Daniel S. Christian

From DSC:
This application looks to be very well done and thought out! Wow!

Check out the video entitled “Interactive Ink – Enables digital handwriting“ — and you may also wonder whether this could be a great medium/method of having to “write things down” for better information processing in our minds, while also producing digital work for easier distribution and sharing!

Wow! Talk about solid user experience design and interface design! Nicely done.

Below is an excerpt of the information from Bella Pietsch from anthonyBarnum Public Relations

Imagine a world where users interact with their digital devices seamlessly, and don’t suffer from lag and delayed response time. I work with MyScript, a company whose Interactive Ink tech creates that world of seamless handwritten interactivity by combining the flexibility of pen and paper with the power and productivity of digital processing.

According to a recent forecast, the global handwriting recognition market is valued at a trillion-plus dollars and is expected to grow at an almost 16 percent compound annual growth rate by 2025. To add additional context, the new affordable iPad with stylus support was just released, allowing users to work with the $99 Apple Pencil, which was previously only supported by the iPad Pro.

Check out the demo of Interactive Ink using an Apple Pencil, Microsoft Surface Pen, Samsung S Pen or Google Pixelbook Pen here.

Interactive Ink’s proficiencies are the future of writing and equating. Developed by MyScript Labs, Interactive Ink is a form of digital ink technology which allows ink editing via simple gestures and providing device reflow flexibility. Interactive Ink relies on real-time predictive handwriting recognition, driven by artificial intelligence and neural network architectures.

2 items re: the use of voice as it pertains to using virtual assistants: 1 involving healthcare, the other involving education (Canvas)

On 04/10/2018, in Amazon, Artificial Intelligence/Agents/LLMs/and Related, bots, Canvas - and other Instructure-related items, cloud-based computing / apps / other cloud-related, communications, computer science, Daniel S. Christian, digital audio, education technology, emerging technologies, health, higher education, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, multimedia, Natural Language Processing (NLP), voice recognition / voice enabled interfaces, by Daniel Christian

From DSC:
Check out the 2 items below regarding the use of voice as it pertains to using virtual assistants: 1 involves healthcare and the other involves education (Canvas).

1) Using Alexa to go get information from Canvas:

“Alexa Ask Canvas…”

Example questions as a student:

What grades am I getting in my courses?
What am I missing?

Example question as a teacher:

How many submissions do I need to grade?

See the section on asking Alexa questions…roughly between http://www.youtube.com/watch?v=e-30ixK63zE &t=38m18s through http://www.youtube.com/watch?v=e-30ixK63zE &t=46m42s

2) Why voice assistants are gaining traction in healthcare — from samsungnext.com by Pragati Verma

Excerpt (emphasis DSC):

The majority of intelligent voice assistant platforms today are built around smart speakers, such as the Amazon Echo and Google Home. But that might change soon, as several specialized devices focused on the health market are slated to be released this year.

One example is ElliQ, an elder care assistant robot from Samsung NEXT portfolio company Intuition Robotics. Powered by AI cognitive technology, it encourages an active and engaged lifestyle. Aimed at older adults aging in place, it can recognizing their activity level and suggest activities, while also making it easier to connect with loved ones.

Pillo is an example of another such device. It is a robot that combines machine learning, facial recognition, video conferencing, and automation to work as a personal health assistant. It can dispense vitamins and medication, answer health and wellness questions in a conversational manner, securely sync with a smartphone and wearables, and allow users to video conference with health care professionals.

“It is much more than a smart speaker. It is HIPAA compliant and it recognizes the user; acknowledges them and delivers care plans,” said Rogers, whose company created the voice interface for the platform.

Orbita is now working with toSense’s remote monitoring necklace to track vitals and cardiac fluids as a way to help physicians monitor patients remotely. Many more seem to be on their way.

“Be prepared for several more devices like these to hit the market soon,” Rogers predicted.

From DSC:

I see the piece about Canvas and Alexa as a great example of where a piece of our future learning ecosystems are heading towards — in fact, it’s been a piece of my Learning from the Living [Class] Room vision for a while now. The use of voice recognition/NLP is only picking up steam; look for more of this kind of functionality in the future.

The Psychology of choice: Why less is more [keepitusable.com]

On 04/09/2018, in business, Daniel S. Christian, ideas, more voice more choice more control, psychology, by Daniel Christian

From DSC:
As long-time readers of this Learning Ecosystems blog know, I have posted the following graphic several times, believing that the learning-related “channels” in the future will offer us:

But after seeing the article below, I realized that I needed to further refine this perspective. Because it turns out that too much choice is not necessarily a good thing. In fact, it can be paralyzing to us. Check out the following article to see what I mean.

