{"id":90296,"date":"2024-01-18T15:34:48","date_gmt":"2024-01-18T20:34:48","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=90296"},"modified":"2024-01-18T15:34:48","modified_gmt":"2024-01-18T20:34:48","slug":"reflections-on-the-future-of-learning-moodle-com-seven-other-items-re-higher-education","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2024\/01\/18\/reflections-on-the-future-of-learning-moodle-com-seven-other-items-re-higher-education\/","title":{"rendered":"Reflections on “The future of learning” [Moodle.com] + seven other items re: higher education"},"content":{"rendered":"

The future of learning<\/strong><\/a> — from moodle.com by Sonya Trivedi<\/p>\n

Self-directed and continuous learning<\/strong>
\nThe concept of self-directed and\u00a0continuous learning\u00a0is becoming increasingly popular, reshaping our approach to knowledge and skill acquisition in both formal education and workplace settings. This evolving landscape reflects a world where traditional career paths are being replaced by more dynamic and flexible models, compelling learners to adapt and grow continuously.<\/p>\n

The Future of Learning Report 2022<\/strong><\/a>\u00a0highlights this shift, noting the diminishing concept of a \u2018career for life.\u2019 With regular job switching and the expansion of the gig economy, there is an increasing need for a workforce equipped with a broad range of skills and the ability to gain qualifications throughout their careers. This shift is underlined by learners increasingly seeking control over their educational journeys, understanding that the ongoing acquisition of knowledge and skills is essential for staying relevant in the rapidly changing world of work. Reflecting this trend, a significant portion of learners, 33%, are choosing online platforms for their flexibility and ability to cater to individual needs and schedules.<\/p>\n

From DSC:<\/span><\/em>
\nThe next paragraph after the above excerpt says:<\/span><\/p>\n

Much like how companies such as Uber and Airbnb have reshaped their respective industries without owning traditional assets, the future of education might see universities functioning as the \u2018Netflix of learning.\u2019<\/strong><\/span> In this model, learners comfortably source their educational experiences from various platforms, assembling their qualifications to create a personalised and continuously evolving portfolio of skills??.<\/p>\n

But I don’t think it will be universities that function as the “Netflix of learning” as I don’t think the cultures<\/em><\/span> of most institutions of traditional higher education can deal with that kind of innovation. I hope I’m wrong.<\/span><\/strong><\/p>\n

I think it will be a new, global, lifelong learning platform that originates outside of<\/em> higher education. It will be bigger than higher education, K12, corporate training, or vocational training — as such a 21st-century, AI-based platform will offer all of the above and more.<\/strong><\/span><\/p>\n

\"Learning<\/a><\/p>\n

\n

Slow Shift to Skills<\/strong><\/a> — from the-job.beehiiv.com by Paul Fain<\/p>\n

Real progress in efforts to increase mobility for nondegree workers is unlikely during the next couple years, Joseph Fuller, a professor at Harvard University\u2019s business school who co-leads its Managing the Future of Work initiative, recently told me.<\/p>\n

Yet Fuller is bullish on skills-based hiring becoming a real thing in five to 10 years. That\u2019s because he predicts that\u00a0AI will create the data to solve the skills taxonomy problem\u00a0Kolko describes. And if skills-based hiring allows for serious movement for workers without bachelor\u2019s degrees, Fuller says the\u00a0future will look like where Texas is headed.<\/p>\n

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Report: Microcredentials Not a Strategic Priority for Many Colleges<\/strong> <\/a>— from insidehighered.com by Kathryn Palmer
\nA new report finds that while most colleges surveyed embrace alternative credentials, many have a decentralized approach for creating and managing them.<\/em><\/p>\n

While the majority of colleges focused on online, professional and continuing education have embraced alternative credentials, a significant number of those institutions haven\u2019t made them a strategic priority.<\/p>\n

That\u2019s one of the key takeaways from a\u00a0new study\u00a0released Monday by UPCEA, the organization previously known as the University Professional and Continuing Education Association. University Professional and Continuing Education Association.<\/p>\n

\u201cWhile a lot of institutions want this, they don\u2019t necessarily all know how\u201d to deliver alternative credentials, said Bruce Etter, UPCEA\u2019s senior director of research and consulting. \u201cEmbracing it is great, but now it needs to be part of the strategic plan.\u201d<\/p>\n

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The Higher Learning Commission’s Credential Lab<\/strong><\/a>\u00a0— from hlcommission.org<\/p>\n

\"HLC\u2019s<\/a><\/p>\n

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10 higher ed trends to watch in 2024<\/strong><\/a> — from insidetrack.org by<\/p>\n

Trend 1.
\nLinking education to career paths<\/strong><\/p>\n

Trend 2.
\nMaking sense of the AI explosion<\/strong><\/p>\n

Trend 3.
\nPrioritizing mental health on campus<\/strong><\/p>\n

…plus 7 other trends<\/p>\n

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North Carolina\u2019s Community Colleges Make a Big Bid to Stay Relevant<\/strong><\/a> — from workshift.opencampusmedia.org by Margaret Moffett
\nThe system is poised to ask state legislators to overhaul its funding formula to focus on how well colleges prepare students for high-demand, well-paying jobs.<\/em><\/p>\n

The new formula would pay a premium to each college based on labor-market outcomes: the more students enrolled in courses in high-demand, high-paying workforce sectors, the more money the college receives.<\/strong><\/span><\/p>\n

Importantly, the proposed formula makes no distinction between curricular courses that count toward degree programs and noncredit continuing education classes, which historically offer fewer slots for students because of their lower FTE reimbursement rates.<\/p>\n

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