Will more institutions of higher education join something like the new “University Learning Store?”

On 04/05/2016, in 21st century, 24x7x365 access, business, career development, changing business models, collaboration, colleges, communications, community colleges, consortiums, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, distance education, elearning, experimentation, future of higher education, higher education, ideas, innovation, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, microlearning, new business models, online learning, platforms, professional development, technologies for your home, telepresence, television, United States, universities, workplace, by Daniel Christian

From DSC:

Will more institutions of higher education be joining/contributing courses to this type of University Learning Store? I’ve often wondered about the place of consortia in higher ed…perhaps this will be one of the ways that institutions pool their resources. (i.e., creating and contributing content, tapping into content that’s been aggregated)
.
How will corporate training / L&D groups view his sort of development? Will it be helpful to them?
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Will the University Learning Store, like Lynda.com, continually expand the list of topics that they are offering/addressing?
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Will these types of efforts morph into what I’ve been calling Learning from the Living [Class] Room? (i.e., learning on demand across a lifetime; employing web-based learner profiles, cognitive computing, social networking/learning while offering the ability to instantly form or join communities of practice) Another way of asking this question is this: “As technology-enabled collaborations increase what’s possible, what’s to keep courses from being ported to tvOS-based apps for on demand learning?”

For example, fast forward a few years from the technologies found in “The Video Call Center” and one could imagine some powerful means of collaborating from one’s living room:

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

Also see:

Micro-credentials offer universities an opportunity to bridge skill gaps — from centerdigitaled.com by Tanya Roscorla
By working with employers, universities can help students of all ages learn skills that industry leaders need.

Excerpt:

Higher education leaders are pondering how to make bite-sized, low-cost learning opportunities available to students in different ways.

Working adults who change jobs and careers frequently often don’t need to go through an entire degree program to learn different skills. However, they do need a flexible way to earn credentials that are recognized by employers and that demonstrate their ability to apply the skills they learn, said David Schejbal, dean of continuing education, outreach and e-learning at University of Wisconsin-Extension. University micro-credentials can help fill that role.

Six universities have been working with employers to find out what skills they need their employees to have, including the Georgia Institute of Technology, University of California Davis Extension, University of California Irvine Extension, University of Wisconsin-Extension, University of Washington and University of California, Los Angeles.

As a result of collaborating with industry, these universities created short courses and certification programs for the University Learning Store that launched last week. These courses fall into three categories: power skills, technical skills and career advancement skills. Power skills used to be called “soft skills” and include communication, collaboration and critical thinking.

Though it wasn’t for Him, today is Good Friday. | Isaiah Chapter 53.

On 03/25/2016, in 21st century, Daniel S. Christian, faith, future, global / globalization, history, relationships, religion, society, by Daniel Christian

Around 2,000 years ago, this was not a Good Friday for the LORD. But for us, looking back on His resurrection, it is a Good Friday — as He paid the price for our sins.

JesusChristontheCross

As it is written in Isaiah Chapter 53:

Surely he took up our pain
    and bore our suffering,
yet we considered him punished by God,
    stricken by him, and afflicted.
⁵But he was pierced for our transgressions,
    he was crushed for our iniquities;
the punishment that brought us peace was on him,
    and by his wounds we are healed.
⁶We all, like sheep, have gone astray,
    each of us has turned to our own way;
and the Lord has laid on him
    the iniquity of us all.

———————-

Isaiah Chapter 53 (NIV version) in its entirety reads:

53 Who has believed our message
    and to whom has the arm of the Lord been revealed?
²He grew up before him like a tender shoot,
    and like a root out of dry ground.
He had no beauty or majesty to attract us to him,
    nothing in his appearance that we should desire him.
³He was despised and rejected by mankind,
    a man of suffering, and familiar with pain.
Like one from whom people hide their faces
    he was despised, and we held him in low esteem.

⁴Surely he took up our pain
    and bore our suffering,
yet we considered him punished by God,
    stricken by him, and afflicted.
⁵But he was pierced for our transgressions,
    he was crushed for our iniquities;
the punishment that brought us peace was on him,
    and by his wounds we are healed.
⁶We all, like sheep, have gone astray,
    each of us has turned to our own way;
and the Lord has laid on him
    the iniquity of us all.

