On 10/16/2021,
in business, change, collaboration, colleges, communities of practice, community colleges, corporate / business world, culture, society, United States, workplace,
by Daniel Christian
The college campus is the model for return to office — from by Jiani Zeng Honghao Deng
Using tech to map the spaces we need for the future of work
Excerpt:
Yet while the emergence of new variants continues to frustrate efforts to resume in-person work, the Delta variant alone does not explain why major employers continue to struggle to bring workers back in person. It seems that employees have lost faith in past models of working, which naturally prompts an examination of what a future “ebb and flow” will actually look like.
Well, it’s likely we already know what this new office environment will look like: the university campus.
…
College campuses have spaces that foster collaboration, community and culture — labs, open areas, cafes, not to mention auditoriums and arenas for events, sports and other rituals. But these are opt-in — no one forces you to go to the basketball game. You choose to go. So too companies will want to use their space to foster collaboration and culture for employees to opt into.
On 10/15/2021,
in 21st century, 24x7x365 access, adult learning, algorithms, Alternatives, analytics, Artificial Intelligence / Machine Learning / Deep Learning, change, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, community colleges, curriculum, data mining, emerging technologies, future, future of higher education, game-changing environment, higher education, innovation, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, more choice more control, New "Amazon.com" of Higher Education, online learning, Personal Learning Networks (PLNs), personalized/customized learning, United States, universities, vendors, vision/possibilities,
by Daniel Christian
Higher Education Needs to Move Toward Mass-Personalization — from fierceeducation.com by Susan Fourtané
Excerpt:
Every industry, from health sciences to marketing to manufacturing, is using Artificial Intelligence (AI) to facilitate the delivery of mass-personalization, yet education has been slow in its adoption. These smart systems create personalized solutions targeted to meet the unique needs of every individual.
Artificial Intelligence-based technologies have the potential of serving as tools for educators to provide personalized learning. However, for mass-personalization to work, institutions first need to align their leadership. In his feature session What Is It Going to Take to Move from Mass-Production to Mass-Personalization?, during the recent Online Learning Consortium virtual event, Dale Johnson, Director of Digital Innovation at Arizona State University, addressed the issue of mass personalization in higher education.
Johnson reinforced the idea that with mass-personalization professors can deliver the right lesson to the right student at the right time.
…
Mass-personalization software does not replace the professor. It makes the professor better, more focused on the students.
On 10/09/2021,
in change, collaboration, colleges, community colleges, content development, engagement / engaging students, experimentation, face-to-face, faculty, higher education, Hyflex learning, innovation, instructional design, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, more choice more control, online learning, participation, pedagogy, teaching & learning, United States, universities,
by Daniel Christian
Common Anxieties in Beginning HyFlex: Learning to Teach a HyFlex Class — from hyflexlearning.org by Brian Beatty
Excerpt:
Not surprisingly, one of the biggest anxieties – FEARS – for many faculty considering or implementing a HyFlex approach for the first time is learning how to do so, and to do so effectively the very first time. No one likes to feel like they aren’t equipped to do the work they are required (or challenged) to do; perhaps especially teachers who are normally in full control of their classrooms and the activities that take place in them. When you are planning to teach HyFlex, it may seem like you are planning for CHAOS, or at least planning to lose control over the class environment(s), the teaching process, and ultimately student learning. Let’s address those concerns one at a time, but briefly.
If we assume you are an effective classroom teacher, then a common design path that I usually recommend is to start with your plans for an effective classroom experience and work to translate those to the other modes, accessing expert guidance as needed (such as, instructional designers, online course design books, your colleagues). What are the learning outcomes (or instructional objectives) for the classroom? How will those translate into the online mode(s) you are planning? What about the instructional content and associated activities for the classroom? How do those translate? What about plans for assessment? Start with what you know, and are confident with, and then layer in approaches for the other modes.
