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“AI-driven Legal Apprenticeships” [Kubicki] plus other AI & legaltech related postings

On 06/26/2023, in 21st century, 24x7x365 access, Access to Justice (A2J), Alternatives, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, business, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, corporate / business world, dangers of the status quo, Daniel S. Christian, future, game-changing environment, generational differences, ideas, instructional design, IT in HE, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, Legal operations, legal reform, legal technologies, legislatures / government / legal, lifelong learning, online tutoring, personalized/customized learning, society, the downsides of how people use tech, tools, trends, United States, vendors, Virtual courts and law firms, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

AI-driven Legal Apprenticeships — from thebrainyacts.beehiiv.com by Josh Kubicki

Excerpts:

My hypothesis and research suggest that as bar associations and the ABA begin to recognize the on-going systemic issues of high-cost legal education, growing legal deserts (where no lawyer serves a given population), on-going and pervasive access to justice issues, and a public that is already weary of the legal system – alternative options that are already in play might become more supported.

What might that look like?

The combination of AI-assisted education with traditional legal apprenticeships has the potential to create a rich, flexible, and engaging learning environment. Here are three scenarios that might illustrate what such a combination could look like:

    • Scenario One – Personalized Curriculum Development
    • Scenario Two – On-Demand Tutoring and Mentoring
    • Scenario Three – AI-assisted Peer Networks and Collaborative Learning:

Why Companies Are Vastly Underprepared For The Risks Posed By AI — from forbes.com by
Accuracy, bias, security, culture, and trust are some of the risks involved

Excerpt:

We know that there are challenges – a threat to human jobs, the potential implications for cyber security and data theft, or perhaps even an existential threat to humanity as a whole. But we certainly don’t yet have a full understanding of all of the implications. In fact, a World Economic Forum report recently stated that organizations “may currently underappreciate AI-related risks,” with just four percent of leaders considering the risk level to be “significant.”

A survey carried out by analysts Baker McKenzie concluded that many C-level leaders are over-confident in their assessments of organizational preparedness in relation to AI. In particular, it exposed concerns about the potential implications of biased data when used to make HR decisions.

AI & lawyer training: How law firms can embrace hybrid learning & development — thomsonreuters.com
A big part of law firms’ successful adaptation to the increased use of ChatGPT and other forms of generative AI, may depend upon how firmly they embrace online learning & development tools designed for hybrid work environments

Excerpt:

As law firms move forward in using of advanced artificial intelligence such as ChatGPT and other forms of generative AI, their success may hinge upon how they approach lawyer training and development and what tools they enlist for the process.

One of the tools that some law firms use to deliver a new, multi-modal learning environment is an online, video-based learning platform, Hotshot, that delivers more than 250 on-demand courses on corporate, litigation, and business skills.

Ian Nelson, co-founder of Hotshot, says he has seen a dramatic change in how law firms are approaching learning & development (L&D) in the decade or so that Hotshot has been active. He believes the biggest change is that 10 years ago, firms hadn’t yet embraced the need to focus on training and development.

From DSC:
Heads up law schools. Are you seeing/hearing this!?

  • Are we moving more towards a lifelong learning model within law schools?
  • If not, shouldn’t we be doing that?
  • Are LLM programs expanding quickly enough? Is more needed?

Legal tech and innovation: 3 ways AI supports the evolution of legal ops — from lexology.com

Excerpts:

  1. Simplified legal spend analysis
  2. Faster contract review
  3. Streamlined document management

AI’s Potential for Access to Justice -- a podcast from the Legal Talk Network

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DSC: I couldn’t agree more with this posting from Dan Linna!!!

On 06/08/2023, in 21st century, 24x7x365 access, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, change, dangers of the status quo, Daniel S. Christian, future, game-changing environment, human-computer interaction (HCI), intelligent systems, law schools, Legal operations, legal reform, legal technologies, legislatures / government / legal, United States, universities, vision/possibilities, by Daniel Christian

From DSC:
I put the following comment on Dan’s posting:

I couldn’t agree more Dan. Millions of people could benefit from the considered, careful research of — and eventual application of — technologies to significantly improve/impact access to justice (#A2J).

