Learning Ecosystems

Who does need college anymore? About that book title … — from Education Design Lab

As you may know, Lab founder Kathleen deLaski just published a book with a provocative title: Who Needs College Anymore? Imagining a Future Where Degrees Won’t Matter.

Kathleen is asked about the title in every media interview, before and since the Feb. 25 book release. “It has generated a lot of questions,” she said in our recent book chat. “I tell people to focus on the word, ‘who.’ Who needs college anymore? That’s in keeping with the design thinking frame, where you look at the needs of individuals and what needs are not being met.”

In the same conversation, Kathleen reminded us that only 38% of American adults have a four-year degree. “We never talk about the path to the American dream for the rest of folks,” she said. “We currently are not supporting the other really interesting pathways to financial sustainability — apprenticeships, short-term credentials. And that’s really why I wrote the book, to push the conversation around the 62% of who we call New Majority Learners at the Lab, the people for whom college was not designed.” Watch the full clip

She distills the point into one sentence in this SmartBrief essay: “The new paradigm is a ‘yes and’ paradigm that embraces college and/or other pathways instead of college or bust.”

What can colleges do moving forward?
In this excellent Q&A with Inside Higher Ed, Kathleen shares her No. 1 suggestion: “College needs to be designed as a stepladder approach, where people can come in and out of it as they need, and at the very least, they can build earnings power along the way to help afford a degree program.”

In her Hechinger Report essay, Kathleen lists four more steps colleges can take to meet the demand for more choices, including “affordability must rule.”

From white-collar apprenticeships and micro-credential programs at local community colleges to online bootcamps, self-instruction using YouTube, and more—students are forging alternative paths to GREAT high-paying jobs. (source)

“eLearning has a problem, and it’s not AI.” [Kirby]

On 03/12/2025, in accessibility / UDL, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, design, elearning, engagement / engaging students, instructional design, learning ecosystem, Learning Experience Design, quality, training / L&D, United States, workplace, by Daniel Christian

“eLearning has a problem, and it’s not AI.” — from linkedin.com by Dr. Heidi Kirby
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2025 College Hopes & Worries Survey Report [princetonreview.com]

On 03/12/2025, in assessment, colleges, community colleges, cost of getting a degree, credentialing, Emotion, funding / grants, higher education, learning ecosystem, parents/guardians, participation, society, student-related, United States, universities, user experience (UX), by Daniel Christian

2025 College Hopes & Worries Survey Report — from princetonreview.com
We surveyed 9,317 college applicants and parents about their dream schools and their biggest college admission and financial aid challenges.
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The $100 billion disruption: How AI is reshaping legal tech [Hundia & Mehta]

On 03/12/2025, in 21st century, 24x7x365 access, Access to Justice (A2J), business, change, changing business models, disruption, India, innovation, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, new business models, productivity / tips and tricks, United States, by Daniel Christian

The $100 billion disruption: How AI is reshaping legal tech — from americanbazaaronline.com by Rohan Hundia and Rajesh Mehta

The Size of the Problem: Judicial Backlog and Inefficiencies
India has a massive backlog of more than 47 million pending cases, with civil litigation itself averaging 1,445 days in resolution. In the United States, federal courts dispose of nearly 400,000 cases a year, and complex litigations take years to complete. Artificial intelligence-driven case law research, contract automation, and predictive analytics will cut legal research times by 90%, contract drafting fees by 60%, and hasten case settlements, potentially saving billions of dollars in legal costs.

This is not just an evolution—it is a permanent change toward data-driven jurisprudence, with AI supplementing human capabilities, speeding up delivery of justice, and extending access to legal services. The AI revolution for legal tech is not on its way; it is already under way, dismantling inefficiencies and transforming the legal world in real time.