The Psychology of choice: Why less is more — from keepitusable.com

Excerpt:

Which stall are you most likely to buy from?
Most people think they would be most likely to buy a jar of jam from the stall selling 24, however, research has proved that you are much more likely to buy from the stall selling just 6 types of jam. These findings are from a research study that was conducted by Psychologists Iyengar et al. They found that when it came to buying the jam, 30% of people bought a jar at the stall that sold 6 types, but only 3% of people bought a jar at the stall selling 24 types.

DC: What can higher ed learn from this? “Big corporations — giant retailers & health insurance companies — are teaming up to become your doctor.”

On 04/07/2018, in colleges, corporate / business world, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, future, future of higher education, game-changing environment, health, higher education, ideas, Learning from the Living [Class] Room, new business models, strategy, universities, by Daniel Christian

From DSC:
What can higher ed learn from this? Eventually, people will seek alternatives if what’s being offered isn’t acceptable to them anymore.

The Disappearing Doctor: How Mega-Mergers Are Changing the Business of Medical Care — from nytimes.com by Reed Ableson and Julie Creswell
Big corporations — giant retailers and health insurance companies — are teaming up to become your doctor.

Excerpt:

Is the doctor in?

In this new medical age of urgent care centers and retail clinics, that’s not a simple question. Nor does it have a simple answer, as primary care doctors become increasingly scarce.

“You call the doctor’s office to book an appointment,” said Matt Feit, a 45-year-old screenwriter in Los Angeles who visited an urgent care center eight times last year. “They’re only open Monday through Friday from these hours to those hours, and, generally, they’re not the hours I’m free or I have to take time off from my job.

“I can go just about anytime to urgent care,” he continued, “and my co-pay is exactly the same as if I went to my primary doctor.”

That’s one reason big players like CVS Health, the drugstore chain, and most recently Walmart, the giant retailer, are eyeing deals with Aetna and Humana, respectively, to use their stores to deliver medical care.

People are flocking to retail clinics and urgent care centers in strip malls or shopping centers, where simple health needs can usually be tended to by health professionals like nurse practitioners or physician assistants much more cheaply than in a doctor’s office. Some 12,000 are already scattered across the country, according to Merchant Medicine, a consulting firm.

What if more of our learning spaces featured this level of creativity, colors, passion, & energy? [Christian]

On 03/30/2018, in art, creativity, Daniel S. Christian, design, higher education, K-12 related, learning ecosystem, learning hubs & pods & microschooling, learning spaces, passions, play, society, teachers, teaching & learning, by Daniel Christian

Very clever designs! Some serious creativity here!

From DSC:
NOTE: I’ve never been to this site before, but I saw the clever QWERTY image on Pinterest, which lead me to this page. What if more of our learning spaces — and/or perhaps our playgrounds — featured this level of creativity, color, innovative design, passion, beauty, and energy?

Some examples:

Pastors and churches, too, should consider providing their congregations with metacognitive check-ins! [Christian]

On 03/24/2018, in Daniel S. Christian, faith, learning, learning ecosystem, learning theories, memory, metacognition / metacognitive skills, pedagogy, society, by Daniel Christian

From DSC:
For those of you who attend services in churches/temples/synagogues, if I asked you to tell me what the 2-3 main key points were — along with the accompanying scripture(s) — from the last sermon that you heard…would you be able to tell me? Would you be able to retrieve those key points from your memory?

With all these reflections going on in my mind about metacognition and Self-Regulated Learning (SRL) these days, I did a mental pivot the other day and I moved the focus off of professors and teachers — and re-focused it towards the church…to pastors. I thought to myself…at the end of each sermon, wouldn’t it really help “solidify the message,” facilitate active reflection, and hopefully have more practical impact if pastors/churches would provide:

An extremely pared down list of the the main 2-3 key points; again using very few words (many churches already do this, I’m sure)
For a little more detail (but not much more), the pastor could provide the outline of his/her sermon in printed form (some churches do this via a fill-in-the blank pre-printed sheet), or put it up on a slide that’s projected at the end of the service, or put it online even before the sermon was given that day
A list of metacognitive check-in type of questions such as:
- What did you understand in my sermon?
- What didn’t you understand in my sermon?
- What do you agree with?
- What do you disagree with?
- How can you apply this sermon this week?