Also see:

Generative AI could radically alter the practice of law — from The Economist
Even if it doesn’t replace lawyers en masse

Excerpts:

According to a recent report from Goldman Sachs, a bank, 44% of legal tasks could be performed by AI, more than in any occupation surveyed except for clerical and administrative support. Lawyers spend an awful lot of time scrutinising tedious documents—the sort of thing that AI has already demonstrated it can do well. Lawyers use AI for a variety of tasks, including due diligence, research and data analytics. These applications have largely relied on “extractive” AI, which, as the name suggests, extracts information from a text, answering specific questions about its contents.

Ultimately this will be good news for clients. “People who go to lawyers don’t want lawyers: they want resolutions to their problems or the avoidance of problems altogether,” explains Mr Susskind. If AI can provide those outcomes then people will use AI. Many people already use software to do their taxes rather than rely on professionals; “Very few of them are complaining about the lack of social interaction with their tax advisers.”

Also see:

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Several items re: higher education

On 06/08/2023, in adjunct faculty, business side of he, colleges, community colleges, dangers of the status quo, Daniel S. Christian, faculty, higher education, learning, learning ecosystem, Learning Experience Design, policy, student-related, teaching & learning, United States, universities, by Daniel Christian

Discount Rates At Colleges Continue To Increase As Colleges Explore Alternate Pricing Strategies — from forbes.com by Lucie Lapovsky

Excerpt (emphasis DSC):

Since 2012, 65 private colleges and universities with enrollment of 500 students or more, that I know of, have reduced their tuition, and commensurately reduced their discount rate. Several more schools are planning price resets for fall 2024. Schools use this strategy to increase the number of students who will consider them, and this approach has been successful for more than 80 percent of the schools which have reduced their published price.

From DSC:
What I learned of economics in college would agree with this last bit. As the price goes down, demand goes up. And conversely, as the price goes up, demand goes down. As Lucie points out, many people don’t know about the heavily discounted prices within higher education. I’ve been fighting for price decreases for over 15 years…clearly, I haven’t had much success in that area. 

As the price goes down, the demand goes up.

Excerpts from Kristen Trader’s recent posting on LinkedIn:
(Emphasis DSC)

AI-assisted cheating isn’t a temptation if students have a reason to care about their own learning.

Yesterday I happened to listen to two different podcasts that ended up resonating with one another and with an idea that’s been rattling around inside my head with all of this moral uproar about generative AI:

** If we trust students – and earn their trust in return – then they will be far less motivated to cheat with AI or in any other way. **

First, the question of motivation. On the Intentional Teaching podcast, while interviewing James Lang and Michelle Miller on the impact of generative AI, Derek Bruff points out (drawing on Lang’s Cheating Lessons book) that if students have “real motivation to get some meaning out of [an] activity, then there’s far less motivation to just have ChatGPT write it for them.” Real motivation and real meaning FOR THE STUDENT translates into an investment in doing the work themselves.
…
Then I hopped over to one of my favorite podcasts – Teaching in Higher Ed – where Bonni Stachowiak was interviewing Cate Denial about a “pedagogy of kindness,” which is predicated on trusting students and not seeing them as adversaries in the work we’re doing.

So the second key element: being kind and trusting students, which builds a culture of mutual respect and care that again diminishes the likelihood that they will cheat.
…
Again, human-centered learning design seems to address so many of the concerns and challenges of the current moment in higher ed. Maybe it’s time to actually practice it more consistently. #aiineducation #higheredteaching #inclusiveteaching

How liberal arts colleges can make career services a priority — from highereddive.com by John Boyer
Creating internships and focusing on short-term experiences has a big impact, the longtime undergraduate dean at the University of Chicago says.

Virginia to eliminate degree requirements for most state jobs — from hrdive.com/ by Kathryn Moody
State movement on the issue reflects ongoing private sector interest in reducing reliance on four-year degrees for hiring purposes.

GETTING STARTED WITH MICROCREDENTIALS: A PRIMER FOR HIGHER EDUCATION LEADERS

GETTING STARTED WITH MICROCREDENTIALS: A PRIMER FOR HIGHER EDUCATION LEADERS — from cps.northeastern.edu by Ellen Stoddard | Allison Ruda | Emilee Trieckel | Sean R. Gallagher; with thanks to Goldie Blenstyk for this resource

3 Ways Campus Leaders Can Prepare Students for Technology Transformation in the Workforce — from campustechnology.comby Sandra Loughlin, Ph.D.
Consider these strategies for equipping students with the tech skills they will need to succeed post-graduation.