Scaling and Improving Legal Tech Projects — from legaltalknetwork.com by Taylor Sartor, Luigi Bai, David Gray, and Cat Moon

Legal tech innovators discuss how they are working to scale and improve their successful projects on Talk Justice. FosterPower and Legal Aid Content Intelligence (LACI) leverage technology to make high-quality legal information available to people for free online. Both also received Technology Initiative Grants (TIG) from the Legal Services Corporation to launch their projects. Then, in 2024 they were both selected for a different TIG, called the Sustainability, Enhancement and Adoption (SEA) grant. This funding supports TIG projects that have demonstrated excellent results as they improve their tools and work to increase uptake.

Introducing NextGenAI: A consortium to advance research and education with AI — from openai.com; via Claire Zau
OpenAI commits $50M in funding and tools to leading institutions.

Today, we’re launching NextGenAI, a first-of-its-kind consortium with 15 leading research institutions dedicated to using AI to accelerate research breakthroughs and transform education.

AI has the power to drive progress in research and education—but only when people have the right tools to harness it. That’s why OpenAI is committing $50M in research grants, compute funding, and API access to support students, educators, and researchers advancing the frontiers of knowledge.

Uniting institutions across the U.S. and abroad, NextGenAI aims to catalyze progress at a rate faster than any one institution would alone. This initiative is built not only to fuel the next generation of discoveries, but also to prepare the next generation to shape AI’s future.

‘I want him to be prepared’: why parents are teaching their gen Alpha kids to use AI — from theguardian.com by Aaron Mok; via Claire Zau
As AI grows increasingly prevalent, some are showing their children tools from ChatGPT to Dall-E to learn and bond

“My goal isn’t to make him a generative AI wizard,” White said. “It’s to give him a foundation for using AI to be creative, build, explore perspectives and enrich his learning.”

White is part of a growing number of parents teaching their young children how to use AI chatbots so they are prepared to deploy the tools responsibly as personal assistants for school, work and daily life when they’re older.

Are Entry-Level Jobs Going Away? The Hidden Workforce Shift — from forbes.com by Dr. Diane Hamilton; via Ryan Craig

The problem is that these new roles demand a level of expertise that wasn’t expected from entry-level candidates in the past. Where someone might have previously learned on the job, they are now required to have relevant certifications, AI proficiency, or experience with digital platforms before they even apply.

Some current and emerging job titles that serve as entry points into industries include:

Digital marketing associate – This role often involves content creation, social media management, and working with AI-driven analytics tools.
Junior AI analyst – Employees in this role assist data science teams by labeling and refining machine learning datasets.
Customer success associate – Replacing traditional customer service roles, these professionals help manage AI-enhanced customer support systems.
Technical support specialist – While this role still involves troubleshooting software, it now often includes AI-driven diagnostics and automation oversight.

ABA Tech Survey Finds Growing Adoption of AI in Legal Practice, with Efficiency Gains as Primary Driver [Ambrogi]

On 03/08/2025, in Artificial Intelligence/Agents/LLMs/and Related, change, changing business models, collaboration, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, new business models, productivity / tips and tricks, United States, by Daniel Christian

ABA Tech Survey Finds Growing Adoption of AI in Legal Practice, with Efficiency Gains as Primary Driver — from lawnext.com by Bob Ambrogi

There has been a significant increase in the adoption of artificial intelligence-based tools among law firms, with 30% of respondents now using AI technology compared to just 11% in 2023, according to the just-released 2024 edition of the American Bar Association’s Legal Technology Survey Report.

It finds that time savings and increased efficiency remain the dominant perceived benefits of AI implementation in legal practice.

The report, published Wednesday by the ABA’s Legal Technology Resource Center, is based on a survey that gathered responses from 512 attorneys in private practice across various firm sizes.

Also re: the legal world:

Why The GC-Legal Ops Partnership Is More Critical Than Ever — from abovethelaw.com by Stephanie Corey
The future of in-house legal isn’t about working in silos — it’s about working together.