By doing this, pastors would help move their main point(s) into more of the long-term memories of the people attending services within their congregations.

#SelfRegulatedLearning | #Metacognition

AT&T’s $1 billion gambit: Retraining nearly half its workforce for jobs of the future [Caminiti]

On 03/17/2018, in 21st century, change, corporate / business world, corporate universities / corporate training, dangers of the status quo, Daniel S. Christian, leadership, learning, Learning from the Living [Class] Room, lifelong learning, professional development, reinvent, staying relevant, surviving, training / L&D, trends, vendors, workplace, by Daniel Christian

AT&T’s $1 billion gambit: Retraining nearly half its workforce for jobs of the future — from cnbc.com by Susan Caminiti

Excerpts (emphasis DSC):

AT&T initiated a massive retraining effort after discovering that nearly half of its 250,000 employees lacked the necessary skills needed to keep the company competitive.
Ninety percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it.
Despite the federal government’s investment in job-retraining efforts, most are deemed ineffective.

The discovery presented AT&T with two daunting options, explains Bill Blase, senior executive vice president of human resources. “We could go out and try to hire all these software and engineering people and probably pay through the nose to get them, but even that wouldn’t have been adequate,” he explains. “Or we could try to reskill our existing workforce so they could be competent in the technology and the skills required to run the business going forward.”

In a world where technology advances are measured in months, not years, companies selling everything from computers and cellphones to cereal and sneakers are trying desperately to adapt. A recent research report by the Society for Human Resource Management states that nearly 40 percent of hiring managers cite lack of technical skills among the reasons why they can’t fill job openings.

And the message isn’t lost on workers, either. A 2016 Pew Research Center survey shows that more than half of the adults in the workforce today realize that it will be essential for them to get training and develop new skills throughout their career in order to keep up with changes in the workplace.

In fact, according to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it — and getting the right people to get the work done remains a challenge for most.

…
AT&T’s massive global retraining program — the company prefers to call it “reskilling” — is perhaps corporate America’s boldest response to this war for talent. Known inside the company as Future Ready, the initiative is a $1 billion web-based, multiyear effort that includes online courses; collaborations with Coursera, Udacity and leading universities; and a career center that allows employees to identify and train for the kinds of jobs the company needs today and down the road. An online portal called Career Intelligence lets workers see what jobs are available, the skills required for each, the potential salary range and whether that particular area is projected to grow or shrink in the years ahead. In short, it gives them a roadmap to get from where they are today to where the company needs them to be in the future.

From DSC:
This article is encouraging in at least a couple of ways to me:

A large company is choosing to retrain its employees, helping them to learn and grow — to reinvent themselves and to stay relevant
A large company is recognizing the exponential pace of change that we’re now on. The question is, are we ready for it?

2018 Workplace Learning Report — from learning.linkedin.com

Excerpts:

The path to opportunity is changing
The short shelf life of skills and a tightening labor market are giving rise to a multitude of skill gaps. Businesses are fighting to stay ahead of the curve, trying to hold onto their best talent and struggling to fill key positions. Individuals are conscious of staying relevant in the age of automation.

Enter the talent development function.
These organizational leaders create learning opportunities to enable employee growth and achievement. They have the ability to guide their organizations to success in tomorrow’s labor market, but they can’t do it alone.
…
Our research answers the talent developer’s most pressing questions:
* How are savvy talent development leaders adapting to the pace of change in today’s dynamic world of work?
* Why do employees demand learning and development resources, but don’t make the time to learn?
* How do executives think about learning and development?
* Are managers the missing link to successful learning programs?

From DSC:
Even though this piece is a bit of a sales pitch for Lynda.com — a great service I might add — it’s still worth checking out. I say this because it brings up a very real trend that I’m trying to bring more awareness to — i.e., the pace of change has changed. Our society is not ready for this new, exponential pace of change. Technologies are impacting jobs and how we do our jobs, and will likely do so for the next several decades. Skills gaps are real and likely growing larger. Corporations need to do their part in helping higher education revise/develop curriculum and they need to offer funds to create new types of learning labs/environments. They need to offer more internships and opportunities to learn new skills.

A Microlearning Framework — from jvsp.io and Pablo Navarro
This infographic is based on the experience of different clients from different industries in different training programs.