TI-ADDIE: A Trauma-Informed Model of Instructional Design — from er.educause.edu by Ali Carr-Chellman and Treavor Bogard
Adjusting the ADDIE model of instructional design specifically to accommodate trauma offers an opportunity to address the collective challenges that designers, instructors, and learners have faced during the current learning moment.

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Just because we can, doesn’t mean we should [Christian]

On 06/02/2023, in 21st century, Artificial Intelligence / Machine Learning / Deep Learning / Algorithms, business, computer science, corporate / business world, dangers of the status quo, Daniel S. Christian, engineering, programming, by Daniel Christian

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Teacher shortages: Some ways being used to address this issue

On 05/22/2023, in dangers of the status quo, Daniel S. Christian, education, education reform, engagement / engaging students, entrepreneurship, experimentation, homeschooling/homeschoolers, ideas, innovation, K-12 related, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, love of learning, maker movement, more voice more choice more control, new business models, parents/guardians, participation, personalized/customized learning, reinvent, society, student-related, teachers, traditional / tradition, United States, vision/possibilities, youth, by Daniel Christian

Being a new teacher is hard. Having a good mentor can help — from npr.org by Cory Turner

Excerpt:

[Besides this article’s focus on mentorship]

In March, I reported a pair of stories from Jackson, Miss., where the school district is paying for unlicensed classroom aides to go back to school and get their master’s degrees.

In April, I told the story of a remarkable idea: A new high school in San Antonio dedicated entirely to training high-schoolers in the art and science of good teaching.

From DSC:
I would add a few more items:

  • Significantly reduce the impact of legislators on K-12. If they do vote on something that would impact schools, each legislator that votes on such legislation must first spend at least ___ week(s) observing in some of the schools that would be impacted before even starting to draft legislation and/or debate on the topic(s).
  • Instead, turn over more control and power to the students, teachers, K12 administrators, parents, and school boards.
  • Provide more choice, more control as each student can handle it.
  • Stop the one-size fits all system. Instead use AI-based systems to provide more personalized learning.
  • Develop more hybrid programs — but this time I’m talking mixing what we’ve known as public education with homeschooling and smaller learning pods. Let’s expand what’s included when we discuss “learning spaces.”
  • Strive for a love of learning — vs. competition and developing gameplayers
  • Support makerspaces, entrepreneurship, and experiments
  • Speaking of experiments, I would recommend developing more bold experiments outside of the current systems.

Along the lines of potential solutions/visions, see:

Why ‘System Transformation’ Is Likely A Pipe Dream — from michaelbhorn.substack.com by Michael Horn
But I’m for System Replacement

Excerpt:

Foremost among them is this: Despite all the fancy models and white papers around what are all the levers to pull in order to transform a system, system transformation almost never happens by changing the fundamental tenets of the system itself. Instead, it comes from replacing the system with a brand-new system.

To start to understand why, consider the complicated system in which public schools find themselves. As Thomas Arnett explained, they are one part of a vast value network of federal, state, and local regulators, voters and taxpayers, parents and students, teachers, administrators, unions, curriculum providers, school vendors, public infrastructure, higher education institutions, and more.

New ideas, programs, or entities that don’t fit into these processes, priorities, and cost structures are simply not plug-compatible into that value network. They consequently get rejected, tossed to the fringe, or altered to meet the needs of the existing actors in the value network.

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Reflections on “The Decline In Workplace Training” [forbes.com]

On 05/09/2023, in dangers of the status quo, Daniel S. Christian, higher education, K-12 related, learning, learning ecosystem, Learning Experience Design, lifelong learning, love of learning, by Daniel Christian

From DSC:
It’s much easier to have or embrace the building of this mindset if one enjoys/enjoyed learning and/or at least had good experiences with school. But if school/education was a source of pain, this is not going to be so easy to do.

That’s why what’s happening in K-12 and higher education is so important. I’m grateful for those people who are working towards making those learning ecosystems work for as many people as possible.

