corporate universities / corporate training

Will learning curated by employers replace degrees? — from universityworldnews.com by Louise Nicol

If universities do not future-proof their offer through deeper and more credible partnerships with employers and industry, what exactly prevents employers from educating and training people themselves?

This is why the future of higher education depends on far deeper and more operational partnerships with industry. Not symbolic advisory boards or occasional guest lectures but genuine co-design of curricula, shared ownership of applied projects and clear accountability for graduate capability.

Universities that integrate live industry problems, cross-faculty collaboration and work-based learning into the core of their programmes make themselves harder to replace. Those that acknowledge the existence of external learning platforms and deliberately build them into a broader educational journey strengthen rather than weaken their position.

The real risk for universities is not replacement but marginalisation. Employers will not abandon universities out of hostility or ideology. They will do so pragmatically if universities fail to add distinctive value beyond what employers can now deliver themselves.

Check Your Mic Before You Wreck Your Project [Rasnake]

On 06/29/2026, in A/V -- audio/visual, content development, aggregation, repositories, corporate universities / corporate training, digital audio, instructional design, IT in HE, productivity / tips and tricks, tools, training / L&D, vendors, voice recognition / voice enabled interfaces, by Daniel Christian

Check Your Mic Before You Wreck Your Project — from learningguild.com by Kendal Rasnake

While a lot of our narration may be produced by AI nowadays, there are times when you need to record audio, such as when you need someone in-house to do a voiceover, or you are recording an interview, job shadow video, demonstration video, etc. Now, the responsibility of recording high-quality audio falls on you.

Well, all you have to do is grab a mic and point, right? Wrong!

The last thing you need is to record the CEO and have him/her sound horrible or look ridiculous because they are holding a fuzzy mic on a long wire up to their mouth. Instead, just learn a little about mics and you can purchase and/or choose the right one.

All Mics Are Not Built Equally
I had someone who was having audio trouble tell me that they used a “Brand Name” mic before and it sounded good, so maybe they would go back to using a “Brand Name” mic. As you can imagine, choosing a mic for a certain purpose based on the brand name is equivalent to choosing a Chevy mini-hybrid car to tow an RV because your truck used to tow the RV well and it was a Chevy. Brands make different types of microphones and understanding how mics are built can help you to choose the right one, no matter the brand.

If AI Eats the Entry-Level Job, Where Do Young People Learn to Work? (Ryan Craig, Achieve Partners) — from humanistxyz.substack.com by Allison Dulin Salisbury; via Ryan Craig
“The public should not be subsidizing colleges whose students lack relevant, paid, in-field work experience.”

That is the trap at the center of this conversation: everyone wants to hire someone with three years of experience, and almost no one wants to provide those three years.

And Ryan’s policy prescription is unusually concrete: pay employers to hire and train apprentices, following the countries that have scaled apprenticeship far faster than the U.S.; require colleges receiving federal student aid to provide relevant, paid, in-field work experience; and build a market of intermediaries that can make the whole thing operational.

Ryan’s view is that higher education remains critically important. But college without meaningful work experience may become a much worse bet, especially for students who cannot afford to guess wrong.

The Evolving L&D Roles in 2026 Exploring who you might become next — from liftedlnd.substack.com by Lifted L&D

1. The Learning Experience Architect
This is really the evolution of the instructional designer. The difference is that the focus is no longer on building individual courses. Instead, the focus shifts towards designing capability ecosystems.

In modern learning platforms, learning is dynamic and increasingly personalised. AI engines infer skill levels, recommend resources, generate practice scenarios and adapt content based on how people engage. The role of the Learning Experience Architect is to orchestrate that environment so it genuinely supports capability development.
…

Across all of these emerging roles, three themes keep appearing.

The first is data fluency. …
The second is systems thinking. …
The third is human judgement.

Also relevant/see:

How Constructivism Learning Theory Shapes Modern Instructional Design And L&D Strategy — from elearningindustry.com by Christopher Pappas
.

Also see:

Microlearning Trends And Strategies In 2026 — from elearningindustry.com by Christopher Pappas

Three items re: AI in our LE’s (involving corporate training, higher ed, and K-12)

On 06/10/2026, in 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, attention, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, education, education reform, education technology, emerging technologies, engagement / engaging students, experimentation, faculty/staff, game-changing environment, generational differences, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning ecosystem, Learning Experience Design, liberal arts, student-related, teachers, teaching & learning, training / L&D, United States, universities, youth, by Daniel Christian

Rethinking Learning Design in Elementary Schools — from edcircuit.com
Why K–5 leaders must redesign—not just adopt—technology to restore attention, deepen thinking, and align AI with how children actually learn

Rethinking learning design in elementary schools is critical as screen time and AI reshape attention, thinking, and student engagement.