⁷He was oppressed and afflicted,
    yet he did not open his mouth;
he was led like a lamb to the slaughter,
    and as a sheep before its shearers is silent,
    so he did not open his mouth.
⁸By oppression^[a] and judgment he was taken away.
    Yet who of his generation protested?
For he was cut off from the land of the living;
    for the transgression of my people he was punished.^[b]
⁹He was assigned a grave with the wicked,
    and with the rich in his death,
though he had done no violence,
    nor was any deceit in his mouth.

¹⁰Yet it was the Lord’s will to crush him and cause him to suffer,
    and though the Lord makes^[c] his life an offering for sin,
he will see his offspring and prolong his days,
    and the will of the Lord will prosper in his hand.
¹¹After he has suffered,
    he will see the light of life^[d] and be satisfied^[e];
by his knowledge^[f] my righteous servant will justify many,
    and he will bear their iniquities.
¹²Therefore I will give him a portion among the great,^[g]
    and he will divide the spoils with the strong,^[h]
because he poured out his life unto death,
    and was numbered with the transgressors.
For he bore the sin of many,
    and made intercession for the transgressors.

Big Data in 2016: Cloudy, with a chance of disappointment, disillusionment, and disruption — from insidebigdata.com by Daniel Gutierrez

Excerpt:

Expect to see many organizations become deeply disillusioned by Big Data in 2016 because they had hoped to get different results from their business, without using Big Data to actually change how they operated. Those who used Big Data to make substantive changes to how they operate will dramatically out-compete those who used Big Data to produce merely-more-detailed reports, but little actual change.

Young entrepreneurs are applying the power of big data to the real world — from entrepreneur.com by John Pilmer

Excerpt:

Two 15-year-old students from Business Technology Early College High School (BTECH) in Queens, New York dazzled me with big-picture thinking about the social implications of harnessing big data while protecting our future. The teens shared very entrepreneurial thoughts of how to deliver genomic big data solutions without diminishing individual self-worth.

One young man used the example of applying genomic big data to people to create a “Superman” in the future. Yet, he noted that if everyone were Superman, no one would be. In other words, no one would be unique, stand out from the crowd. Wow! That’s big picture thinking that reminds me of a science fiction novel.

The data science industry: a look at the key roles — from dataconomy.com by Darya Niknamian

Here is the infographic from that article:

The art of data science: The skills you need and how to get them — from kdnuggets.com by Joseph Blue
Learn, how to turn the deluge of data into the gold by algorithms, feature engineering, reasoning out business value and ultimately building a data driven organization.

The 22 skills of a Data Scientist… — from dataconomy.com by Matt Reaney

From DSC:
The items above made me think of trying to excerpt meaning from big data…which made me think of programming…which lead me to think of algorithms…which lead me to think of artificial intelligence (AI). Then, when I was thinking about AI, I wondered…

How might AI and algorithms play into the future of MOOCs — especially in regards to providing automated assessments, scoring, and grading…?

Hmmm….could be helpful…though knowledgeable experts/humans will likely still be needed. But such technologies could help with some of the heavy (and often time-consuming) lifting here.

Active Learning: In Need of Deeper Exploration — from facultyfocus.com by Maryellen Weimer

Excerpt (emphasis DSC):

The one proposed by Bonwell and Eison in an early (and now classic) active learning monograph is widely referenced: involving “students in doing things and thinking about the things they are doing.” (p. 2)

Those are fine places to start, but as interest in active learning has grown—and with its value now firmly established empirically—what gets labeled as active learning continues to expand. Carr, Palmer, and Hagel recently wrote, “Active learning is a very broad concept that covers or is associated with a wide variety of learning strategies.” (p. 173) They list some strategies now considered to be active learning. I’ve added a few more: experiential learning; learning by doing (hands-on learning); applied learning; service learning; peer teaching (in various contexts); lab work; role plays; case-based learning; group work of various kinds; technology-based strategies such as simulations, games, clickers, and various smart phone applications; and classroom interaction, with participation and discussion probably being the most widely used of all active learning approaches. Beyond strategies are theories such as constructivism that have spun off collections of student-centered approaches that promote student autonomy, self-direction, and self-regulation of learning.