AI is rapidly changing the way legal work gets done. Legal Ops can help GCs navigate this shift — identifying the right tools, ensuring responsible AI adoption, and optimizing processes so legal teams can focus on high-value work.

Several items re: teaching and learning within K-12 [edutopia.org]

On 03/08/2025, in collaboration, education, Emotion, engagement / engaging students, ideas, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, participation, pedagogy, student-related, teachers, teaching & learning, United States, youth, by Daniel Christian

All of the articles listed below are from edutopia.org

4 Ways to Boost Students’ Self-Efficacy — by Tyler Rablin
These strategies help students see what they have learned so they believe they can be successful in school in the future.

Self-efficacy, on the other hand, focuses on outcomes to drive beliefs. In essence, self-efficacy involves intentionally providing students with evidence of early success to help them build the belief that they can be successful in the future.

Self-efficacy has been a powerful focus for me because it helps me to be more intentional as a teacher. It requires me to be mindful of how I structure assessments, feedback, etc., to provide students with evidence of their successes early on to help them see potential future successes.

Maintaining Students’ Focus in the Spring — by Miriam Plotinsky
Teachers can use these small ‘upgrades’ or tweaks to their regular practices to help keep students focused and involved.

As a recent MindShift article notes, “The second semester brings a lot of potential challenges to teachers’ regularly scheduled programming because of standardized testing, graduation events, and student burnout.” These challenges may be complex, but they are not insurmountable. With subtle shifts in practice, classrooms can remain safe and productive spaces—even in the spring.

She recommends a “coping jar” to help students identify moments of angst and manage their feelings. Fagell explains that when students find an effective coping mechanism, they write their idea on one side of a Popsicle stick and explain how it works on the other side. As students add ideas to the jar, they have an increased awareness of coping strategies and the importance of helping one another.

10 Picture Books That Showcase Collaboration — by Kristin Rydholm
These entertaining stories feature collaboration and social-emotional skills to highlight the benefit of working together to accomplish a goal.

Are you an early childhood teacher in search of relationship-building resources to help unify your classroom? Have I got a book list for you! In the verbiage of 1970s infomercials: “This collection has everything!” The main characters are early childhood students, the setting is the school, and each plot requires the class to work collaboratively. The characters are united in curiosity, determination, and mission to work on accomplishing projects together that they couldn’t possibly do alone.

What a 30-Day Break From AI Taught Me About My Teaching — by James Bedford
Using AI became second nature for this educator. A month without the tools gave him an opportunity to pause, reflect, and recalibrate.

My goal is to try to preserve the messy, creative core of what it means to be an educator: curiosity, critical thinking, and the grit and energy to solve problems without always resorting to shortcuts—technological or otherwise. My hope is that my students will do the same.

Unplug and reconnect: Challenge yourself and your students to embark on an AI detox. Step away from AI tools where possible, and rediscover the power of human creativity and independent thought. Start a journal to document the journey, exploring questions like “How does it feel to rely solely on my own intellect?” or “What challenges arise when AI isn’t there to assist?” This activity can foster resilience, raise self-awareness, and cultivate a deeper appreciation for the human capacity to think, create, problem-solve, and innovate.

Office tasks are being automated now, but nobody has answers on how education and worker upskilling should change. [Fain]

On 03/08/2025, in adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, business, career development, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, community colleges, corporate / business world, corporate universities / corporate training, disruption, economics, emerging technologies, higher education, human-computer interaction (HCI), ideas, intelligent systems, leadership, learning ecosystem, legislatures / government / legal, lifelong learning, new business models, organizational change, pace of change, policy, productivity / tips and tricks, professional development, reinvent, research, skills, society, staying relevant, strategy, student-related, surviving, United States, universities, workplace, youth, by Daniel Christian

Blind Spot on AI — from the-job.beehiiv.com by Paul Fain
Office tasks are being automated now, but nobody has answers on how education and worker upskilling should change.