Designing for Thinking, Not Just Doing
At its core, learning design must shift from task completion to thinking development.

This requires creating environments where students:

Spend time processing ideas
Work through confusion without immediate answers
Build persistence through challenge

It also requires clarity around the role of technology.

Technology should:

Extend thinking
Provide meaningful feedback
Support exploration

It should not:

Replace effort
Short-circuit reasoning
Eliminate productive struggle

The goal is not to reduce technology use.

It is to ensure that students remain the ones doing the thinking.

Should We Integrate AI into Our Teaching?: Evidence-Based Guidelines for Deciding When AI Belongs — from Faculty Focus by Norman Eng, EdD

Four Questions for Deciding Whether to Use AI

Question 1: Will this AI tool help students use, recall, and demonstrate understanding of core disciplinary content?
Question 2: Will this AI tool require students to apply their learning to a new context?
Question 3: Will this AI tool support—not replace—independent, evidence-based reasoning?
Question 4: Will this AI integration preserve meaningful human interaction?

Christian: Could this be a part of our future learning ecosystems?

On 06/09/2026, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, education technology, emerging technologies, engagement / engaging students, experimentation, faculty/staff, future, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, library / librarians, lifelong learning, love of learning, microlearning, more voice more choice more control, online learning, online media, passions, personalized/customized learning, platforms, professional development, skills, social media, streams of content, student-related, teachers, teaching & learning, technologies for your home, training / L&D, United States, user experience (UX), vendors, vision/possibilities, by Daniel Christian

From DSC:
Could this be a part of our future learning ecosystems? Education as a personalized content feed.

Coursera wants users to learn through shorter, faster content — from digitaltrends.com by Moinak Pal
Coursera wants online learning to feel more like TikTok
.

Online learning platform Coursera is taking a page straight out of TikTok’s playbook. The company has launched a new AI-powered feed designed to serve short-form educational content in a scrollable, personalized format, signaling a major shift in how digital learning platforms may try to keep users engaged.

The feature introduces bite-sized video lessons, clips, and explainers curated through artificial intelligence based on a user’s interests, learning habits, career goals, and previous course activity. Instead of committing to hour-long lectures or full certification programs upfront, users can now discover short educational snippets designed to make learning feel more casual, accessible, and addictive.

Users scroll through a feed of short educational videos and AI-curated learning moments covering topics ranging from coding and business to AI, productivity, data science, and personal development.

6 Tips for Easily Incorporating Games in Your Learning [learningguild.com]

On 05/31/2026, in business, corporate universities / corporate training, digital learning, educational games / serious games, elearning, ideas, instructional design, learning, Learning Experience Design, productivity / tips and tricks, skills, training / L&D, United States, vendors, by Daniel Christian

6 Tips for Easily Incorporating Games in Your Learning — from learningguild.com

To help you incorporate game elements into your learning, we’ve asked our Game-Based Learning Online Conference speakers to share their best tips:

The game design process can support the instructional designer during design and development. …
One of the biggest mistakes in game-based learning is starting with the game instead of the performance objective. …
By redefining the success of gamification as the transition from information to skill, we’ll see a transformation from the well-known initial engagement driver to a tool that helps guarantee long-term encoding. …
.
…and more

Three items re: AI in our learning ecosystems

On 05/26/2026, in adjunct faculty, business, career development, colleges, community colleges, corporate / business world, corporate universities / corporate training, digital learning, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, law schools, learner profiles, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, policy, productivity / tips and tricks, student-related, teaching & learning, training / L&D, United States, universities, vision/possibilities, workplace, by Daniel Christian

I Was a University AI Czar. I’m Not Equipped to Teach in the Age of AI. — from jgellers.substack.com by Josh Gellers, PhD

The reason that I claim I am not well-suited to thrive as an instructor in the age of AI is because both AI Enthusiasts and AI Resisters put a lot of thought and energy into completely redesigning their classes in response to AI. This is the one takeaway that I don’t think the Exhausted Majority has fully accepted yet—to excel as a teacher in this AI era, you need to totally revise how you teach and how you assess what students learn in your classes.