“It’s Not You, It’s the Room”— Are the High-Tech, Active Learning Classrooms Worth It? [2013] – from cvm.umn.edu by Sehoya Cotner, Jessica Loper, J. D. Walker, and D. Christopher Brooks

Excerpt (emphasis DSC):

Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course using the same syllabus, course goals, exams, and instructor. Using ACT scores as predictive, we found that students in the active learning classroom outperformed expectations, whereas those in the traditional classroom did not. By replicating initial work, our results provide empirical confirmation that new, technology-enhanced learning environments positively and independently affect student learning. Our data suggest that creating space for active learning can improve student performance in science courses. However, we recognize that such a commitment of resources is impractical for many institutions, and we offer recommendations for applying what we have learned to more traditional spaces.
…
We believe that the investment in ALCs at the University of Minnesota was worth it. Documented increases in student engagement and confirmed average gains of nearly 5 percentage points in final grades are improvements in the student academic experience that few educational interventions could aspire to. However, whether these improvements warrant the capital investment in ALCs is a judgment each educational institution must make for itself, drawing on local priorities and resources.

Instructors may need to think seriously and creatively about changing the manner in which they deliver their courses in spaces such as these —not only for the sake of navigating the challenges of teaching in a decentered space, but also to take advantage of the features of the room that allow us to better realize the benefits of active learning. The classroom architecture is bound to frustrate the efforts of faculty who don’t yield to the rooms’ novel demands. There is no well-identified “stage” from which to deliver a traditional lecture. Half of the students in the class may be facing away from the instructor at any given time. Teachers who view silence as engagement will need to adjust their perceptions, as one goal of decentralized classrooms is increased small-group interaction and this activity can be noisy and difficult to monitor. And, in the case of the ALCs at our institution, there is a learning curve with respect to the technological capabilities of the rooms.

Excerpt from the University of Minnesota’s Active Learning Classrooms web page:

What Is an Active Learning Classroom (ALC)?
ALC is the term often used to describe the student-centered, technology-rich learning environments at the University of Minnesota. U of M ALCs feature large round tables with places for nine students. Each table supports three laptops, with switching technology that connects them to a fixed flat-panel display projection system, and three microphones. There is a centered teaching station which allows the instructor to select and display table-specific information. Multiple white boards or glass-surface marker boards are distributed around the perimeter of the classrooms.

From DSC:

Problem/question:

If you wanted to, how do you make a digital version of 20+ feet worth of writings and drawings on 2+ chalkboards or whiteboards that are put together?

The applications that I’ve run across so far — whether they are meant for PCs, Macs, tablets, or smartphones — don’t do it, as they’re too limited on screen real estate.

Some have tried using lightboards and making recordings of their equations or other work….

…but those solutions seem to fall short, at least in my mind, if you need to reference something early on in the long equation…you know, on that first “board” of information that you completed and then erased. (I suppose if a student was watching a recording, you could tell them to go back to Marker 1 in the video…and they can go back and review that portion of the video…but that requires more time/editing/setup. Time that faculty members often don’t have.) So, again, lightboards seem somewhat limited in their real estate.

Then, a while back, I saw this 360-degree ring of display screens at Washington State University…

WSU-ActiveLearningClassroom-Nov2015

and it got me to thinking…hmmm…yes…if, as a faculty member was using an application that they could write on and the equation could appear on the screens overhead. Faculty could use something akin to a pen & touch display from Wacom in order to write the equations — but the software would need to allow them to scroll backwards and forwards throughout their long equations. They could use those tools to highlight or further annotate something that was previously covered.

In this type of physical/AV-related solution, it would seem that the students would be best situated on the inside of the circle, looking upwards to watch the equation build on itself. Having a huge amount of digital space to work with could mean that they could turn their Node Chairs around to see any portion of the equation. Faculty members could also, I suppose, use laser pointers to point to something up on the displays.

Again though, they would need to be able to scroll left to right, top to bottom, say on something like the 160 acres (vs 20+ feet of chalkboard/whiteboard) you get on a workspace in Bluescape…

…then you would have a lot of digital real estate to work with. So that was one approach I was wondering about.

But then, I saw some interesting items regarding Virtual Reality, and POW! There it is! An enormous amount of digital screen real estate where the users could go where they wanted to on it. That is, the vision here would be that each student could control where they want to go within the digital canvas.

