youth

Tech & Learning Announces Winners of Best for Back to School 2026 — from techlearning.com by TL Editors
This annual award celebrates the products that offer schools versatility, value, and solutions to specific problems to support innovative, effective teaching and learning.

The 2026-27 school year is off and running, and it’s already shaping up to be another pivotal year for education. While AI remains a massive topic, the biggest headline this fall is the screentime debate, hands down. Communities nationwide—including the country’s two largest school districts—are advocating for strict limitations and outright bans to reclaim screen-free classrooms.

Yet, if there’s one constant in education, it’s resilience. We adapt, we evolve, and we keep going because at the heart of it all, we want what’s best for our students. Instead of a setback, this heightened scrutiny around screentime and AI has forced the edtech community to be better. It demands that the tools we bring into the classroom are safe and built to inspire active creation rather than passive consumption.
.

The Case for Prioritizing Play in Kindergarten [Swartz]

On 09/14/2026, in education, education reform, ideas, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, play, relationships, student-related, teachers, Uncategorized, United States, vision/possibilities, youth, by Daniel Christian

The Case for Prioritizing Play in Kindergarten — from the74million.org by Mark Swartz
Laura Bornfreund on how schools, families and policymakers can transform kindergarten to better support young children.

In order for these years to lay a sturdy foundation for everything that follows, the kindergarten experience should prioritize play and relationship-building, including connections with peers and teachers. Over the years, however, kindergarten has become increasingly “schoolified,” according to Bornfreund…

The book laments the state of kindergarten today, where classroom experiences are overly scripted and funding is insufficient in many communities. At the same time, Bornfreund finds teachers who are providing meaningful experiences for young learners against the odds. In the conversation below, she shares her perspective on what a strong kindergarten experience looks like and offers insights on how schools, families and policymakers can reshape kindergarten to help children thrive.

Several items re: the changes needed within higher education

On 09/14/2026, in 21st century, adjunct faculty, business side of he, career development, change, changing business models, collaboration, colleges, communities of practice, community colleges, corporate / business world, cost of getting a degree, culture, dangers of the status quo, entrepreneurship, expectations, experimentation, faculty/staff, future of higher education, game-changing environment, generational differences, higher education, ideas, innovation, instructional design, leadership, learning ecosystem, Learning Experience Design, liberal arts, lifelong learning, new business models, reinvent, skills, society, staying relevant, strategy, student-related, surviving, teaching & learning, traditional / tradition, United States, universities, youth, by Daniel Christian

Below are several items that were either mentioned by Matt Tower or I came across them via offshoots of items that he linked to:

Future Universities Alliance Names Inaugural Innovation Sandbox Cohort — from provost.duke.edu
Program incubated by Duke brings together higher education innovators from 23 countries for year-long peer exchange

The Future Universities Alliance has selected 49 institutions from 23 countries for the inaugural cohort of its Innovation Sandbox, a 12-month peer learning program for higher education leaders advancing ambitious, institution-level innovation.The cohort brings together founders of new universities, administrators and faculty leading high-stakes changes within established institutions, and leaders of proven models exploring how their innovations can travel to new contexts. Participants were chosen through a competitive process that drew applicants from around the world in its inaugural year.

A makeover for college: No gym, no meal plan and two years of work — from npr.org by Jon Marcus

An entirely new college is being planned here to change not only how higher education is delivered, but at what price. It also proposes to highlight ways the current business model no longer works, as evidenced by the 152 colleges and universities that have closed or merged since 2016, and the 442 others that a new projection says are at risk.

So deeply entrenched are the problems confronting higher education that a growing chorus of innovators says the easiest way to fix them is to begin again from scratch.

All undergraduates should get work-based learning, v-cs say — from timeshighereducation.com by Jack Grove. NOTE: this item is behind a paywall.
Bold plan to support graduate employment would require placements for 1.4 million students annually

Some Scripture for us

On 09/10/2026, in Daniel S. Christian, Emotion, global, hearts -- matters of the heart, relationships, religion, youth, by Daniel Christian

Psalm 116:1-2

1 I love the Lord, for he heard my voice;
he heard my cry for mercy.
2 Because he turned his ear to me,
I will call on him as long as I live.

Romans 12:4-5

4 For just as each of us has one body with many members, and these members do not all have the same function, 5 so in Christ we, though many, form one body, and each member belongs to all the others.