On 10/06/2021,
in 21st century, 24x7x365 access, accreditation, adjunct faculty, adult learning, algorithms, analytics, Artificial Intelligence / Machine Learning / Deep Learning, assessment, Canvas - and other Instructure-related items, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, corporate / business world, corporate universities / corporate training, credentialing, curriculum, Daniel S. Christian, data mining, emerging technologies, entrepreneurship, experimentation, faculty, future, future of higher education, future of legal industry, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, law schools, leadership, learning, learning ecosystem, Learning from the Living [Class] Room, Legal operations, legislatures / government / legal, lifelong learning, Michigan, New "Amazon.com" of Higher Education, new business models, online learning, platforms, professional development, reinvent, smart/connected TV, society, surviving, technologies for your home, tools, training / L&D, United States, universities, vision/possibilities, vocational / trades,
by Daniel Christian
On 10/04/2021,
in colleges, community colleges, health, telemedicine / telehealth / virtual health, United States, universities,
by Daniel Christian
Colleges Seek Virtual Mental Health Services — from insidehighered.com by Maria Carrasco; with thanks to Ray Schroeder for this resource out on LinkedIn
New digital and telehealth options make it easier for students living off campus — even in a different state — to access their institution’s mental health resources.
Now, as most institutions resume more normal in-person operations, they are leaning on telehealth mental health services to deliver help to students, whether they are on campus or off.
“We’ve seen that a lot of schools are focusing more on their services and making sure that they have an offering for health and well-being such as telehealth and teletherapy,” said Seli Fakorzi, director of mental health operations at TimelyMD, a telehealth provider. “Campuses are now thinking about whether they’re offering enough services that provide virtual and in-person support.”
On 10/04/2021,
in attention, colleges, community colleges, higher education, homeschooling/homeschoolers, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, learning hubs & pods, learning preferences, learning theories, memory, pedagogy, professional development, research, science, student teaching/teacher education, teachers, teaching & learning, universities,
by Daniel Christian
Resources from “The Science of Learning” — from deansforimpact.org
Excerpt:
The Science of Learning summarizes existing cognitive-science research on how students learn, and connects it to practical implications for teaching. The report is a resource for teacher-educators, new teachers, and anyone in the education profession who is interested in how learning takes place.
Deans for Impact believes all teacher-candidates should know the cognitive-science principles explored in The Science of Learning. And all educators, including new teachers, should be able to connect those principles to their practical implications for the classroom.
One of those resources is:
Also see:
There are six major takeaways from our first administration of our Learning by Scientific Design assessment:
- In general, future teachers are unfamiliar with basic principles of learning science – and they struggle to connect these principles to practice.
- Encouragingly, future teachers recognize the critical role that background knowledge plays in learning.
- Future teachers struggle to identify effective forms of practice – and they appear to conflate student engagement with learning.
- For the most part, teacher-candidates hold beliefs about teaching and learning that align to principles of learning science –- but there are clear areas for improvement.
- Teacher-candidate understanding of learning science does not vary based on key categories we might expect.
- Teacher-educators in the LbSD Network do better at identifying learning-science principles in practice than just the principles in the abstract.
On 10/01/2021,
in adjunct faculty, colleges, community colleges, faculty, higher education, Michigan, professional development, teachers, teaching & learning, teaching online, Uncategorized, United States, universities, writing,
by Daniel Christian
Five Tips for Launching an Online Writing Group — from scholarlyteacher.com by Kristina Rouech, Betsy VanDeuesen, Holly Hoffman, & Jennifer Majorana — who are all from Central Michigan University
Excerpt:
Making time for writing can be difficult at any stage of your career. Pushing writing aside for grading, lesson planning, meeting with students, and committee work is too easy. However, writing is a necessary part of our careers and has the added benefit of helping us stay current with our practice and knowledge in our field. Lee and Boud (2003) stress that groups should focus on developing peer relationships and writing identity, increasing productivity, and sharing practical writing. Online writing groups can help us accomplish this. With the impact of the COVID-19 pandemic, working online has become a necessity, but it can take time to figure out what works best for you and your writing colleagues. We recommend five tips to help you establish an online writing group that is productive and enjoyable for all participants.
On 09/28/2021,
in adjunct faculty, collaboration, colleges, communities of practice, community colleges, content development, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, faculty, higher education, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning theories, online learning, online tutoring, participation, pedagogy, productivity / tips and tricks, remote teaching and learning, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online,
by Daniel Christian
From DSC:
For IDs, trainers, teachers, faculty members, & teams who are working on creating and delivering online-based learning……the following article is a good one for us to check out and reflect upon:
Most Online Courses Are a Waste of Your Time — Here’s How You Know — from medium.com by Eva Keiffenheim
A quick guide that helps you find the worthy ones.
Excerpts:
Not all learning investments are created equal. People who’ve excelled at their craft are often not the best teachers. Likewise, creators who write the best sales copy don’t offer the most value.
Here’s precisely how you can spot bad online courses so that you won’t waste your time and money.
…