Some related items to this:

See:
Virtual Desktop 1.0 Trailer

Obviously, I need to further think this through and investigate what’s possible as time goes by. But I wanted to get this out there in case some vendor can help us get there sooner rather than later.

A relevant link:

Playing games on a 19-foot TV, climbing mountains and shooting bows — from polygon.com by Brian Crecente
Excerpt:

But the one I found most compelling was the most mundane creation for Vive: The SteamVR Desktop Theater Mode. Slip on the black plastic headset and instead of dropping into a fantastical world of mouthy orbs, atop a mountain with a robot dog or inside a game, I found myself sitting in a chair in a fairly non-descript room facing a big television screen. To be specific, in this case big means about 19 feet.

Addendum of something that’s relevant here and that I just ran across today:

The Future of AV Displays — from thejournal.com by Dennis Pierce
Today, students are interacting with content on large touchscreen flat panels. Soon, they could be using immersive head-mounted displays.

App to the Future | Entering the Age of TV Apps [kaltura.com]

On 03/18/2016, in 21st century, 24x7x365 access, A/V -- audio/visual, Apple, Daniel S. Christian, emerging technologies, interactivity, Learning from the Living [Class] Room, second screen apps, user experience (UX), by Daniel Christian

App to the Future | Entering the Age of TV Apps — from blog.kaltura.com

Excerpt:

We’re just starting to see the potential for TV apps. Now that half of US internet homes own a connected TV device (an overall trend you can see worldwide), the potential is enormous.
…
TV Apps today are much like mobile apps 8 years ago. It shows promise, but the best is yet to come. At their core, TV apps are about a better user experience. The big screen offers a better way to browse through massive video libraries and to watch HD video.

From DSC:

TV Apps today are much like mobile apps 8 years ago.
It shows promise, but the best is yet to come.

I couldn’t agree more.

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

Digitally-based means of learning are going to skyrocket!!! Here’s why. [Christian]

On 03/18/2016, in 21st century, 24x7x365 access, active learning, analytics, assessment, assistive technologies, blended learning, Bring your own device (BYOD), collaboration, colleges, communications, communities of practice, community colleges, Daniel S. Christian, digital learning, distance education, education technology, emerging technologies, face-to-face, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, interactivity, internet, IT in HE, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, mirroring and/or multiple devices, mobile learning, mobile technologies, multi-touch, multimedia, Near Field Communication (NFC), new business models, online learning, online media, online tutoring, participation, platforms, productivity / tips and tricks, second screen apps, smart classrooms, student-related, teaching & learning, telecommunications, telepresence, television, tools, training / L&D, trends, TVs, universities, user experience (UX), using teams, vendors, videoconferencing, virtual tutoring, web-based collaboration, webinars, by Daniel Christian

Key point from DSC:
Digitally-based means of learning are going to skyrocket!!! Far more than what we’ve seen so far! There are several trends that are occurring to make this so.

As background here, some of the keywords and phrases that are relevant to this posting include:

Wireless content sharing
Wireless collaboration solutions
Active learning based classrooms
Conference rooms
Bring Your Own Device (BYOD)
Enterprise wireless display solutions
Enterprise collaboration solutions
Cross platform support: iOS, Android, Windows
Personalized learning
Learning analytics

Some of the relevant products in this area include:

Bluescape
Mezzanine from Oblong Industries
Montage from DisplayNote Technologies
ThinkHub and ViewHub from T1V
Mersive Solstice
Crestron AirMedia
Barco Clickshare
Haworth Workware Wireless
Christi Brio
AMX enzo
NovoConnect from Vivitek
Arrive MediaPoint
Apple TV
Chromecast

From DSC:

First of all, consider the following products and the functionalities they offer.

People who are in the same physical space can collaborate with people from all over the world — no matter if they are at home, in another office, on the road, etc.

For several of these products, remote employees/consultants/trainers/learners can contribute content to the discussions, just like someone in the same physical location can.

ThinkHub-March2016

From DSC:

Many of these sorts of systems & software are aimed at helping people collaborate — again, regardless of where they are located. Remote learners/content contributors are working in tandem with a group of people in the same physical location. If this is true in business, why can’t it be true in the world of education?

So keep that in mind, as I’m now going to add on a few other thoughts and trends that build upon these sorts of digitally-based means of collaborating.

Q: Towards that end…ask yourself, what do the following trends and items have in common?