 

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To faculty members, faculty senates, provosts, HE presidents, and accreditors: You reap what you sow [Christian]

On 04/12/2023, in accreditation, Alternatives, business side of he, career development, change, changing business models, colleges, community colleges, culture, dangers of the status quo, Daniel S. Christian, disruption, faculty, future of higher education, game-changing environment, higher education, ideas, leadership, learning ecosystem, liberal arts, pace of change, pathways, reinvent, skills, society, strategy, student-related, traditional / tradition, trends, United States, universities, vision/possibilities, by Daniel Christian

From DSC:
Regarding the core curricula of colleges and universities…

For decades now, faculty members have taught what they wanted to teach and what interested them. They taught what they wanted to research vs. what the wider marketplace/workplace needed. They were not responsive to the needs of the workplace — nor to the needs of their students!

And this situation has been all the more compounded by the increasing costs of obtaining a degree plus the exponential pace of change. We weren’t doing a good job before this exponential pace of change started taking place — and now it’s (almost?) impossible to keep up.

The bottom line on the article below: ***It’s sales.***

Therefore, it’s about what you are selling — and at what price. The story hasn’t changed much. The narrative (i.e., the curricula and more) is pretty much the same thing that’s been sold for years.

But the days of faculty members teaching whatever they wanted to are over, or significantly waning.

Faculty members, faculty senates, provosts, presidents, and accreditors are reaping what they’ve sown.

The questions are now:

  • Will new seeds be sown?
  • Will new crops arise in the future?
  • Will there be new narratives?
  • Will institutions be able to reinvent themselves (one potential example here)? Or will their cultures not allow such significant change to take place? Will alternatives to institutions of traditional higher education continue to pick up steam?

A Profession on the Edge — from chronicle.com by Eric Hoover
Why enrollment leaders are wearing down, burning out, and leaving jobs they once loved.

Excerpts:

Similar stories are echoing throughout the hallways of higher education. Vice presidents for enrollment, as well as admissions deans and directors, are wearing down, burning out, and leaving jobs they once loved. Though there’s no way to compile a chart quantifying the churn, industry insiders describe it as significant. “We’re at an inflection point,” says Rick Clark, executive director of undergraduate admission at Georgia Tech. “There have always been people leaving the field, but not in the numbers we’re seeing now.”

Some are being shoved out the door by presidents and boards. Some are resigning out of exhaustion, frustration, and disillusionment. And some who once sought top-level positions are rethinking their ambitions. “The pressures have ratcheted up tenfold,” says Angel B. Pérez, chief executive of the National Association for College Admission Counseling, known as NACAC. “I talk with someone each week who’s either leaving the field or considering leaving.”

From DSC:
This quote points to what I’m trying to address here:

Dahlstrom and other veterans of the field say they’ve experienced something especially disquieting: an erosion of faith in the transformational power of higher education. Though she sought a career in admissions to help students, her disillusionment grew after taking on a leadership role. She became less confident that she was equipped to effect positive changes, at her institution or beyond, especially when it came to the challenge of expanding college access in a nation of socioeconomic disparities: “I felt like a cog in a huge machine that’s not working, yet continues to grind while only small, temporary fixes are made.”

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ANALYSIS: ‘Microcredentials’ poised to disrupt higher ed as degrees lose relevance to employers [Kearns]

On 04/03/2023, in Alternatives, career development, change, changing business models, colleges, community colleges, content development, aggregation, repositories, corporate / business world, dangers of the status quo, disruption, experimentation, future of higher education, game-changing environment, learning ecosystem, microlearning, online learning, United States, universities, vision/possibilities, by Daniel Christian

ANALYSIS: ‘Microcredentials’ poised to disrupt higher ed as degrees lose relevance to employers — from campusreform.org by Shelby Kearns; with thanks to Ray Schroeder on LinkedIn for this resource

Key points:

  • Survey respondents are demonstrating confidence in microcredentials–online training programs that take no more than six months to complete–as four-year degree programs often overlook job training.
  • ‘Grade inflation and efforts to help everyone … attend college make it harder for employers to differentiate among applicants.’
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Some items re: the state of — and the future of — higher education

On 03/31/2023, in adjunct faculty, Alternatives, business side of he, colleges, community colleges, cost of getting a degree, dangers of the status quo, higher education, leadership, parents/guardians, reinvent, society, sociology, staying relevant, surviving, United States, universities, youth, by Daniel Christian

When It Comes to College Closures, the Sky Is Never Going to Fall — from chronicle.com by Lee Gardner
Are you tired of reading nearly annual predictions of a looming wave of colleges shutting down? Not nearly as tired as one Chronicle reporter.

