adult learning

Could/would an AI — working with a cloud-based learner profile — help here? [Christian]

On 11/10/2020, in 21st century, 24x7x365 access, active learning, adult learning, Artificial Intelligence/Agents/LLMs/and Related, attention, curriculum, Daniel S. Christian, digital learning, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, IT in HE, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, lifelong learning, love of learning, more voice more choice more control, neurodivergent/special needs, online learning, online tutoring, passions, personalized/customized learning, platforms, professional development, psychology, reinvent, staying relevant, student teaching/teacher education, student-related, teachers, teaching & learning, training / L&D, user experience (UX), virtual K-12 schools, youth, by Daniel Christian

Temperament-Inclusive Pedagogy: Helping Introverted and Extraverted Students Thrive in a Changing Educational Landscape — from onlinelearningconsortium.org by Mary R. Fry

Excerpt (emphasis DSC):

So how do we take these different approaches to learning into account and foster a classroom environment that is more inclusive of the needs of both extraverts and introverts? Let’s first distinguish between how extraverts and introverts most prefer to learn, and then discuss ways to meet the needs of both. Extraverts tend to learn through active and social engagement with the material (group work, interactive learning experiences, performing and discussing). Verbalizing typically helps extraverts to think through their ideas and to foster new ones. They often think quickly on their feet and welcome working in large groups. It can be challenging for extraverts to generate ideas in isolation (talking through ideas is often needed) and thus working on solitary projects and writing can be challenging.

In contrast, introverts thrive with solitary/independent work and typically need this time to sort through what they are learning before they can formulate their thoughts and articulate their perspectives. Introverted learners often dislike group work (or at least the group sizes and structures that are often used in the classroom (more on this in a moment)) and find their voice drowned out in synchronous discussions as they don’t typically think as fast as their extroverted counterparts and don’t often speak until they feel they have something carefully thought out to share. Introverted learners are often quite content, and can remain attentive, through longer lectures and presentations and prefer engaging with the material in a more interactive way only after a pause or break.

From DSC:
Could/would a next-generation learning platform that has some Artificial Intelligence (AI) features baked into it — working in conjunction with a cloud-based learner profile — be of assistance here?

That is, maybe a learner could self-select the type of learning that they are: introverted or extroverted. Or perhaps they could use a sliding scaled to mix learning activities up to a certain degree. Or perhaps if one wasn’t sure of their preferences, they could ask the AI-backed system to scan for how much time they spent doing learning activities X, Y, and Z versus learning activities A, B, and C…then AI could offer up activities that meet a learner’s preferences.

(By the way, I love the idea of the “think-ink-pair-share” — to address both extroverted and introverted learners. This can be done digitally/virtually as well as in a face-to-face setting.)

All of this would further assist in helping build an enjoyment of learning. And wouldn’t that be nice? Now that we all need to learn for 40, 50, 60, 70, or even 80 years of our lives?

Lincoln Financial CIO: How to build a learning culture – even in a pandemic [Solon]

On 11/10/2020, in 21st century, adult learning, change, collaboration, communications, corporate / business world, corporate universities / corporate training, digital learning, digital video, engagement / engaging students, experimentation, ideas, innovation, instructional design, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, lifelong learning, motivation, professional development, staying relevant, strategy, streams of content, training / L&D, using teams, Virtual Reality (VR) / worlds / learning, web-based collaboration, workplace, by Daniel Christian

Lincoln Financial CIO: How to build a learning culture – even in a pandemic — from enterprisersproject.com by Ken Solon
Lincoln Financial CIO Ken Solon shares how he’s bringing a virtual perspective to his longtime commitment to prioritizing the people behind the technology

Excerpt (emphasis DSC):

In the spirit of test-and-learn, we created “Lean In and Learn IT,” an interactive digital program that provides a deep dive into one key IT strategy each month. Topics include digital and architecture, agile and DevOps, cloud, big data, and cybersecurity.