The desire to capture and analyze learner data to maximize learning
Colleges’ and universities’ need to increase productivity (which is also true in the corporate & K-12 worlds)
The trend towards implementing more active learning-based environments
The increasing use of leveraging students’ devices for their learning (i.e., the BYOD phenomenon)
The continued growth and increasing sophistication of algorithms

A: All of these things may cause digitally-based means of learning to skyrocket!!!

To wrap up this line of thought, below are some excerpts from recent articles that illustrate what I’m trying to get at here.

Embrace the Power of Data
A continuous improvement mindset is important. Back-end learning analytics, for example, can reveal where large numbers of students are struggling, and may provide insights into questions that require new feedback or content areas that need more development. Data can also highlight how students are interacting with the content and illuminate things that are working well—students’ lightbulb moments.

— Five Principles for Your Learning Design Toolkit
from edsurge.com by Amanda Newlin

Mitchell gave the example of flight simulators, which not only provide students with a way to engage in the activity that they want to learn, but also have data systems that monitor students’ learning over time, providing them with structured feedback at just the right moment. This sort of data-centric assessment of learning is happening in more and more disciplines — and that opens the door to more innovation, he argued.

…

A promising example, said Thille, is the use of educational technology to create personalized and adaptive instruction. As students interact with adaptive technology, the system collects large amounts of data, models those data, and then makes predictions about each student based on their interactions, she explained. Those predictions are then used for pedagogical decision-making — either feeding information back into the system to give the student a personalized learning path, or providing insights to faculty to help them give students individualized support.

…

“We need the models and the data to be open, transparent, peer-reviewable and subject to academic scrutiny.”

…

“We began to actually examine what we could do differently — based not upon hunches and traditions, but upon what the data told us the problems were for the students we enroll,” said Renick. “We made a commitment not to raise our graduation rate through getting better students, but through getting better — and that gain meant looking in the mirror and making some significant changes.”

…

A 21st-century learning culture starts with digital content. In 2010, Jackson State University was looking for ways that technology could better address the needs of today’s learner. “We put together what we call our cyberlearning ecosystem,” said Robert Blaine, dean of undergraduate studies and cyberlearning. “What that means is that we’re building a 21st-century learning culture for all of our students, writ large across campus.” At the core of that ecosystem is digital content, delivered via university-supplied iPads.

— 7 Things Higher Education Innovators Want You to Know
from campustechnology.com by Rhea Kelly

On Bennett’s wish list right now is an application that allows students to give feedback at specific points of the videos that they’re watching at home. This would help him pinpoint and fix any “problem” areas (e.g. insufficient instructions for difficult topics/tasks) and easily see where students are experiencing the most difficulties.

TechSmith’s now-retired “Ask3” video platform, for example, would have done the trick. It allowed users to watch a video and ask text-based questions at the point where playback was stopped. “I’d like to be able to look at my content and say, ‘Here’s a spot where there are a lot of questions and confusion,'” said Bennett, who also sees potential in an “I get it” button that would allow students to hit the button when everything clicks. “That would indicate the minimum viable video that I’d need to produce.” Learning Catalytics offers a similar product at a fee, Bennett said, “but I can’t charge my students $20 a year to use it.”

— 6 Flipped Learning Technologies To Watch in 2016
from thejournal.com by Bridget McCrea

All of these trends lend themselves to causing a major increase in the amount of learning that occurs via digitally-based means and methods.

From DSC:
Hmm…I wonder how job seekers and job providers could benefit if IBM Watson were to team up with LinkedIn.com/Lynda.com? And/or for those freelancers who are seeking to work on new projects with those organizations who have projects to be completed…?

I’m thinking Artificial Intelligence (AI)-based job exchanges/marketplaces, with the engines constantly churning away through — and making sense of — enormous amounts of data in order to find people just the right job for them.

For example, someone in Texas wants to work part time in special education and their LinkedIn.com profile shows that they have x, y, and z as their credentials and that they have taken a, b, c, d, and e courses (which the person could also find on the “marketplace section” as having been necessary in that state). They are looking for 20 hours a week and, as they live in San Antonio, they need something in or near that city.

Would this collaboration bring something that other current job exchanges don’t? I’m not sure, as I don’t know how much data mining is occurring with them. But the scale of the two companies — along with the technologies and the strategies that they are pursuing — could present some interesting affordances.