From DSC:
I remember several times in my career thinking — no…wishing — I had more skills or capabilities than what I possessed. I was trying to make significant contributions, and I didn’t have all the skills to carry out my ideas. But I was likely too ambitious in my younger days. I was taught to be that way from the start. But primarily it came from my background as an athlete — where I was taught to compete with other people. Not to be in relationships with them, but to compete against them. (Legions of athletes are currently in the same boat, I’m sure. That’s how we were taught to be. That’s often how competition works.)

So when a pastor told us a while back, “It’s not about you!” — that sounded shocking and confusing to my selfish, ambitious self. “You’re kidding me!,” I’m sure I felt and thought.

Romans 12:4-5 lets us know that we each have our God-given gifts and abilities — but no one person on this Earth has all of the gifts and abilities out there. We each play our role. Like the body, we each have different purposes and functions. It’s humbling. And it’s relational.

Ephesians 2:10

For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.

Isaiah 46:4

Even to your old age and gray hairs I am he, I am he who will sustain you. I have made you and I will carry you; I will sustain you and I will rescue you.

Psalm 121:1-2

A song of ascents.
1 I lift up my eyes to the mountains—
where does my help come from?
2 My help comes from the Lord,
the Maker of heaven and earth.

“The Disappearing Bottom Rung in L&D” + “The AI Workflow Redesign Method: How the Top 6% of Users Get Real Returns from AI” [Hardman]

On 09/10/2026, in Artificial Intelligence/Agents/LLMs/and Related, business, career development, change, changing business models, corporate / business world, corporate universities / corporate training, ideas, instructional design, intelligent systems, learning, learning ecosystem, Learning Experience Design, training / L&D, trends, UK, United States, youth, by Daniel Christian

The Disappearing Bottom Rung in L&D — from drphilippahardman.substack.com by Dr Philippa Hardman
Junior roles are rapidly disappearing from L&D. Here’s the data + my hypothesis about why it’s happening

TL;DR: the bottom rung of L&D isn’t just narrowing — it’s being automated. The humans who remain move up the ladder, and the profession re-forms around a new set of AI and domain specialisms.
…
Is AI responsible for reshaping knowledge work, including L&D? My hypothesis is a resounding YES, primarily because of what I see in L&D job ads in 2026…

…..

The AI Workflow Redesign Method: How the Top 6% of Users Get Real Returns from AI— from drphilippahardman.substack.com by Dr Philippa Hardman
A practical three-step method to redesign your workflow & get ~2X value from AI

One pattern I see emerging from that research is this: the people getting the most value from AI aren’t the ones using it most, or the ones with the most advanced technical skills: they’re the ones who redesigned their day to day workflows around AI’s capabilities.
…

How to Redesign a Workflow in Three Steps
In my bootcamp we use a task-mapping process that distils workflow redesign down to three steps: map the work, tag each task by the impact you want AI to have, then validate whether what you want is possible.

Three steps get you to a plan: two or three tasks worth building, each with a written standard. Turning that plan into a redesign takes two more moves, which I’ll cover after the steps. I’m flagging that now because the moves are the bit most people skip, and they’re where the redesign actually happens.

Here’s a how to for each step:

College Is an Expensive Career Exploration Tool. Here’s an Alternative. [O’Donnell & Dulin Salisbury]

On 09/01/2026, in career development, colleges, community colleges, Daniel S. Christian, education, education reform, higher education, ideas, K-12 related, Learning Experience Design, morals/values, more voice more choice more control, passions, student-related, United States, universities, youth, by Daniel Christian

College Is an Expensive Career Exploration Tool. Here’s an Alternative. — from humanistxyz.substack.com by Patrick O’Donnell and Allison Dulin Salisbury
“Young people know that sitting in a classroom for twelve years isn’t going to show them how to find a job, let alone a career they love.”

This interview is part of a series on AI, high school, and the Experience Gap. Our report, Closing the Experience Gap, makes the case for a high-school model in which at least 50 percent of formal learning is experience-based.

College is an expensive career exploration tool. It is also poorly designed for the job.

Patrick O’Donnell tells the story of a student who entered a four-year nursing program certain she wanted to become a nurse. Once enrolled, she discovered that the work was a poor fit. Earlier immersion in healthcare, she told him, would have moved that discovery forward by several years. Now she needed to transfer to a community college and remap her plans.

Her predicament is familiar. We ask teenagers to choose a college and course of study with little direct knowledge of the work on the other side. Many spend their first years of college trying to answer a question high school gave them few opportunities to explore: What kind of work fits me?