From DSC:
I thought this was a solid infographic and should prove to be useful for Instructional Designers, Faculty Members, and/or for Corporate Trainers as well.

I might also consider adding a “Gotcha!” piece first — even before the welcome piece — in order to get the learner’s attention and to immediately answer the WHY question. WHY is this topic important and relevant to me? When topics are relevant to people, they care and engage a whole lot more with the content that’s about to be presented to them. Ideally, such a piece would stir some curiosity as well.

Reflections on “Embracing Digital Tools of the Millennial Trade” [virtuallyinspired.org]

On 03/09/2018, in CMS/LMS, Daniel S. Christian, digital learning, generational differences, student-related, tools, usability, user experience (UX), user interface design, web-based collaboration, by Daniel Christian

Embracing Digital Tools of the Millennial Trade. — from virtuallyinspired.org

Excerpt:

Thus, millennials are well-acquainted with – if not highly dependent on – the digital tools they use in their personal and professional lives. Tools that empower them to connect and collaborate in a way that is immediate and efficient, interactive and self-directed. Which is why they expect technology-enhanced education to replicate this user experience in the virtual classroom. And when their expectations fall short or go unmet altogether, millennials are more likely to go in search of other alternatives.

From DSC:
There are several solid tools mentioned in this article, and I always appreciate the high-level of innovation arising from Susan Aldridge, Marci Powell, and the folks at virtuallyinspired.org.

After reading the article, the key considerations that come to my mind involve the topics of usability and advocating for the students’ perspective. That is, we need to approach things from the student’s/learner’s standpoint — from a usability and user experience standpoint. For example, a seamless/single sign-on for each of these tools would be a requirement for implementing them. Otherwise, learners would have to be constantly logging into a variety of systems and services. Not only is that process time consuming, but a learner would need to keep track of additional passwords — and who doesn’t have enough of those to keep track of these days (I realize there are tools for that, but even those tools require additional time to investigate, setup, and maintain).

So plug-ins for the various CMSs/LMSs are needed that allow for a nice plug-and-play situation here.

Why Professors Doubt Education Research [Young] + “Personalized Faculty Development: Engaging Networks, Empowering Individuals” [Leafstedt]

On 03/09/2018, in adjunct faculty, adult learning, Daniel S. Christian, education, education reform, faculty/staff, higher education, ideas, instructional design, learning, learning theories, pedagogy, research, teaching & learning, teaching online, United States, universities, by Daniel Christian

Why Professors Doubt Education Research — from edsurge.com by Jeff Young

Excerpts:

You found that professors really care about their teaching, and yet they are skeptical of education research. It sounds like a lot of people ended up teaching the way that they had been taught, or the way that they felt good as a student in classes they had had.

That’s right. People sometimes ignore the research precisely because they care about teaching. Different faculty arrive at the point where they’re teaching college students from wildly different experiences of their own. Some have wanted since they were small children to be professors at a university, and some fell into it later in a career.

For faculty who think that research is a good way to learn how to teach, they will devour the literature on learning sciences. They’ll reach out to experts across a number of disciplines and within their own discipline to try and learn what the best way to teach is

For faculty who believe that teaching is an art, that it is just something that you develop with experience and time, that you can’t learn from a book, you need to learn by doing more or learn from your students, no amount of exposure to learning science research is going to disrupt their sense that this is something they learn by doing, or that they need to follow their gut on.

…

Do you have any advice for someone who wants to change someone’s mind to either adopt or consider more of this evidence-based research?

People can always change their perspective. If you’re trying to communicate the value of a technology or an approach, or even of learning science or education research as a field, you have to start with the person you’re speaking to. They may come to that conversation with a sense of, “I know that people get PhDs in education. People get PhDs in curriculum design, and I’ve never even taken a class where we’ve talked about curriculum design. I would like to know what they know.”

Then there are people who will say, “I’ve been teaching since I was a graduate student. My students are very happy with the teaching. I feel pretty good about my teaching. I understand that you have a PhD in curriculum design, but I don’t really need that.”

You need to approach those two different faculty members differently, understanding that there are some people who are interested in hearing about evidence-based practices, and just pointing them towards the resources is great.
…

Excerpt from the question:
What about your own teaching? I’m curious. Are you someone that tries different techniques that are based on research?