Based in our virtual collaboration platform, each topic features a kick-off video followed by a drip of content and interaction, including snackable articles, video clips, quizzes, and prizes to keep the team engaged. The month wraps up with a webcast focused on a key business application of the strategy, featuring subject matter experts both from within the IT organization and our business partners.

The involvement of partners is key, as our surveys tell us that few things motivate our teams as effectively as seeing the impact of their work.

From DSC:
Love their use of “streams of content.”

Engagement = acquiring and keeping your learners’ attentions. Attention is the gatekeeper to further learning. [Christian]

On 11/05/2020, in A/V -- audio/visual, adjunct faculty, adult learning, animation, Artificial Intelligence/Agents/LLMs/and Related, attention, colleges, community colleges, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, distance education, education, engagement / engaging students, faculty/staff, graphics, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, Learning Experience Design, learning preferences, learning theories, liberal arts, love of learning, media/film, memory, metacognition / metacognitive skills, more voice more choice more control, motivation, online learning, online tutoring, participation, passions, platforms, remote teaching and learning, simulations, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, universities, by Daniel Christian

From DSC:
Many people talk about engagement when they discuss learning, and with good reason. It seems to me that what they are really getting at is the topic of getting and maintaining someone’s *attention.* Attention is the gatekeeper to further learning. I wonder if some of the next generation learning platforms that employ some level of Artificial Intelligence (AI)-enabled features, will look to a learner’s preferences (as stored in their cloud-based learner’s profile) in order to help gain/maintain such attention.

And this also helps explain why allowing more learner agency — i.e., more choice, more control — in pursuing their own interests and passions really helps: A motivated learner is paying closer attention to what’s going on.

Attention is the gatekeeper to further learning.

From DSC:
And along these lines, that’s one of the key reasons I’d like to see more involvement from the Theatre Departments, Computer Science Departments, and from those involved with creative writing across the land — in terms of helping develop content for remote and online-based education. Actors, actresses, set designers, costumer designers, audio/video editors, programmers/software developers, and more who could collaborate on these kinds of ideas.

Last comment on this. I don’t mean that we should present our classes like many advertisements do (i.e., running a thousand images by me within 30 seconds). But changing things up periodically — both visually and audibly — can help regain/reset your students’ attentions.

On-demand recordings available for the 11th Annual ASU+GSV Summit

On 10/19/2020, in 24x7x365 access, active learning, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business side of he, change, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, credentialing, digital audio, digital learning, digital storytelling, digital video, distance education, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, face-to-face, faculty/staff, game-changing environment, global / globalization, higher education, ideas, innovation, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, multimedia, new business models, new media literacies, online learning, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, professional development, remote teaching and learning, society, student-related, teachers, teaching & learning, teaching online, technologies for your home, technology (general), traditional / tradition, training / L&D, trends, United States, universities, vendors, vision/possibilities, workplace, XR - extended reality, by Daniel Christian

If you are using Zoom, you may want to attend Zoomtopia

On 10/08/2020, in 24x7x365 access, A/V -- audio/visual, adjunct faculty, adult learning, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, digital audio, digital learning, digital video, distance education, education, education technology, engagement / engaging students, experimentation, faculty/staff, future of higher education, global / globalization, higher education, homeschooling/homeschoolers, ideas, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, liberal arts, mobile learning, multimedia, online learning, platforms, productivity / tips and tricks, professional development, smart classrooms, social learning / networks, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, tools, training / L&D, trends, TVs, United States, universities, using teams, vendors, videoconferencing, web-based collaboration, by Daniel Christian

Also see:
Zoom for Home – DTEN ME is an all-in-one personal collaboration device for your home office

Put yourself in the position of the learner coming into your course. [Christian | For IDs/profs/teachers/trainers]

On 10/08/2020, in 24x7x365 access, adjunct faculty, adult learning, Canvas - and other Instructure-related items, CMS/LMS, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education technology, faculty/staff, higher education, human-computer interaction (HCI), ideas, instructional design, K-12 related, law schools, Learning Experience Design, Learning from the Living [Class] Room, online learning, productivity / tips and tricks, remote teaching and learning, streams of content, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, tools, universities, usability, user experience (UX), user interface design, vendors, by Daniel Christian

From DSC:
Put yourself in the place of the conscientious/thorough learner. If you come into a course on Canvas & see Quizzes, Assignments, Discussion Boards, as well as other items listed on the Course Navigation Bar — in addition to the Modules selection — you might find yourself going to check many of those selections Every. Single. Day.