I can say this much—whatever solution our industry comes up with, it’s likely to emerge from teaching and learning centers. Contrary to what Paul Schofield wrote in the Chronicle of Higher Education, pedagogy experts are the best hope we have to equip today’s faculty with the tools required to succeed in this uncertain educational environment. As I always tell my students, “I was trained for 7 years to become a researcher and 2 days to become a teacher.” The idea that only disciplinary experts know how to teach and have nothing to learn from so-called “nonscholars” is so laughable that one has to wonder whether an AI agent jokingly wrote that sad opinion piece to troll the whole academe.

Also from Dr. Gellers, see:

The Worst AI Policy in Higher Ed
How Berkeley Law Boalt-ed From Expertise in Favor of Abstinence

Last week, one of the top law schools in the United States, the University of California, Berkeley School of Law, released its final policy on artificial intelligence, effective summer 2026. In the span of a breezy 1.5 pages, the school outlined the challenge AI poses to legal education and how it plans to address this problem. Despite these intentions, this AI policy is, in my estimation, the worst AI policy in higher education I have seen.

From AI Tutors to AI Study Mates— from drphilippahardman.substack.com by Dr Philippa Hardman
New research reveals how AI can enable real learning — not just productivity gains

.

The point isn’t that AI is inherently bad for learning — it’s that the meta-analyses showing that LLMs improve assignment and performance scores are measuring the wrong thing. They’re measuring performance with the AI present, not learning that persists once it’s gone.

.
From DSC:
Notice that when an AI-based learning system can remember what you’ve worked on and how you are doing — where you are struggling or doing well — it can have a positive impact on your longer-term learning. That, to me, is where long-term based learner profiles come in.

Later in the article, Dr. Hardman points out that “if we want to deliver AI tooling which supports substantive learning, we need to intentionally create a new category of AI tool for ‘learning at work’ which prioritises learning and development over productivity.” While I agree with that, I do wonder if businesses will care, so long as the work gets done and gets done well. But this calls into mind the word “experience” — something that traditionally has been hard fought to get in the corporate world. But the corporate realm often doesn’t like to pay for experience (beyond key AI-based jobs) when they perceive it’s getting too expensive. Ask all those 50 and over who had or have a target on their backs.

.

What is L&D’s role when AI is already part of work, information and capability? [Taylor & Vinauskaite]

On 05/21/2026, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, emerging technologies, human-computer interaction (HCI), instructional design, intelligent systems, learning, learning ecosystem, Learning Experience Design, training / L&D, United States, by Daniel Christian

Here is Don Taylor’s posting on LinkedIn.com

Also relevant/see:

Here is Egle Vinauskaite’s posting on LinkedIn.com

Deans for Impact Releases New Edition of The Science of Learning — from deansforimpact.org
Second edition of seminal report reflects new research amidst growing momentum for evidence-based instruction in teacher preparation and PK-12.

AUSTIN, Texas (May 19, 2026) – Deans for Impact (DFI) today released the second edition of The Science of Learning, a report translating cognitive-science research into practical implications for teaching. The updated edition includes new research on memory, attention, motivation, and learning misconceptions, offering educators a research-based foundation for understanding how to support durable student learning.

First released in 2015, The Science of Learning is DFI’s most widely-used and cited resource, with more than one million downloads. Since its publication, DFI has supported nearly 300 teacher-preparation programs to make instructional quality a priority in the way teachers are prepared, directly impacting more than 110,000 teachers over the last decade.

The second edition arrives at a moment when more than 40 states have made meaningful investments in strengthening evidence-based instruction, particularly in early literacy, mathematics, and the use of high-quality instructional materials. The science of learning supports future teachers to build a comprehensive foundation for instructional decision-making that cuts across content areas and grade levels.
…

The report has been endorsed by more than 100 field experts and leading organizations across the United States and internationally.

Download the report at deansforimpact.org/thescienceoflearning.

An example excerpt:

“The sad fact is that we don’t teach learners how to be good at learning. Whether K12, higher ed, or organizations, it’s just not there.”

— from Clark Quinn’s posting entitled, Thoughts on meta-coaching!

From DSC:
I agree. We could do a much better job at this.