Students and workers will need help adjusting to a labor market that appears to be on the verge of a historic disruption as many business processes are automated. Yet job projections and policy ideas are sorely lacking.
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The benefits of agentic AI are already clear for a wide range of organizations, including small nonprofits like CareerVillage. But the ability to automate a broad range of business processes means that education programs and skills training for knowledge workers will need to change. And as Chung writes in a must-read essay, we have a blind spot with predicting the impacts of agentic AI on the labor market.

“Without robust projections,” he writes, “policymakers, businesses, and educators won’t be able to come to terms with how rapidly we need to start this upskilling.”

Drive Continuous Learning: AI Integrates Work & Training — from learningguild.com by George Hanshaw

Imagine with me for a moment: Training is no longer confined to scheduled sessions in a classroom, an online module or even a microlearning you click to activate during your workflow. Imagine training being delivered because the system senses what you are doing and provides instructions and job aids without you having to take an action.

The rapid evolution of artificial intelligence (AI) and wearable technology has made it easier than ever to seamlessly integrate learning directly into the workflow. Smart glasses, earpieces, and other advanced devices are redefining how employees gain knowledge and skills by delivering microlearning moments precisely when and where they are needed.

AI plays a crucial role in this transformation by sensing the optimal moment to deliver the training through augmented reality (AR).

These Schools Are Banding Together to Make Better Use of AI in Education — from edsurge.com by Emily Tate Sullivan

Kennelly and Geraffo are part of a small team at their school in Denver, DSST: College View High School, that is participating in the School Teams AI Collaborative, a year-long pilot initiative in which more than 80 educators from 19 traditional public and charter schools across the country are experimenting with and evaluating AI-enabled instruction to improve teaching and learning.

The goal is for some of AI’s earliest adopters in education to band together, share ideas and eventually help lead the way on what they and their colleagues around the U.S. could do with the emerging technology.

“Pretty early on we thought it was going to be a massive failure,” says Kennelly of last semester’s project. “But it became a huge hit. Students loved it. They were like, ‘I ran to second period to build this thing.’”

Transactional vs. Conversational Visions of Generative AI in Teaching — from elmartinsen.substack.com by Eric Lars Martinsen
AI as a Printer, or AI as a Thought Partner

As writing instructors, we have a choice in how we frame AI for our students. I invite you to:

Experiment with AI as a conversation partner yourself before introducing it to students
Design assignments that leverage AI’s strengths as a thought partner rather than trying to “AI-proof” your existing assignments
Explicitly teach students how to engage in productive dialogue with AI—how to ask good questions, challenge AI’s assumptions, and use it to refine rather than replace their thinking
Share your experiences, both positive and negative, with colleagues to build our collective understanding of effective AI integration

Learning as a Learning Professional: Unlock Hidden Opportunities [Thalheimer]

On 03/05/2025, in adult learning, attention, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, engagement / engaging students, lifelong learning, microlearning, professional development, training / L&D, workplace, by Daniel Christian

Learning as a Learning Professional: Unlock Hidden Opportunities — from learningguild.com by Will Thalheimer

As learning professionals, we help others grow—but how well are we developing ourselves? And does it really matter? Absolutely! In this article, I’ll explore why mastering the art of learning is crucial for our success and share strategies that go beyond traditional professional development.

Why learning matters for us
We need to be strong learners because our work demands broad expertise. We must understand the learning sciences, instructional design, project management, technology, evaluation, organizational dynamics, and business strategy. We also need to navigate a sea of learning frameworks, approaches, and models.

Also from learningguild.com, see:

Microlearning: The Key to Capturing Modern Learners’ Attention — by Sergiy Movchan

This shift in how we consume and process information is challenging traditional learning methods, which are finding it increasingly difficult to keep learners’ attention.

Microlearning is a bridge to the attention of today’s learners, delivering complex topics in short, manageable pieces. Whether it’s a five-minute video, a quick quiz, or a short lesson, microlearning makes it easier for students to stay engaged. Microlearning often holds learners’ attention better and for longer compared to standard learning methods.