Graphically speaking:

Let's stop the FOMO and make it easy to find the content and the to-do's

(DSC purchased this image from Getty Images)

From DSC:
By the way, this is why RSS feeds and feed aggregators were implemented. Have updates/content flow to the person, instead of the person wasting time trying to find what’s been updated on 100+ websites.

Some resources mentioned by Goldie Blumenstyk out at “The Edge” — in her posting entitled “How to Keep Old Debts From Deterring Returning Students“

Institute for College Access & Success (Ticas) has just released its annual report on what college graduates owe in student debt.
Excerpt:
Student Debt and the Class of 2019 is TICAS’ fifteenth annual report on the student loan debt of recent graduates from four-year colleges, documenting changes and variation in student debt across states and colleges. Unless otherwise noted, the figures in this report are only for public and private nonprofit colleges because virtually no for-profit colleges report what their graduates owe.Nationally, more than six in ten (62%) college seniors who graduated from public and nonprofit colleges in 2019 had student loan debt, down from the Class of 2018 (65%). Borrowers from the Class of 2019 owed an average of $28,950, a 0.9 percent decline from the average of $29,200 in 2018, continuing a trend of relatively flat student debt levels in recent years.

Solving Stranded Credits: Assessing the Scope and Effects of Transcript Withholding on Students, States, and Institutions — from sr.ithaka.org by Julia Karon, James Dean Ward, Catharine Bond Hill, & Martin Kurzweil

Excerpt:

Attention to the burden of U.S. educational debt, now at $1.7 trillion, has grown in recent years.^[1] For too many former postsecondary students—especially Black students—debt they took on to improve their lives and career prospects has instead become a financial hindrance, delaying or undermining their efforts to buy homes, build savings, or provide for their families.^[2] The debt burden is especially severe for those who never completed their postsecondary program and therefore did not receive the credentials that might have boosted their careers and incomes enough to justify taking on the debt.

Also see:

The pandemic has pushed hundreds of thousands of workers out of higher education — from chronicle.com by Dan Bauman
Excerpt:
The work-force that serves much of higher education in America has shrunk by at least 7 percent since Covid-19 arrived on American shores — a staggering, unprecedented contraction, according to federal data. And like the national economic downturn that is running parallel to this unprecedented viral outbreak, much also remains uncertain about what a “recovery” will actually look like for higher education.

Two articles from Donald Clark re: 1) Attention & 2) Transfer

On 10/05/2020, in adult learning, colleges, community colleges, corporate universities / corporate training, higher education, instructional design, K-12 related, law schools, learning, Learning Experience Design, learning theories, memory, motivation, music, UK, universities, by Daniel Christian

Pay attention! Attention is a necessary condition for learning experience design, but poorly understood… — from donaldclarkplanb.blogspot.com by Donald Clark

Excerpts:

Attention is to selectively focus your mind and effort on that which has to be learned. Attention matters as it is what manages new data that has to be processed in working memory. Focused attention narrows down input from sensory memory and your recall knowledge from long-term memory. At any moment in time attention is what determines what is processed. We must always be aware that attention is the bottleneck through which everything must go in learning, first into working memory, then if you successfully learn, into long-term memory. The selective nature of attention is what regulates and limits cognitive overload.

So, over a century of research has shown that attention is not one thing but a very complex phenomena. We select inputs, interpretations of those inputs, then select plans of action and actions themselves. Attention is tied up with motivation, interest, feelings and ultimately action. It is the basecamp for understanding how learning experiences should be designed.

From DSC:
Interest…motivation…this is why I’m a big fan of offering learners more choice. More control.