There is so much literature, and there are so many right ways, and there are so many recommendations that incorporating all of them into your practice at the same time is literally impossible. Many of them are contradictory. You have to choose a suite that you’re adhering to, because you can’t do the others if you’re doing these. Trying to embody best practices while teaching is really complex. It’s a skillset that you develop. You develop with time, and instruction, and you can master, but you’re always going to have to continue to perfect it.

Also see:

Personalized Faculty Development: Engaging Networks, Empowering Individuals — from er.educause.edu by Jill Leafstedt

Excerpts:

During the meeting, I chose to spend my time focused solely on sessions in the Faculty Development and Engagement track. My goal: return to my home campus energized and ready to tackle the age-old problem of how to move faculty from being content experts into dynamic educators.
…
Luckily for me, I was not the only one looking for this inspiration. The faculty development sessions were packed with people trying to answer questions such as, “Why don’t faculty want help?” or “Why don’t faculty attend my workshops?” On the whole, the sessions reaffirmed my belief that faculty development does not happen in a workshop, nor does it happen through training. Improving teaching is a long, messy, reflective process that must be approached from multiple angles with many entry points.

Sound challenging? It is, but there is reason to be hopeful; our colleagues are working hard to find and share answers. Two themes came through loud and clear from the sessions I attended. First, meet faculty where they are. Don’t expect them to come to you ready to learn; go to them and start where they are. Second, build networks for ongoing learning.

From DSC:
Both of the above articles present a HUGE issue in terms of improving the level of teaching and learning. Both articles seem to be saying that anyone interested in really improving the teaching and learning that’s going on needs to meet with each individual faculty member in order to meet them where they are at. When you have hundreds of faculty members plus an over-flowing job plate that’s asking you to wear numerous hats, that’s a very tall order indeed.

In Move Towards More Online Degrees, Coursera Introduces Its First Bachelor’s — from edsurger.com by Sydney Johnson

Excerpt:

These days, though, many MOOC platforms are courting the traditional higher-ed market they once rebuked, often by hosting fully-online masters degrees for colleges and universities. And today, one of the largest MOOC providers, Coursera, announced it’s going one step further in that direction, with its first fully online bachelor’s degree.

“We are realizing that the vast reach of MOOCs makes them a powerful gateway to degrees,” Coursera CEO Jeff Maggioncalda said in a statement.

…

The new degree will be a bachelor of science in computer science from the University of London. The entire program will cost between £9,600 and £17,000 (approximately $13,300 to $23,500), depending on a student’s geographic location. According to a spokesperson for Coursera, the program’s “cost is adjusted based on whether a student is in a developed or developing economy.”

From DSC:
At least a couple of questions come to mind here:

What might the future hold if the U.S. Department of Education / the Federal Government begins funding these types of alternatives to traditional higher education?
Will Coursera be successful here and begin adding more degrees? If so, a major game-changer could be on our doorsteps.

DC: Why aren’t we further along with “lecture recording” within K-12?

On 03/03/2018, in 21st century, 24x7x365 access, A/V -- audio/visual, accessibility / UDL, Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, communications, content development, aggregation, repositories, Daniel S. Christian, digital audio, digital learning, digital video, education technology, ideas, innovation, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, more voice more choice more control, multimedia, neurodivergent/special needs, online learning, online media, parents/guardians, podcasting, student-related, teachers, teaching & learning, tools, United States, universities, usability, user experience (UX), voice recognition / voice enabled interfaces, youth, by Daniel Christian

From DSC:
Why aren’t we further along with lecture recording within K-12 classrooms?

That is, I as a parent — or much better yet, our kids themselves who are still in K-12 — should be able to go online and access whatever talks/lectures/presentations were given on a particular day. When our daughter is sick and misses several days, wouldn’t it be great for her to be able to go out and see what she missed? Even if we had the time and/or the energy to do so (which we don’t), my wife and I can’t present this content to her very well. We would likely explain things differently — and perhaps incorrectly — thus, potentially muddying the waters and causing more confusion for our daughter.

There should be entry level recording studios — such as the One Button Studio from Penn State University — in each K-12 school for teachers to record their presentations. At the end of each day, the teacher could put a checkbox next to what he/she was able to cover that day. (No rushing intended here — as education is enough of a run-away train often times!) That material would then be made visible/available on that day as links on an online-based calendar. Administrators should pay teachers extra money in the summer times to record these presentations.

Also, students could use these studios to practice their presentation and communication skills. The process is quick and easy:

I’d like to see an option — ideally via a brief voice-driven Q&A at the start of each session — that would ask the person where they wanted to put the recording when it was done: To a thumb drive, to a previously assigned storage area out on the cloud/Internet, or to both destinations?