Excerpts:

I’ve learned a lot of things about how colleges work in the last 10 years, including that they die hard. They make new appeals to students and alumni. They scrimp. They raise their tuition-discount rate yet again. They limp along with budget deficits, sometimes for years. They make withdrawals from their endowments. They sell off assets. They look for partnerships, mergers, and buyers, although sometimes when it’s far too late.

I could be wrong, of course, and there may be a giant wave of college closures rearing somewhere on the horizon. But I can guarantee you that there are dozens of institutions in danger of quietly slipping toward a gradual end as you read this.

Also highly relevant here/see:

Contingent faculty jobs are still the standard, AAUP report finds — from highereddive.com by Laura Spitalniak

Dive Brief:

  • Colleges are continuing to increase their reliance on faculty positions that lack pathways to tenure, according to a new report from the American Association of University Professors. Over two-thirds of faculty members, 68%, held contingent positions in fall 2021, compared to about 47% in fall 1987.
  • Part-time work is also becoming more common. Almost half of faculty, 48%, taught part time in fall 2021, up from 33% in fall 1987. Less than 1% of all part-time faculty positions are tenured or tenure-track, according to AAUP.
  • Both of these factors are cutting into the number of available tenured positions, the report said. Fewer than 1 in 4 faculty members, 24%, held tenured full-time positions in fall 2021. That number fell from 39% in fall 1987.

Americans Are Losing Faith in College Education, WSJ-NORC Poll Finds — from wsj.com by Douglas Belkin (behind a firewall)
Confidence in value of a degree plummeted among women and senior citizens during pandemic

Excerpt:

A majority of Americans don’t think a college degree is worth the cost, according to a new Wall Street Journal-NORC poll, a new low in confidence in what has long been a hallmark of the American dream.

The survey, conducted with NORC at the University of Chicago, a nonpartisan research organization, found that 56% of Americans think earning a four-year degree is a bad bet compared with 42% who retain faith in the credential.

Skepticism is strongest among people ages 18-34, and people with college degrees are among those whose opinions have soured the most, portending a profound shift for higher education in the years ahead.
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What would higher ed (or even K-12) look like if you could completely scrap it and start over? [Carty]

On 03/11/2023, in business side of he, colleges, community colleges, cost of getting a degree, dangers of the status quo, Design Thinking, higher education, K-12 related, learning ecosystem, liberal arts, reinvent, United States, universities, vision/possibilities, vocational / trades, writing, by Daniel Christian

Transfers From Community College Continue to Fall — from insidehighered.com by Sara Weissman
Despite the decline in transfers, a new report also says six-year college completion rates among transfer students improved.

Excerpt:

Transfers between community colleges and four-year institutions continued to drop last fall, an ongoing trend since the onset of the COVID-19 pandemic, according to a new report from the National Student Clearinghouse Research Center. But the report also contains some good news, including that six-year college completion rates among transfer students improved, despite the disruptive nature of the pandemic.
…
“Upward transfer has continued to decline pretty steadily at this point in every year since the pandemic,” Shapiro said during a media briefing Wednesday. “This suggests that baccalaureate attainment is beginning to appear increasingly out of reach for community college students,” particularly for students enrolled in urban and suburban community colleges, which saw steeper declines in transfers to universities than community colleges in towns or rural areas.

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Reflections on “Teaching in an Age of ‘Militant Apathy’” [McMurtrie] and on the high cost of higher education

On 03/01/2023, in business side of he, colleges, community colleges, cost of getting a degree, curriculum, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, learning ecosystem, liberal arts, online learning, reinvent, society, sociology, staying relevant, student-related, surviving, traditional / tradition, trends, United States, universities, by Daniel Christian

Teaching in an Age of ‘Militant Apathy’ — from chronicle.com by Beth McMurtrie
Immersive education offers a way to reach students. But can it ever become the norm?

