Why America has so few carpenters https://t.co/bjC3X69ObP
— Paul Czarapata (@pczarapata) May 22, 2022
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‘Stackable credentials’ could be future of higher education in Colorado — from thedenverchannel.com by Nicole Brady; with thanks to Ray Schroeder for this resource out on LinkedIn
Excerpt (emphasis DSC):
DENVER — Metropolitan State University of Denver is one of Colorado’s largest four-year institutions, but some students are spending just months there — not years — before joining the workforce.
They’re doing it by “stacking” credentials.
“Stackable credentials are really a convergence of individuals wanting to learn in smaller chunks and industries being willing to accept those chunks,” said Terry Bower, associate vice president of Innovative and Lifelong Learning at MSU Denver.
The career launchpad lays out exactly what steps are needed to work in those industries and how much money a person can earn with different credentials.
For students who decide they want to add more credentials or work toward a degree, they can return to MSU with no credits lost.
From DSC:
That part that says “The career launchpad lays out exactly what steps are needed to work in those industries and how much money a person can earn with different credentials” will likely be a part of a next-generation learning platform. Here are the skills in demand. Here are the folks offering you the ability to learn/develop those skills and here’s what you can expect to earn at different levels of this type of job. The platform will be able to offer this type of information and these types of opportunities throughout your lifetime.
Cloud-based learner profiles will be part of this new setup — along with recommendation engine-based results based upon one’s learning preferences (not learning styles — which don’t exist — but upon one’s learning preferences).
4 Online Tactics to Improve Blended Learning — from campustechnology.com by Megan Burke, CPA, Ph.D.
An accounting professor shares how best practices from online pedagogy have helped her create a blended learning environment that supports student success.
Excerpts:
Now that students are back in the classroom, I have been combining these tactics with in-person instruction to create a blended learning environment that gives my students the best of both worlds.
The right activities, on the other hand, can make a significant difference. For example:
I also encourage faculty (and myself!) to get out and meet with employers and ask what we can do to better prepare students, so that we can get a better feel for what first-year staff really need to know — and ensure that we present that knowledge and information in the classroom.
The Exit Interview Nine departing presidents on how the job — and higher ed — is changing. — from chronicle.com by Eric Kelderman
“One of the things I’ve learned in this job is that it’s time for us to really think hard about the obligations the postsecondary educational sector has to the country,” Quillen said. “What is, as it were, the social contract between that sector and the society that supports us? And what do we need to do to fulfill our obligations there?”
Carol Quillen
A Rubric for Selecting Active Learning Technologies — from er.educause.edu by Katie Bush, Monica Cormier, and Graham Anthony
A rubric can be an invaluable aid in evaluating how well technologies support active learning.
Excerpt:
Because the use of active learning is characterized by a broad range of activities in the classroom, comparing technology and determining which option provides more benefit to an active learning classroom can be difficult. The Rubric for Active Learning Technology Evaluation can provide some differentiation when comparing technology offerings. It has been designed to reveal subtle but impactful differences between technology in the context of active learning. The rubric was designed to be a tool for comparative technology evaluation and as such should be quick to use when comparing similar technologies. It is freely available to use and adapt under a Creative Commons license.
The Future of Work Is Flexible. Will Higher Ed Stay Stuck in the Past? — from edsurge.com by Kevin R. McClure (Columnist)
Excerpt (emphasis DSC):
We know that institutions are capable of making big changes. We pivoted in March 2020, then again in fall 2020, then again in fall 2021. Institutions have achieved things in the last two years that some considered unimaginable. Faculty and staff want to see that type of willpower and creativity directed at working conditions and cultures. They want the type of “reimagining” the Future of Work@Iowa report promised but didn’t deliver.
In a city full of adjunct faculty members, many struggle to get by — from washingtonpost.com by Lauren Lumpkin; with thanks to Ray Schroeder for this resource
Adjuncts across the region are protesting what they say are unfair working condition
7 Ways the Pandemic Changed Faculty Development — from er.educause.edu by Amy Kuntz, Sara Davis and Erica Fleming
Pandemic lessons about faculty development should be understood and factored into future offerings.
Excerpt (emphasis DSC):
Regarding this perspective shift, conference session participant Lindsay Wood, manager of instructional design at Penn State Abington, stated, “When reflecting on the impact of pandemic teaching, those of us working in faculty development and learning design know that there has never been and likely will never be another opportunity to upskill faculty and improve teaching and learning so broadly. It’s important … to really take a deep dive into how we meet the moment and ensure the positive changes are lasting. It would be a shame to squander a once-in-a-lifetime opportunity to adopt innovative practices because we didn’t adequately identify the lessons learned and apply them to the future.” This seemed to resonate with many participants; they want to see the positive changes from the past two years integrated at an institutional level.
Is Hybrid Learning Here to Stay in Higher Ed? — from edsurge.com by Daniel Lempres
State of Continuing Education 2022 — from resources.moderncampus.com; with thanks to Amrit Ahluwalia for this resource
Universities Share Lessons Learned from Ransomware Attacks — from edtechmagazine.com by Chris Hayhurst
Universities that faced security breaches share advice from their experiences.
100 Universities established an OPM, Bootcamp or Pathways partnership in Q1 2022 — from holoniq.com
Bootcamps are directing more resources B2B and B2G, OPMs are growing existing partnerships further and evolving their technology and healthcare programs.
Excerpt:
Higher Education, like the broader economy, is awkwardly emerging from an almost exclusively digital, isolated and stimulus fuelled environment into… well it’s not clear yet. University Partnerships continued to be established at pace through Q1 2022, albeit at a much slower rate than through 2021.
Also relevant/see:
College contracts with OPMs need better oversight, watchdog says — from highereddive.com by Natalie Schwartz
Excerpt from Dive Brief:
Addendum on 5/11/22:
A Turning Point for Prison Education — from chronicle.com by Taylor Swaak
With reinstatement of Pell Grants imminent, the programs weigh technology’s long-term role.
Excerpts:
Incarcerated people who participate in postsecondary-education programs are 48 percent less likely to return to prison, according to a 2018 study from the RAND Corporation.
…
Three colleges that The Chronicle spoke with are in varying stages of adding technology to their prison-ed programs.
Addendum on 5/11/22:
It was a proud, and somewhat routine commencement ceremony for Calvin University on Monday, May 9, though held in the confines of a state prison.
Calvin University and Calvin Theological Seminary joined the Michigan Department of Corrections Monday to host the graduation ceremony for Calvin Prison Initiative (CPI) students at the state’s Richard A. Handlon Correctional Facility in Ionia.
Addendums on 5/16/22: