learning from the living class room

 

The 2020 Kessler Foundation National Employment & Disability Survey: Recent College Graduates — from kesslerfoundation.org; with thanks to Nicky Miller for this resource

Per Nicky:

In a nutshell, this first-of-its-kind survey revealed factors that help people with disabilities find employment, including the importance of higher education, advisory services and networking. Also discussed in detail, are myths and barriers that people with disabilities often face. Learn about our survey, visit: www.kesslerfoundation.org/kfsurvey2020

To highlight factors in our survey, we’ve interviewed three young adults with disabilities, who share their college to work experiences. They discuss in detail the ups and downs of their academic and employment careers. Watch here: Webinar Part 2 – The ADA Generation and the Workplace: Recent College Graduates with Disabilities Speak Out

In some cases throughout the years, people with disabilities were told they shouldn’t further their education, and in other instances, they are discouraged from working. This survey dispel these ideas. People with disabilities are conquering barriers and broadening their education.   

 

What is blockchain technology? The ultimate guide for beginners. — from cryptocoinsociety.com by Jesús Cedeño

Excerpt:

The purpose of this article is to address three central questions that should be discussed to fully understand and appreciate this revolutionary and disruptive technology called blockchain. This will include historical details about nascent technology and its evolutionary progress through the first decade of existence. We will also explore the different types of this technology and explain why the blockchain name is a misnomer and introduce a more proper name for the technology.

Why do we Need Blockchain Technology?
To answer this question we need to state what is the value proposition of Blockchain Technology. Blockchain’s value hinges on decentralization. Without decentralization blockchain technology is no different from regular databases. Decentralization removes the need to have an intermediary or a single authority that acts as gatekeepers of truth or having to trust an entity to ensure the trustworthiness of any transaction. Through blockchain, people will be able to transact with each other directly without having to worry that transactions will push through and will not be reversible.

 

 

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