Providing automatically generated close captioning would be a great feature here as well, especially for English as a Second Language (ESL) students.

DC: Might Alexa be a tool to periodically schedule & provide practice tests & distributed practice on content?

On 03/03/2018, in A/V -- audio/visual, adult learning, Amazon, Artificial Intelligence/Agents/LLMs/and Related, assessment, assistive technologies, bots, cloud-based computing / apps / other cloud-related, colleges, community colleges, computer science, content development, aggregation, repositories, curriculum, Daniel S. Christian, digital audio, digital learning, education technology, elearning, emerging technologies, experimentation, formal learning, higher education, human-computer interaction (HCI), ideas, informal learning, innovation, intelligent systems, intelligent tutoring, interaction design, interactivity, internet, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning theories, liberal arts, lifelong learning, microlearning, Natural Language Processing (NLP), online learning, online media, online tutoring, personalized/customized learning, platforms, productivity / tips and tricks, professional development, student-related, teaching & learning, technologies for your home, tools, training / L&D, universities, usability, user experience (UX), vendors, vision/possibilities, voice recognition / voice enabled interfaces, by Daniel Christian

From DSC:
After seeing the article entitled, “Scientists Are Turning Alexa into an Automated Lab Helper,” I began to wonder…might Alexa be a tool to periodically schedule & provide practice tests & distributed practice on content? In the future, will there be “learning bots” that a learner can employ to do such self-testing and/or distributed practice?

From page 45 of the PDF available here:

Reflections on “Deeper Thinking about Active Learning” [Weimer]

On 03/03/2018, in active learning, adjunct faculty, attention, collaboration, colleges, community colleges, content development, aggregation, repositories, Daniel S. Christian, engagement / engaging students, higher education, ideas, instructional design, learning, learning ecosystem, liberal arts, pedagogy, teaching & learning, universities, by Daniel Christian

Deeper Thinking about Active Learning — from facultyfocus.com by Maryellen Weimer

Excerpts (emphasis DSC):

I keep worrying that we’re missing the boat with active learning. Here’s why. First, active learning isn’t about activity for the sake of activity. I fear we’ve gotten too fixated on the activity and aren’t as focused as we should be on the learning. We’re still obsessed with collecting teaching techniques—all those strategies, gimmicks, approaches, and things we can do to get students engaged. But what kind of engagement does the activity promote? Does it pique student interest, make them think, result in learning, and cultivate a desire to know more? Or is it more about keeping basically bored students busy?
…
Teaching techniques are an essential part of any active learning endeavor. But they aren’t the center or the most important part of student learning experiences. Techniques provide the framework, the structure, the context. What really matters is what we put in the structure—what students are thinking about and sharing when they’re pairing.
…
Larry recommends selecting things that confront students with their ignorance—so they see clearly what they don’t know, can’t understand, don’t see the reason for, or can’t make work. When you’ve got an artifact in front of you, there’s motivation to deal with it.

Think for a moment of what happens when you give most any of those millennial students a new electronic device. Usually, without the instructions and no attention to technique, they start playing with it to see how it works. Do they mess up and make mistakes? Do they give up or worry about looking stupid? Does active learning in our courses look anything like this?

From DSC:
This article reminds me of a great conversation that I had with an elderly gentleman a few months ago. He’s still involved with instructional design, after several decades of related work experiences. He said to me that learners need to truly ***engage*** with the content to make it meaningful to them.

And then I read a quote from Robert Greenleaf’s book, On Becoming a Servant Leader (p. 304), that said:

Nothing is meaningful to me until it is related to my own experience.

Learning Ecosystems

The Psychology of choice: Why less is more [keepitusable.com]

DC: What can higher ed learn from this? “Big corporations — giant retailers & health insurance companies — are teaming up to become your doctor.”

Pastors and churches, too, should consider providing their congregations with metacognitive check-ins! [Christian]

AT&T’s $1 billion gambit: Retraining nearly half its workforce for jobs of the future [Caminiti]

2018 Workplace Learning Report [LinkedIn.com]

A microlearning framework [Pablo Navarro; jvsp.io]

Why Professors Doubt Education Research [Young] + “Personalized Faculty Development: Engaging Networks, Empowering Individuals” [Leafstedt]

Reflections on “Deeper Thinking about Active Learning” [Weimer]

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