From DSC:
College is an expensive career exploration tool. It is also poorly designed for the job.

This assertion resonated with me instantly — and I agree with it 100%. As a bit of background as to why I say this…I thought that I was going to be a doctor all through K-12 and even in my first year at college. But then I got to about halfway through my fall semester in my sophomore year, and I dropped out of pre-med. It was the best decision of my life.

But then what?

I had very little idea of what I wanted to do in the future or what my skills, interests, passions, and abilities were. K-12 and college offered next to nothing in terms of career preparation back in that period of time. It wasn’t until my late 20’s that I even began to get a clue on what’s all out there. What were my choices and what was a good fit for me? What did I enjoy doing and what did I not enjoy doing?

So I agree completely…college is an expensive career exploration tool/setting. But I’m glad to see more and better options these days within K-12. Colleges could do much better.

Escaping The Backrooms Of Workforce Development — by Ryan Craig

Which makes sense. Because far too many find themselves in a liminal space, neither in school nor a career. Needing to make a living in an era of digital transformation and AI, they’re having a horrific time finding their way into and around work. So it’s not just education and training wonks who think workforce is the defining issue of our time. The success of Backrooms demonstrates Gen Z thinks so, too.

It’s happening everywhere. Young people around the world are angry at how hard it’s become to launch careers. This summer an entire protest movement arose in India – the world’s largest Gen Z population – around entrance exams for medical school, one of the few remaining sure bets. In the UK, youth unemployment is over 16%; it’s 15% across the EU and over 25% in Sweden. Back home, nearly 400,000 young Americans stopped looking for work in June alone. So it’s urgent that we identify what actually works to help young people get good first jobs.

The answer lies between apprenticeship perfection and train-and-pray scale. We desperately need a scalable training-first model that’s as proximate as possible to employment opportunities, employers, and actual employment. That can only mean work-based learning: real work experience completed during or connected with a training, certificate, or degree program. Work-based learning can take many forms: rotations, clinics, co-ops, internships, short projects. It can be integrated into coursework or independent. But what all forms require are bona fide employers, which regulate scale. Such programs can enroll only as many as can fit within the constraint of available work-based learning opportunities.

Also see:

Is Your College A Zombie? — from forbes.com by Ann Kirschner; via Ryan Craig

I want to be careful here, because this is not an argument that universities are doing nothing. They are doing an enormous amount. New programs, AI task forces, employability frameworks, microcredentials, and shifts in how they enable lifelong learning.

Activity is not the problem; what has not changed is the machinery that decides what counts. Too many institutions move in herds rather than forging an independent path. When one college launches a new program, say, data science and AI, fifty will follow without asking whether their version serves their students or simply checks a competitive box.

Meanwhile, 88% of American professionals believe colleges and universities should be the ones providing AI training, and nearly half say their employers have offered no AI resources whatsoever.¹

Tips for teachers from edutopia.org

On 08/25/2026, in education, Emotion, engagement / engaging students, ideas, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, pedagogy, productivity / tips and tricks, reading, research, science, skills, student-related, teachers, writing, youth, by Daniel Christian

Exceptional Videos of Authors Reading Their Books Aloud for Young Students — from edutopia.org by Kristin Rydholm
These 14 books can help teachers celebrate student writing by weaving literacy and social and emotional learning into the school day.

This classroom scenario is an example of how finishing a piece of writing is a dual celebration—an ending and a beginning. A published piece of writing means crossing a finish line as the culminating event within the writing process, but it is also a starting line, where a story begins a journey of its own—being read, seen, heard, and shared by others.

Who better to assist with modeling these transitional and celebratory moments than 14 professional authors of picture books?

Where to start
Featured below are links to exceptional authors and author/illustrators reading their picture books. Watching these videos, a child can see and hear the diverse faces and voices of authors who have prioritized stories about kids like them.

4 Ways to Encourage Great Questions in the Science Classroom — from edutopia.org by Katie Budrow
Here’s how a middle school teacher guides students to proactively ask and answer questions like ‘why does that happen?’

Narrow, prescribed tasks are known as convergent tasks. Define the parts of a cell has a specific answer. Sometimes, convergent tasks make the most sense. But whenever possible, I prefer to use broader divergent tasks, which allow for multiple ways to approach the learning. Describe the different ways that cell parts can work together to form a system is an example of a divergent task.