Excerpts (emphasis DSC):

But as many students continue to exhibit debilitating levels of anxiety, hopelessness, and disconnection — what one professor termed “militant apathy” — colleges are struggling to come up with a response beyond short-term solutions. The standard curricula in higher ed — and the way it’s discussed as primarily a path to economic success — can exacerbate those feelings. Students are told the main point of college is to move up the economic ladder, so no wonder it feels transactional. And the threat of failure must seem paralyzing given the high cost of a degree.
…
Colleges try to counter that by telling students that critical-thinking and communication skills are important as well. “But that’s a pretty vague argument that isn’t obvious for students to internalize and motivate their behavior. So what you see then is widespread disengagement from the curriculum,” says Arum. “For educators like me, what’s missing is what education is about. It’s about psychological well-being and flourishing and growth and human development and encouraging a set of dispositions, attitudes and behaviors that lead to fulfilling lives.”

“In every context, the student needs to feel like they are driving, they are the ones managing their own learning,” says Immordino-Yang. Instead, students have come to expect “‘you tell me what to do and I’ll do it,’” she says. “We need to take that away. That is a crutch. That is not real learning. That is compliance.”

From DSC:
The liberal arts are so important. But at what cost? What are people willing to pay for a more rounded education? The market is speaking — and the liberal arts are dying. I think that less expensive forms of online-based learning may turn out to be the best chance of the liberal arts surviving in the 21st century. The price must come waaaay down.

And speaking of the cost of getting a degree, this item is relevant as well:

Colleges Fear Cost of Doing Business Will Become Much Costlier — from chronicle.com by Lee Gardner
Inflation, enrollment woes, and increasing intolerance of tuition increases have made this budget season especially difficult.

Excerpts:

In decades past, colleges might have mitigated precarious budgets by raising tuition, but that’s a hard row to hoe in 2023.
…
The public colleges most feeling the financial squeeze from lowered enrollments are regional universities and community colleges, which typically receive less state support per student than public flagship universities.
…
Inflation remains high, at around 6 percent, and the biggest worry that it presents for college leaders comes from upward pressure on wages, says Staisloff.

While the sky may not be falling for higher education, Staisloff says “the cloud ceiling keeps dropping and dropping and dropping and dropping, and that’s getting harder to ignore.”

Speaking of the cost of getting a degree as well as higher education’s need to reinvent itself, also see:

College Doesn’t Need to Take Four Years — an opinion piece from the Wall Street Journal by Scott L. Wyatt and Allen C. Guelzo
For many students, the standard bachelor’s degree program has become a costly straitjacket.

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Reflections on “Why The Education Economy Is The Next Big Thing For The American Workforce” [Busteed]

On 02/22/2023, in business, career development, change, changing business models, collaboration, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, dangers of the status quo, Daniel S. Christian, Design Thinking, education, education reform, Emotion, engagement / engaging students, entrepreneurship, experimentation, future, higher education, homeschooling/homeschoolers, ideas, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, legislatures / government / legal, lifelong learning, motivation, participation, passions, traditional / tradition, training / L&D, United States, universities, by Daniel Christian

Why The Education Economy Is The Next Big Thing For The American Workforce — from fastcompany.com by Brandon Busteed
How can integrating our educational system, our employers, and our job creators affect our modern economy?

Excerpts (emphasis DSC):

Though the economy and education have long been topics of top concern to Americans, we haven’t created strong linkages between the two.

The topics are more like two castles with a large moat between them. Yet there is nothing more important we can do as a country than to build the world’s most effective “educonomy,” which would seamlessly integrate our educational system, our employers, and our job creators.
…
All told, we collected the voices of close to 1 million Americans on this subject in the past year alone. And what we’ve learned is alarming:

Student engagement in school drops precipitously from 5th grade through 12th grade. About three quarters of elementary school kids (76%) are engaged in school, while only 44% of high school kids are engaged. The longer students stay in school, the less engaged they become. If we were doing this right, the trend would be going in the exact opposite direction.

From DSC:
I appreciated the imagery of the economy and education being like two castles with a large moat between them. I, like many others, also use the term siloed to describe our various learning ecosystems — PreK-12, higher education and vocational programming, and the corporate/business world (I realize I could also include those who work in other areas such as the government, but hopefully folks get the gist of what I’m trying to say).