Typical low completion rates clearly show the need for innovative approaches to content delivery and student engagement. Microlearning offers the answer to this need.

Cultivating Creativity as an L&D Professional — by Katie Belle (Curry) Nelson

Instructional designers and learning professionals are creative by nature. We are called upon to be creative with technology like Articulate, Camtasia, or Captivate. More often than we would like, organizations, red tape, and clients require us to be creative with timelines and budgets. Being creative is a core qualification and requirement of our work. So, what do we do when we feel like the creative river has run to a trickle or dried up entirely?

DC: I highly recommend watching “The Chosen” video series! Plus, some scripture/wisdom for us.

On 03/05/2025, in ethics, faith, global / globalization, hearts -- matters of the heart, morals/values, relationships, religion, society, by Daniel Christian

From DSC:
Two of our small groups at church have been watching The Chosen. The discussions have been deep and valuable. The series gives us a clear picture of the cultural things that were going on when Jesus Christ came into our world, in the flesh. We have grown closer to the LORD and to each other. If you haven’t checked it out, I highly recommend this professionally done video series. The LORD’s fingerprints are all over it!
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Matthew 22:37-39

Jesus replied: “‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’

Romans 8:35

Who shall separate us from the love of Christ? Shall trouble or hardship or persecution or famine or nakedness or danger or sword?

Proverbs 17:9

Whoever would foster love covers over an offense, but whoever repeats the matter separates close friends.

Deuteronomy 6: 6-7

These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.

2 Corinthians 1:3-4

Praise to the God of All Comfort
3 Praise be to the God and Father of our Lord Jesus Christ, the Father of compassion and the God of all comfort, 4 who comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves receive from God.

DC: I can’t stay quiet. I would urge all of us not to stay quiet. An item re: Trump trying to control the media.

On 03/03/2025, in journalism, leadership, legislatures / government / legal, political science, UK, United States, by Daniel Christian

The ‘Gulf of America’ feud is about something bigger: Trump wants to control the media — from theguardian.com by Margaret Sullivan
The president punished the AP for choosing its own language, but that’s just the tip of the iceberg. The press must show unity

Even more broadly, it is about Donald Trump’s wide-ranging effort to control the media and be able to spread propaganda and interfere with the flow of accurate information.

The disagreement started soon after the president decided unilaterally that the Gulf of Mexico was to be called the Gulf of America*. The executive order was one more display of Trump’s capricious and imperious way of doing things; his first month has been a relentless exercise in chaos and norm-destruction.

After the Associated Press, the global news organization, decided to stick with using the long-established name which makes sense to its international readership, the Trump White House determined that punishment was in order.

What’s happening is ugly. In the US, the government doesn’t get to dictate the language journalists use in their stories. There’s a little thing called the first amendment to the US constitution that prohibits this. But the Trump administration, as usual, has its own – often unconstitutional and sometimes illegal – ideas.

The actions against the AP are “retribution, plain and simple, and a shameful attempt to bully the press into ideological compliance”, said Tim Richardson of PEN America.

*Insert from DSC, not from The Guardian:
This was an incredibly arrogant thing to do — something a dictator who is drunk on power and wanting even more power, territory, and wealth would do.

To Mexico and to the rest of the world: Please forgive America for what we’ve become. Then pray for us. Our hearts, minds, perspectives, expectations, and behaviors need a lot of help.

Learning Ecosystems

“eLearning has a problem, and it’s not AI.” [Kirby]

The $100 billion disruption: How AI is reshaping legal tech [Hundia & Mehta]

Learning as a Learning Professional: Unlock Hidden Opportunities [Thalheimer]

DC: I highly recommend watching “The Chosen” video series! Plus, some scripture/wisdom for us.

DC: I can’t stay quiet. I would urge all of us not to stay quiet. An item re: Trump trying to control the media.

Greetings!

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