Divergent tasks inherently drive more student questions, since the answers aren’t just one-and-done. Divergence promotes “deep thinking, requiring students to analyze and evaluate concepts,” according to a study on the subject. Students are not just trying to find the “best” answer—they’re working toward a more complex concept.

A First-Week Routine That Gets Middle School Students Thinking Like Scientists — from edutopia.org by Bexaida Buzzie
Here’s a day-by-day plan for guiding your students to start the year by asking questions. Just resist the urge to answer them.

I realized I was spending so much of my time going over my classroom rules that I forgot that the students were there to learn how to learn.

Once I took the pressure off myself, everything changed. Instead of focusing on perfection, I started to focus on curiosity and fun. Instead of cramming information and reaping frustration, I slowed down.

Here’s what my first five days look like, and how they build a foundation for scientific thinking.

15 Effective Ways to Manage Dysregulated Students — from edutopia.org by Andrew Boryga
Teachers are seeing more big emotions and disruptive behavior in early elementary classrooms. These practical strategies can help youngsters reflect, reset, and repair.

While many experts cite the pandemic’s role in creating skill deficiencies, it’s only a part of the story. Educators also point to major changes in the culture around child rearing, pointing to issues like rising screen time, less play, and fewer opportunities for face-to-face interaction—“developmental needs that no digital program, however sophisticated, can fully replicate,” writes elementary school teacher Cara Zelas.

Serious behavioral issues and developmental concerns require broad support from administrators, specialists, and families. But for everyday moments that derail lessons—a child melting down, refusing directions, or struggling to rejoin the group—many teachers find that simple practices, consistently applied, can help turn big feelings into moments of growth instead of lost instructional time.

“Using AI to create the practice opportunities online students need” [Miller Perkins] + other items re: AI in our learning ecosystems

On 08/19/2026, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, assessment, business, career development, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, emerging technologies, Emotion, engineering, experimentation, faculty/staff, game-changing environment, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, leadership, learning, learning agents, learning ecosystem, Learning Experience Design, learning spaces, liberal arts, mathematics, online learning, personalized/customized learning, productivity / tips and tricks, professional development, student-related, teachers, teaching & learning, technologies for your home, tools, training / L&D, UK, United States, universities, vendors, workplace, youth, by Daniel Christian

Using AI to create the practice opportunities online students need— from timeshighereducation.com by Kathy Miller Perkins
For disciplines that depend on interpersonal skills such as communication, leadership, negotiation and mediation, AI can provide elusive experiential learning, particularly in asynchronous environments

What if AI’s greatest educational value lies not in generating answers but in generating experiences?

The result surprised me. Students did not simply interact with the AI, they meaningfully engaged with it. Many reported that the experience felt valuable precisely because the simulated conversation partner pushed back. Unlike classmates who sometimes hesitate to challenge one another, the AI consistently maintained its position. Students had to work harder, listen more carefully and apply the communication strategies they had spent weeks learning. And, importantly, they practised.

Here’s how to show students what responsible AI use looks like — from timeshighereducation.com by Andrew Firr and Alex Fenton
Well-designed assessments can highlight generative AI’s limitations, where it can provide support and what responsible practice looks like. Andrew Firr and Alex Fenton offer strategies

We have been exploring ways to offer this in our Level 7 module for MSc engineering management students, many of whom come from the Global South. Assessment is built around a practical design problem: students examine how a real campus process operates, where delays occur, evidence they observe and how a feasible redesign might improve the system – in a 3,000-word essay.

They can use AI for planning and providing clarity, but not for generating the evidence on which the analysis rests. Invented observations, measurements, screenshots or unverifiable citations are prohibited. The assessment design reinforces this through a case study, diagram, fact-checking exercise and a short AI use statement.

Requiring an AI use statement encourages students to reflect on their processes. We ask which tool they used, how they used it, how they checked the output and which parts of the work depended on their own evidence and judgement. It reminds them that evidence must be theirs and that citations must be manually verified.

Slow math: Kids may learn more when AI makes them review mistakes — from hechingerreport.org by Jill Barshay and Kristin Fasiang
A randomized experiment involved more than 6,000 Tennessee middle school students learning fractions

In an experiment involving more than 6,000 middle schoolers in Tennessee, students learned slightly more math when an AI tutor walked them through their mistakes and then required them to demonstrate the same skill correctly three times in a row before moving on.
…
The winning combination wasn’t the addition of AI tutoring alone, but AI tutoring plus repetition, with the idea that students needed to stick with the skill to demonstrate some level of mastery. The students who practiced math with this AI-enhanced “mastery learning” approach scored about 3 percentage points higher than students receiving conventional computerized instruction. The advantage was small.