+

This idea of the need for such a marketplace/mechanism takes on all the more importance if it’s true that we are living in a post-jobs economy and that getting new project-related work is key in putting bread and butter on the table.

Without having looked at this very much, it appears that LinkedIn.com has already been pursuing this type of goal/vision, as seen with the work they are doing involving The Economic Graph.

See:

What are the learning-related ramifications of technologies that provide virtual personal assistants? [Christian]

On 03/09/2016, in 24x7x365 access, A/V -- audio/visual, Artificial Intelligence/Agents/LLMs/and Related, collaboration, communications, computer science, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, data related items, digital learning, digital storytelling, digital textbooks, disruption, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, interactivity, internet, K-12 related, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, machine-to-machine communications, more voice more choice more control, multimedia, online learning, online media, online tutoring, participation, passions, personalized/customized learning, platforms, play, professional development, reinvent, second screen apps, social learning / networks, staying relevant, streams of content, student-related, surviving, tablets, teaching & learning, technologies for your home, technology (general), telecommunications, telepresence, television, tools, training / L&D, transmedia, trends, TVs, user experience (UX), videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

Everything Siri can do for you and your Apple TV — from imore.com by Lory Gill

Excerpt:

When you ask Siri what it can search for, it will respond, “I can search by title, people (actor, director, character name, guest star, producer, or writer), ratings (like PG or TV-G), reviews (such as best or worst), dates (like 2012 or the 80s), age (like kid-friendly or teen), seasons, episodes, and studio. And of course, I can search by genre.”

But, what else can Siri do?
…
Siri has a fairly robust search feature with multi-layer filtering.
…
While you are watching a movie or TV show, or listening to music, you can get a little extra help from Siri. It’s like having a buddy sitting next to you — but they don’t shush you when you ask a question.
…
You can search for content in the Music app on Apple TV by artist, album, or song title. With a little know-how, you can also turn Siri into your personal deejay.
…
While you may normally look to your smartphone for your weather predictions, Siri can be just as helpful about the conditions around the world as your local weatherman or app. All you have to do is ask.

From DSC:
Following this trajectory out a bit into the future — and in light of significant developments that continue to occur with artificial intelligence, the development and use of algorithms, the potential use of web-based learner profiles (think LinkedIn.com/Lynda.com, MOOCs, the use of nanodegrees), second screen-based apps, and the like — one has to wonder:

“What are the ramifications of this for learning-related applications?!”

Don’t rule out tvOS for some powerful learning experiences / new affordances [Christian]

On 02/26/2016, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, Apple, Artificial Intelligence/Agents/LLMs/and Related, career development, cloud-based computing / apps / other cloud-related, communities of practice, computer science, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, digital video, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, intelligent systems, intelligent tutoring, interactivity, internet, IT in HE, K-12 related, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, lifelong learning, multimedia, online learning, productivity / tips and tricks, professional development, programming, second screen apps, training / L&D, universities, usability, user experience (UX), using teams, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, vision/possibilities, web-based collaboration, webinars, workplace, by Daniel Christian

From DSC:
Don’t rule out tvOS for some powerful learning experiences / new affordances. The convergence of the television, the telephone, and the computer continues…and is now coming into your home. Trainers, faculty members, teachers, developers, and others will want to keep an eye on this space. The opportunities are enormous, especially as second screen-based apps and new forms of human computer interfaces (HCI) unfold.

The following items come to my mind:

Online-based communities of practice. Virtual reality, virtual tutoring. Intelligent systems. Artificial intelligence. Global learning. 24×7, lifelong learning. Career development. Flipping the classroom. Homeschooling. Learning hubs. Online learning. Virtual schools. Webinars on steroids.

With the reach of these powerful technologies (that continue to develop), I would recommend trying to stay informed on what’s happening in the world of tvOS-based apps in the future. Towards that end, below are some items that might help.

Apple releases Apple TV Tech Talks video series for building better tvOS apps — by AppleInsider Staff

Excerpt:

Apple on Wednesday released to developers a series of videos focusing on Apple TV and its tvOS operating system, offering a detailed look at the underlying SDK, resources and best practices associated with coding for the platform.