Three items re: AI in our learning ecosystems

On 05/16/2026, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, career development, change, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education technology, emerging technologies, faculty/staff, game-changing environment, generational differences, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, learning, learning ecosystem, Learning Experience Design, liberal arts, library / librarians, organizational change, pace of change, skills, student-related, teachers, teaching & learning, training / L&D, trends, United States, universities, vendors, workplace, by Daniel Christian

LinkedIn Grad’s Guide 2026: Starting your career in the AI era — from linkedin.com by Gianna Prudente
To help you head off in the right direction, we’ve identified where those starting their careers are finding opportunity, based on data from millions of LinkedIn member profiles.

While all of this is happening, colleges are still catching up. Many students are graduating without having spent much time learning how AI actually fits into day-to-day work — even as employers seek out those exact skills.

“Colleges are moving into an era of, we’ll let the faculty decide, which leads to a very uneven experience for students because some faculty are really into AI and other faculty are not,” says Jeff Selingo, a higher education strategist. “Employers are the same; they don’t really know how to act around early careers.”

Taken together, new grads are entering a uniquely challenging environment: fewer traditional entry points, slower turnover and a workplace that’s evolving faster than the systems preparing people for it.

.

I knew my writing students were using AI. Their confessions led to a powerful teaching moment — from theguardian.com by Micah Nathan
The problem wasn’t just the perfectly polished, yet mediocre prose. It’s what’s lost when we surrender the struggle to translate thought into words

For a few moments, all was quiet except the classroom’s ticking radiators. Then, a teary-eyed confession: one of the ostensible authors said she only used AI because she was scared of looking stupid, of being criticized for bad writing. She said she loved writing stories and hated having used AI. But she couldn’t stop herself, recounting a sequence similar to an addict’s descent: at first she fed her story into AI for a grammar check, it suggested line edits and she accepted, then it asked if she wanted structural edits, then it offered to rewrite the entire piece.

The other would-be author admitted he had never written a short story before and he had an idea but didn’t know where to start. I asked him why he didn’t reach out to me for help. He shrugged.

One of the other students raised her hand, saying she didn’t understand why it was bad for AI to write stories as long as the stories are based on their ideas. More students spoke: one wanted to know how using AI was any different from using a human editor. Another wanted me to answer why, at a university that launched one of the world’s first AI research programs in 1959, were we even having this debate? Isn’t AI meant to make everyone’s life easier? Less stressful? Isn’t the point of AI to free humans from the tedium of rote tasks?

The conversation that followed their confessions was one of the most productive teaching moments of my eight years at MIT. Writing, I told them, isn’t supposed to be easy, and of course it can be tedious but that doesn’t make it rote. Writing isn’t just the production of sentences – it’s the training of endurance by way of sustained attention. It’s a way of learning what one thinks by attempting to say it.

This $10K AI School Promises to Future-Proof Your Career — from builtin.com by Matthew Urwin
Khan Academy, TED and ETS are starting a new program to equip students and professionals with the skills to thrive in an increasingly AI-driven economy. Here’s what you need to know.

Summary: The Khan TED Institute is a higher-education program that will teach students and workers how to use AI through interactive learning. The program’s AI-centric curriculum is an unproven approach, though, casting doubt on whether it will actually improve learning outcomes and career prospects.

When anyone can build a course, the real job is deciding which ones shouldn’t exist [Hardman]

On 05/11/2026, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, business, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, innovation, instructional design, intelligent systems, learning ecosystem, Learning Experience Design, training / L&D, trends, UK, by Daniel Christian

When anyone can build a course, the real job is deciding which ones shouldn’t exist — from drphilippahardman.substack.com by Dr. Philippa Hardman
Why deciding is the only L&D skill AI can’t replace.

The biggest AI risk that L&D faces isn’t that it gets left behind: it’s that we build more — and flood the organisation with meh-quality content nobody needed in the first place.

In this post, I’ll make the case that:

The L&D job has just split in two — and most of us are still working on the wrong half.
There’s a new operating model coming for the role, and it’s already running inside a lot of the companies you’ve heard of.
The smartest critique of everything I’m about to argue comes from Ethan Mollick — and I think he’s half right.

The question we’ve been asking for the last two years — “how do I get faster at building?” — was the wrong one.

The real question is: can I look at fifteen AI-generated learning assets and decide which three are worth scaling — and put my name to that decision?

Learning Ecosystems

Check Your Mic Before You Wreck Your Project [Rasnake]

6 Tips for Easily Incorporating Games in Your Learning [learningguild.com]

Categories

Tags