I Built a Team of AI Bots That Write Feedback Better than Me. Here’s How. — from drphilippahardman.substack.com by Dr Philippa Hardman
Aka, how to make learners love AI-assisted feedback, rather than loathe it.

This wasn’t hidden from the cohort. For reasons I’ll come to below, I always tell my cohorts at the very start that an AI assistant will be helping me draft their feedback. The aim wasn’t to remove me from the process, but to find out whether AI could help me to deliver feedback at a volume and quality that I simply couldn’t maintain without AI.

Spoiler: the experiment worked — but not for the reason I expected. In this post, I’ll share exactly what I built, tell you how to build a version for your course and reveal the three conditions that decide whether learners trust AI-assisted feedback or quietly stop reading it.

TL;DR: the spec for my feedback assistant is long not because the model needs persuading, but because it’s where my judgement lives. Every rule in it is a decision AI would otherwise make by itself, with limited expertise. A spec doesn’t make the model smarter — it makes expertise and judgement legible enough for the model to follow.

Of the five stages of AI grief, some managers are stuck in denial— from timeshighereducation.com by Shadi Mohamed
Acceptance is not surrender. It is about getting beyond a policing obsession and rethinking what assessment aims to measure, says Shadi Mohamed

In that moment of institutional blindness, it struck me: universities are not merely struggling with a technological adoption curve. They are grieving the demise of the modern university’s economic and institutional logic.

To understand the scale of this threat posed by AI, consider what the internet did to journalism. Newspapers thrived by bundling together classified advertising with quick news hits, sports scores and opinion columns, using that reliable revenue to fund the expensive social necessity of investigative reporting. The rise of internet advertising did not kill journalism outright but it shattered the bundle, leaving the expensive core product without its historical financial engine.

Universities operate on a similar logic, bundling content delivery, assessment, credentialling, research and professional formation. But generative AI is now commodifying the most visible parts of that package. When AI can deliver personalised explanations instantly and generate the essays and reports we use to measure student capability, the traditional degree loses its role in the labour market as a proxy for understanding. If the bundle breaks, the economic model that funds our deeper purposes is in peril.

As fewer young people choose college, this district wants to ensure they have career options — from hechingerreport.org by Ariel Gilreath
In Niagara Falls, New York, a town with shrinking job options, students are encouraged to consider their careers in ninth grade

At Niagara Falls High School, students are encouraged to consider their careers upon arrival in ninth grade. By 11th grade, every student at the school must pick from one of five pathways, ranging from business and finance to design and engineering. The shift toward career education comes as about one-third of seniors at Niagara Falls High are rejecting college and instead choosing to enter the workforce after graduation, compared with roughly a quarter a decade ago, said Superintendent Mark Laurrie, who retired in June. In a town that’s struggled with population declines, where now-shuttered manufacturing plants once dominated the local labor market, there’s an urgency to prepare high school students for careers.

“It’s important to give them hope for the future with a career pathway — a career, not a job — to have something to aspire to and, hopefully, keep them in the city and in the state,” Laurrie said.

Some verses to help us grow in our relationship with the LORD

On 08/19/2026, in faith, global, hearts -- matters of the heart, relationships, religion, youth, by Daniel Christian

Colossians 3:16

Let the message of Christ dwell among you richly as you teach and admonish one another with all wisdom through psalms, hymns, and songs from the Spirit, singing to God with gratitude in your hearts.

2 Timothy 3:16-17

16 All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, 17 so that the servant of God may be thoroughly equipped for every good work.

Hebrews 1:5

The Son Superior to Angels
For to which of the angels did God ever say,

“You are my Son;
today I have become your Father”?
Or again,

“I will be his Father,
and he will be my Son”?

Hebrews 1:13

To which of the angels did God ever say,

“Sit at my right hand
until I make your enemies
a footstool for your feet”?

Hebrews 1:8

But about the Son he says,

“Your throne, O God, will last for ever and ever;
a scepter of justice will be the scepter of your kingdom.