Transfer – why is it ignored? Here’s how to fix it… — from donaldclarkplanb.blogspot.com by Donald Clark

Excerpt:

You must design with transfer in mind and blends or learning journeys must move learning forward towards action, towards doing, towards practice and performance. No matter how much training you deliver, it can be illusory in the sense of not leading to transfer from cognitive change to actual performance, which in turn has impact on the organisation.

Doing and Practice are experiences. In fact without doing or practice it is unlikely to be retained long-term. Your design must move from experiences that match whatever type of learning you need, cognitive, psychomotor and affective, but practice and application experiences also matter. Your design should provide transfer pathways towards mastery, through actual doing and practice in the formal learning as well as practice and extension activities beyond the initial learning experiences.

Reflections on some nice ideas from Dr. Barbi Honeycutt [Lecture Breakers Weekly!]

On 09/08/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, adjunct faculty, Adobe, adult learning, Apple, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, Daniel S. Christian, digital audio, digital learning, digital video, distance education, education, education technology, engagement / engaging students, faculty/staff, future, global / globalization, Google, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, interactivity, IT in HE, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, microlearning, Microsoft, multimedia, online learning, online media, online tutoring, participation, pedagogy, platforms, remote teaching and learning, second screen apps, social learning / networks, social media, teachers, teaching & learning, teaching online, technologies for your home, telepresence, television, tools, TVs, United States, universities, usability, user experience (UX), using teams, vendors, videoconferencing, virtual K-12 schools, vision/possibilities, webinars, by Daniel Christian

Per this week’s Lecture Breakers Weekly! from Dr. Barbi Honeycutt:

Break up your online lectures with the Watch Party! Here’s how you can do it:

Pre-record your mini-lecture or find a video you want to use for your lesson.
Instead of asking students to watch the video on their own, play it during your synchronous/live class time.
Explain to your students that they are watching the video all at the same time and that you will be facilitating the chat and answering their questions as they watch the video together. It’s a watch party!
Option: Take the conversation out of Zoom or your LMS. Create a hashtag for your course on Twitter and invite other experts, colleagues, or friends to join the conversation.

Instead of presenting during the synchronous class time, you can now focus completely on managing the chat, prompting discussion, and responding to students’ questions and ideas in real-time. And be sure to record and save the chat for students who couldn’t attend the live session or want to review it later.

From DSC:
This is one of the kind of things that I envisioned with Learning from the living class[room] — a next-generation, global learning platform.

Learners could be watching a presentation/presenter, but communicating in real-time with other learners. Perhaps it will be a tvOS-based app or something similar. But TV as we know it is changing, right? It continues to become more interactive and on-demand all the time. Add videoconferencing apps like Zoom, Cisco Webex Meetings, Blackboard Collaborate, Microsoft Teams, Adobe Connect and others, and you have real-time, continuous, lifelong, relevant/timely, affordable, accessible, up-to-date learning.

Also, you have TEAM-BASED learning.

Just released today! Jane Hart’s Top 200 Tools for Learning

On 09/01/2020, in 21st century, active learning, adjunct faculty, Adobe, adult learning, Apple, Asia, assessment, blended learning, blogs / blogging / vlogging, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, design, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education technology, educational games / serious games, elearning, engagement / engaging students, Europe, Facebook / Meta Platforms, faculty/staff, flipping -- inverted learning, global / globalization, Google, higher education, instructional design, internet, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, media/film, microlearning, Microsoft, multimedia, Natural Language Processing (NLP), new media literacies, online learning, online media, participation, photography, platforms, play, productivity / tips and tricks, remote teaching and learning, simulations, social learning / networks, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, technology (general), tools, training / L&D, UK, United States, universities, user experience (UX), vendors, videoconferencing, voice recognition / voice enabled interfaces, web-based collaboration, webinars, workplace, writing, by Daniel Christian

Top 200 Tools for Learning — from toptools4learning.com by Jane Hart

Excerpt:

The Top Tools for Learning 2020 was compiled by Jane Hart from the results of the 14th Annual Learning Tools Survey, and released on 1 September 2020. For general information about the survey and this website, visit the About page. For observations and infographics of this year’s list, see Analysis 2020.