But here’s the most disturbing part (albeit likely not a surprise to those working within K-12 environments):

About seven in 10 K-12 teachers are not engaged in their work (69%), and as a profession, teachers are dead last among all professions Gallup studied in saying their “opinions count” at work and their “supervisors create an open and trusting environment.” We also found that teacher engagement is the most important driver of student engagement. We’ll never improve student engagement until we boost teachers’ own workplace engagement first.

Our older daughter works in an elementary school where several of the teachers left prior to Christmas and more have announced that they are leaving after this academic year. For teachers to leave halfway through the year, you know something is majorly wrong!

I think that legislators are part of the problem, as they straight-jacket teachers, principals, and administrators with all kinds of standardized testing.

Standardized testing is like a wrecking ball on our educational systems -- impacting things like our students' and teachers' sense of joy, play, wonder, and motivation

I would think that such testing dictates the pace and the content and the overall agendas out there. I don’t recall taking nearly as many standardized tests as our youth do today. Looking back, each of my teachers was engaged and seemed to be happy and enthusiastic. I don’t think that’s the case any longer. Let’s ask the teachers — not the legislators — why that is the case and what they would recommend to change things (before it’s too late).

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Reflections on “Incremental Change Didn’t Save Blockbuster. It Won’t Save Education, Either” [Miles]

On 02/02/2023, in change, changing business models, dangers of the status quo, Daniel S. Christian, Design Thinking, future, game-changing environment, ideas, innovation, instructional design, K-12 related, learning ecosystem, Learning Experience Design, student-related, teachers, technology (general), by Daniel Christian

Incremental Change Didn’t Save Blockbuster. It Won’t Save Education, Either — from the74million.org by Mike Miles; with thanks to Rob Reynolds for this resource
Broken public school systems need wholescale change if they are going to prepare students for the skills they will need by 2035

Excerpt:

Perhaps the biggest failure of the current education ecosystem is its inability to envision what the future holds for our students and to make systemic changes now to prepare them for that future. Shackled to a monolithic, change-resistant system, school and district leaders continue to make incremental and piecemeal changes to a broken system expecting to get different outcomes.

In an analogous way, almost all public-school systems are like Blockbusters in the late 1990s — unwilling to assess the impact of technological advances and consider how they might need to revisit their design principles. In the end, if an organization does not move purposefully toward some likely future, then any path forward will do, and it is likely to be the path they are currently on.

From DSC:
The following quote…

Using a split-screen strategy, a district would not attempt to make systemic changes district-wide. Rather, it would implement transformative changes in one or two schools while continuing to make incremental improvements in the rest of the district. Once the schools operating with the new system principles achieve the outcomes and succeed, they will become proof points to allow the district to implement systemic change in even more schools over a period of time.

…made me think of a graphic (see below) — and an article out at evoLLLtion.com — I developed a while back re: the need for more Trim Tab Groups. I think we’re talking about the same thing here.

 

Addendum on 2/4/23:

A Few Educators ‘Going the Extra Mile’ Cannot Save the Education System — from edsurge.com by Jennifer Yoo-Brannon

Excerpt (emphasis DSC):

Not a Pyramid, But a Garden
Instead of a pyramid, let’s adopt a new image, a more organic one. School communities are webs of complex relationships, like gardens. Imagine if we all understood a school community like a Three Sisters Garden. In this Indigenous agricultural practice, corn, beans and squash grow together to create a sustainable cycle of growth in which the whole garden can thrive. Corn provides the tall stalks for the beans to climb. The large squash plant leaves provide shade so the soil can retain moisture, and the beans provide the nitrogen to fertilize the soil. The garden does not rely on the exploitation of one crop to allow the rest to grow.