New grads have to compete with AI for entry-level roles, hiring managers say [Ewen]

On 08/10/2026, in Artificial Intelligence/Agents/LLMs/and Related, career development, change, changing business models, credentialing, skills, society, workplace, youth, by Daniel Christian

New grads have to compete with AI for entry-level roles, hiring managers say — from hrdive.com by Lara Ewen
Nearly half of organizations now ask a senior worker plus AI to do the work of several entry-level grads, per a new report.

Dive Brief:

Hiring managers in the U.S. are betting on artificial intelligence over new graduates, with 48% saying they would rather invest in AI tools than hire and train a recent college graduate, according to a Friday report from ResumeTemplates.com.
The job market does still have space for 2026 graduates, and 65% of hiring managers said they planned to hire the same number or more this year compared to last year, per the report. However, 23% said they expected to hire fewer 2026 grads this year or none at all, and 12% didn’t know how many they would hire.
Most hiring concerns centered around workplace skills rather than credentials. Nearly 70% of hiring managers said they had “at least one character concern about recent grads,” including 33% who cited “a lack of work ethic.” Another 76% said recent grads required assistance understanding basic documents such as memos, contracts and budgets.

Some wisdom for us this week

On 08/05/2026, in ethics, faith, global, hearts -- matters of the heart, morals/values, relationships, religion, society, youth, by Daniel Christian

James 1:22

Do not merely listen to the word, and so deceive yourselves. Do what it says.

Jeremiah 33:2-3

2 “This is what the Lord says, he who made the earth, the Lord who formed it and established it—the Lord is his name: 3 ‘Call to me and I will answer you and tell you great and unsearchable things you do not know.’

Mark 9:7

Then a cloud appeared and covered them, and a voice came from the cloud: “This is my Son, whom I love. Listen to him!”

Psalm 25:4-5

4 Show me your ways, Lord,
teach me your paths.
5 Guide me in your truth and teach me,
for you are God my Savior,
and my hope is in you all day long.

Isaiah 41:10

So do not fear, for I am with you;
do not be dismayed, for I am your God.
I will strengthen you and help you;
I will uphold you with my righteous right hand.

Will this new company be the largest company on the Internet by 2030? [Christian]

On 08/01/2026, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Bias | Diversity Equity & Inclusion (DE&I), career development, cloud-based computing / apps / other cloud-related, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, credentialing, curriculum, Daniel S. Christian, digital learning, disruption, education, education technology, elearning, emerging technologies, engagement / engaging students, future, future of higher education, game-changing environment, generational differences, global, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, internet, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, love of learning, more voice more choice more control, motivation, online learning, online media, online tutoring, pathways, personalized/customized learning, platforms, productivity / tips and tricks, professional development, reinvent, society, staying relevant, student-related, teachers, teaching & learning, training / L&D, United States, vision/possibilities, web-based collaboration, youth, by Daniel Christian

From DSC:
The vision that I’ve been tracking for well over a decade begins with this graphic:
.

Could LearnVector be this next-generation company/platform? Perhaps. Time will tell.

Per Matt Tower via The EdSheet Vol. 38 dated 7/31/26:

Coursera bets $100M on its own co-founder: Andrew Ng’s new venture LearnVector lands one of the largest single checks in edtech this year — from Coursera, the company he founded 14 years ago.
.

LearnVector.ai

Staffing Agencies as Apprenticeship Accelerators [Leech]

On 08/01/2026, in apprenticeships, business, career development, communities of practice, internships, workplace, youth, by Daniel Christian

Staffing Agencies as Apprenticeship Accelerators — from apprenticeshipsforamerica.org by Harry Leech; via Ryan Craig
Could America’s staffing industry be a catalyst for growing apprenticeship?

Apprenticeships for America (AFA) sees the development of a mature intermediary system as crucial to scaling apprenticeships in America. There are many shapes and forms of intermediaries: spanning public sector and private, for profit and not-for-profit. One promising and relatively unexplored model is staffing agencies.

This Field Briefing reviews the landscape of opportunity for harnessing America’s $200 billion staffing industry to grow apprenticeship. It explores the fit between apprenticeship intermediary functions and capacities of staffing firms. And it offers examples of how staffing agencies todays are supporting apprenticeship activies of their customers. Ultimately, it will take policy simplification and stable funding to fully benefit from the integration of the staffing industry and apprenticeship. This report sets out how.

Download the full report here: Staffing Agencies and Apprenticeship Report

Learning Ecosystems

Some Scripture for us

Some verses to help us grow in our relationship with the LORD

Some wisdom for us this week

Staffing Agencies as Apprenticeship Accelerators [Leech]

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