With an eye towards the future…what questions should we be asking about learning experience design (#LXD)? [Christian]

On 08/19/2020, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, active learning, adjunct faculty, adult learning, attention, change, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, 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, mobile learning, more voice more choice more control, motivation, online learning, online media, online tutoring, participation, passions, pedagogy, personalized/customized learning, platforms, social learning / networks, society, staying relevant, storytelling, streams of content, student-related, teachers, teaching & learning, teaching online, training / L&D, ubiquitous learning, universities, user experience (UX), using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, XR - extended reality, by Daniel Christian

From DSC:
Some of the following questions came to my mind recently:

In this age of the Coronavirus, how can we think differently about learning experience design (#LXD)?
How can *teams* of people come together to reimagine what learning could look like in the future? Who might be some new players at the table? More students? Artists? Actors? More animators? More technicians and people from A/V? Specialists in XR? Corporate trainers coming together with Instructional Designers from higher ed and from K-12? #learningecosystems #future
How can we better tighten up the alignment between K-12, higher ed / vocational programs, and the corporate world?
How can we make self-directed learning more prevalent (which would release an enormous amount of energy & creativity)? #heutagogy

Maybe those aren’t even the right questions…

If not, what do you think? What questions should we be asking about learning these days?

#LXD #learningecosystems #future #lifelonglearning #onlinelearning #highereducation #K12 #corporatelearning #heutagogy

The main thing we need to remember is that this space no longer serves as an accessory to face-to-face teaching. It is now our main contact point with learners, so it needs to play different roles: communication channel, learning path, interaction platform and community space. Teachers therefore need a certain degree of freedom to design this space in the best way that suits their teaching style and philosophy as well as their course content and learning objectives.
…
What became obvious in the past months is that when it comes to teaching and learning fully online, the learning experience design aspect, including look, feel and logic of the platform from the users’ perspective- be it teachers or students-, are at least as important as the content.

(source)

Another type of learning ecosystem (online, but from beautiful places!)

On 08/05/2020, in adjunct faculty, adult learning, colleges, community colleges, credentialing, Daniel S. Christian, digital learning, distance education, education, elearning, engagement / engaging students, faculty/staff, higher education, ideas, internet, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, lifelong learning, love of learning, more voice more choice more control, motivation, online learning, parents/guardians, participation, passions, student-related, teachers, teaching & learning, teaching online, United States, user experience (UX), vendors, vision/possibilities, workplace, by Daniel Christian

From DSC:
I instantly see the inequities involved here — as only those with the resources can choose this route. Also, one would have to be careful about how many others are around you choosing to do the same thing. (Otherwise, it defeats the purpose of social distancing, and one might as well be back in a physical classroom.)

All that said, I post this because I’m intrigued by the different ways people are enhancing their learning ecosystems. The creativity out there is wonderful to see. Learning should be fun.

For that matter, a few words could be interchanged to create a slightly different perspective here…

Teach from here instead

Work from here instead

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

On 07/11/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, blended learning, cloud-based computing / apps / other cloud-related, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, distance education, education, education technology, elearning, emerging technologies, faculty/staff, flipping -- inverted learning, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, memory, metacognition / metacognitive skills, microlearning, multimedia, online learning, online media, online tutoring, platforms, presentations, productivity / tips and tricks, remote teaching and learning, teachers, teaching & learning, teaching online, tools, training / L&D, universities, usability, user experience (UX), vendors, videoconferencing, virtual K-12 schools, vision/possibilities, webinars, workplace, by Daniel 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

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.