From DSC:
Re: the emphasized text immediately above…that sounds like a learning ecosystem to me!  🙂

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Reflections on “What is college for? Gov. Shapiro raises the question. Higher ed leaders are listening.” [Bunch]

On 01/31/2023, in business side of he, career development, change, changing business models, collaboration, colleges, community colleges, cost of getting a degree, credentialing, culture, dangers of the status quo, Daniel S. Christian, higher education, learning ecosystem, Learning Experience Design, legislatures / government / legal, liberal arts, new business models, parents/guardians, real-world assignments, reinvent, skills, society, sociology, staying relevant, United States, universities, by Daniel Christian

What is college for? Gov. Shapiro raises the question. Higher ed leaders are listening. — from The Philadelphia Inquirer by Will Bunch; with thanks to Ray Schroeder out on LinkedIn for the resource
Pa.’s new governor Josh Shapiro’s first move was to question the need of a college diploma as a job credential. U.S. universities, pay attention.

Excerpt:

NEW HAVEN, Conn. — What is college actually for?

No one expected this to be the initial question raised by Pennsylvania’s new governor, Josh Shapiro, in his first full day on the job. While he may not have stated it explicitly, this was the essence of the Democrat’s very first executive order, which opened up some 92% of job listings in state government — about 65,000 in all — to applicants who don’t have a four-year college degree.

In branding degree requirements for many jobs as “arbitrary” and declaring “there are many different pathways to success,” the Keystone State’s new chief executive was tugging at the shaky Jenga block that has undergirded the appalling rise of a $1.75 trillion student debt bomb in the U.S. and led, arguably, to a college/non-college divide driving our nation’s bitter politics. The notion is this: You can’t make it in 21st-century America without that most expensive piece of sheepskin: the college diploma.

So the $64,000 question (OK, $80,000 … for one year on some elite private campuses) is this: If you don’t need the credential, do you actually need college?

Something is clearly gained by giving America’s young people more career options that won’t contribute to that $1.75 trillion college debt bomb. But are we talking enough about what could be lost in a new system that not only devalues the university but also seems to ratify a dubious idea — that higher education is almost solely about careerism, and not the wider knowledge and critical-thinking skills that come from liberal arts learning?

From DSC:
To me — and to many other parents and families — it all boils down to the price tag of obtaining a liberal arts education. It’s one thing to get a liberal arts education at $5K per year. It’s another thing when the pricetag runs at $40K and above (per year)! Most people ARE FORCED to question the ROI of a liberal arts education. They simply have to.

On a relevant tangent here…many inside the academy have traditionally looked with disdain at the corporate world. The thinking went something like this:

Business! Ha! We are not a business! Students are not customers. Don’t ever compare us to the corporate world.

Having spent half of my career in the corporate world, I do not subscribe to that perspective. In fact, I’d like to ask those who still hold this point of view:
  • Where else can you pay tens of thousands of dollars for something and not be treated as a customer?! Don’t you typically expect value on your own purchases and positive returns on your investments?
  • How will you collaborate with the corporate world if you look upon them with disdain?!

But now that colleges and universities enrollments are not doing so well, perhaps there will be more openness to change and towards developing more impactful collaborations.

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The academic career is broken [Leffingwell]

On 01/25/2023, in career development, change, colleges, community colleges, culture, dangers of the status quo, higher education, ideas, leadership, learning ecosystem, United States, universities, by Daniel Christian

The academic career is broken  — from chronicle.com by Hannah Leffingwell

Excerpt:

We are in the midst of a crisis in academe, to be sure, but it’s not an economic crisis. It’s a crisis of faith. The question is not just whether our institutions pay faculty fairly, but whether any wage is worth the subservience and sacrifice that modern higher ed requires. Too often, colleges perceive themselves as voluntary, meritocratic institutions dedicated to a “higher” moral purpose. Or, as one of the characters in Babel puts it: “The professors like to pretend that the tower is a refuge for pure knowledge, that it sits above the mundane concerns of business and commerce, but it does not.”

Have these strikes solved the central paradox of academe: a capitalist institution that claims it is above capitalism while exploiting students, faculty, and staff for financial gain? No, they have not.

It gives me no pleasure to say that the system I have dedicated my entire life to is broken — that it needs to be rebuilt from the ground up.

Also related to careers and higher education, see:

36% of higher ed supervisors are looking for other work, study finds — from highereddive.com by Laura Spitalniak

Excerpt:

Over a third of higher education supervisors, 36%, are likely to look for a new job in the next year, according to a new survey from the College and University Professional Association for Human Resources, CUPA-HR. And only 40% said they were interested in finding employment opportunities at their current institution.

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