Polling & screen sharing tools can be great in online settings as well as in F2F settings. [Christian]

On 07/09/2020, in active learning, adjunct faculty, adult learning, attention, blended learning, chemistry, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, community colleges, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital video, distance education, education technology, engagement / engaging students, engineering, face-to-face, higher education, human-computer interaction (HCI), hybrid learning, ideas, instructional design, interactivity, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, multimedia, online learning, participation, pedagogy, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, teaching online, tools, training / L&D, universities, user experience (UX), vendors, videoconferencing, visualizing information, web-based collaboration, by Daniel Christian

DC: Polling and/or sharing one’s screen – works well in face-to-face as well as in an online-based setting. You can have Ss talk through and/or share their solutions to the problems/exercises.#ActiveLearning #Pedagogy #HigherEducation #LawSchools pic.twitter.com/USYGRUkHLf

— Daniel Christian (@dchristian5) July 9, 2020

Team-based content creation/delivery | We need this & other paradigm shifts to help people survive & thrive [Christian]

On 06/30/2020, in 21st century, 24x7x365 access, accreditation, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business side of he, Canvas - and other Instructure-related items, career development, change, changing business models, collaboration, colleges, community colleges, consortiums, content development, aggregation, repositories, cost of getting a degree, credentialing, Daniel S. Christian, design, digital audio, digital learning, digital storytelling, digital video, disruption, distance education, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, expectations, experimentation, face-to-face, faculty/staff, future, future of higher education, game-changing environment, generational differences, global / globalization, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, learning preferences, liberal arts, lifelong learning, microlearning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, new business models, online learning, online media, online tutoring, organizational change, pace of change, personalized/customized learning, platforms, remote teaching and learning, research, simulations, social learning / networks, society, staying relevant, strategy, streams of content, student-related, surviving, teachers, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, telepresence, television, tools, traditional / tradition, training / L&D, trends, TVs, universities, user experience (UX), using teams, vendors, videoconferencing, vision/possibilities, web-based collaboration, youth, by Daniel Christian

From DSC:
If the first wave of the Coronavirus continues — and is joined by a second wave later this year or early next year — I think a more permanent, game-changing situation is inevitable. As such, now’s the time to change the paradigms that we’ve been operating under.

It’s time to move to *a team-based approach.* To build up the set of skills an organization needs to pivot and adapt — regardless of what comes their way.

Let’s stop asking one faculty member to do it all! Consider this:

Would you fly in a plane that was engineered/designed/built by one person?
Would you drive a car that was engineered/designed/built by one person?
Would you go into brain surgery with only one other person in the operating room?
Are you, like me, amazed at the long list of people (and their specialties) who contributed to a major motion picture?!? The credits go on for several minutes — even when moving at a fast pace! Would you watch a major motion picture that was written, acted, produced, directed by — and had all of the music, special effects, and audio-related work done by — only one person?

With the move to online learning, one person can’t do it all anymore — at least not at the level that the newer generations are coming to expect. They have grown accustomed to amazing, team-based/built content and products.

Plus, newer generations are going to know and experience much more telehealth-related services…then much more telelegal-related services. They will come to experience/expect high-quality learning-related products and services that way as well. Going forward, there are too many skillsets required by the creation and production of high-quality, online-based learning — not to mention the continued hard work of staying up-to-date on the main subject matter expertise at hand.

So if the kind of perspective continues as found in this piece — SURVEY: Students say they shouldn’t have to pay full price for online classes — then colleges and universities would do well to invest money in new Research & Development efforts, in team-based content creation, and in reimagining what online-learning could act/be like. Same for the vendors out there. And faculty members would be wise to invest the time and energy it takes to be able to teach online as well as in a face-to-face setting. Not only are they more marketable once they’ve done this, but they are then also more prepared to find their place within an uncertain future.

All of this will likely be an expensive process. Also, greater collaboration will be needed within a department (as we can’t be building a course per professor) as well as between organizations. Perhaps the use of consortiums will increase…I’m not sure.

Perhaps a new platform will develop — similar to what’s contained in this vision. Such a platform will feature content that was designed and built by a team. Such a learning-related platform will offer streams of highly-relevant content — while providing continuous, affordable, up-to-date, convenient, and very well done means of staying marketable/employed.

For another paradigm shift, accreditation bodies/practices are going to have to also change, adapt, pivot, and help innovative ideas come to fruition. But that’s another posting for another day.

Learning Ecosystems

Lincoln Financial CIO: How to build a learning culture – even in a pandemic [Solon]

“Student Debt and the Class of 2019” + “Solving Stranded Credits”

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