Also see:

Apple publishes Apple TV Tech Talk videos for developers — from todaysiphone.com

Addendum on 2/26/16:

Apple Adds Multiple New App Categories to tvOS App Store — from macrumors.com by Juli Clover
Excerpt:
[On 2/25/16] Apple updated the tvOS App Store to add several new app categories to make it easier for Apple TV 4 owners to find content on their devices. As outlined by AfterPad, a site that showcases Apple TV apps, the new categories are rolling out to Apple TV users and may not be available to everyone just yet. Some users may only see the new categories under Purchased Apps until the rollout is complete.

Without blended and/or online learning, obtaining data & using analytics in education only gets you so far. [Christian]

On 02/09/2016, in analytics, blended learning, Daniel S. Christian, data related items, digital learning, education technology, elearning, face-to-face, higher education, hybrid learning, ideas, instructional design, IT in HE, learning spaces, MBA, MOOCs -- Massive Open Online Courses, online learning, smart classrooms, by Daniel Christian

From DSC:
Big data is a big theme these days — in a variety of industries. Higher ed is no exception, where several vendors continue to develop products that hope to harness the power of big data (and to hopefully apply the lessons learned in a variety of areas, including retention).

However as an Instructional Designer, when I think of capturing and using data in the context of higher education, I’m not thinking about institutional type of data mining and the corresponding dashboards that might be involved therein. I’m thinking of something far more granular — something that resembles a tool for an individual professor to use.

I’m thinking more about individual students and their learning. I’m thinking about this topic in terms of providing additional information for a faculty member to use to gauge the learning within his or her particular classes — and to be able to highlight issues for them to address.

So, for example, when I’m thinking about how a mathematics professor might obtain and use data, I’m thinking of things like:

How did each individual do on this particular math problem?
Who got it right? Who got it wrong?
What percentage of the class got it right? What percentage of the class got it wrong?
For those who got the problem wrong, where in the multi-step process did they go wrong?

So perhaps even if we’re only obtaining students’ final answers — whether that be via clickers, smartphones, laptops, and/or tablets — data is still being created. Data that can then be analyzed and used to steer the learning. This type of information can then help the mathematics professor follow up accordingly — either with some individuals or with the entire class if he/she saw many students struggling with a new concept.

Such data gathering can get even more granular if one is using elearning types of materials. Here, the developers can measure and track things like mouse clicks, paths taken, and more. So like the approaching Internet of Things, data can get produced on a massive scale.

But very few mathematics professors have the time to:

manually track X/Y/or Z per student
manually capture how an entire class just did on a math problem
manually document where each student who got a problem incorrect went wrong

So in the way that I’m thinking about this topic, this entire push/idea of using data and analytics in education requires things to happen digitally — where results can automatically be stored without requiring any manual efforts on the part of the professor.

The ramifications of this are enormous.

That is, the push to use analytics in education — at least at the personalized learning level that I’m thinking of — really represents and actually requires a push towards using blended and/or online-based learning. Using strictly 100% face-to-face based classrooms and environments — without any digital components involved — won’t cut it if we want to harness the power of analytics/data mining to improve student learning.

Though this may seem somewhat obvious, again, the ramifications are huge for how faculty members structure their courses and what tools/methods that they choose to utilize. But this goes way beyond the professor. It also has enormous implications for those departments and teams who are working on creating/revising learning spaces — especially in terms of the infrastructures such spaces offer and what tools might be available within them. It affects decision makers all the way up to the board-level as well (who may not be used to something other than a face-to-face setting…something they recall from their own college days).

What do you think? Are you and/or your institution using big data and analytics? If so, how?

Also see:

Big data and higher education: These apps change everything — from bigdatalandscape.com

Excerpt:

Big Data is going to college. The companies on this list have been developing innovative higher education analytics apps. Universities are realizing the importance of harnessing Big Data for the purposes of helping students to succeed, helping instructors to know what students still need to learn, analyzing efficiency in all areas, boosting enrollment, and more.

For example, CourseSmart embeds analytics directly into digital textbooks. These analytics provide an “engagement index score,” which measures how much students are interacting with their eTextbooks (viewing pages, highlighting, writing notes, etc.). Researchers have found that that the engagement index score helps instructors to accurately predict student outcomes more than traditional measurement methods, such as class participation.

In addition, there are dashboards that enable Big Data analytics and visualization for the purpose of monitoring higher education KPIs such as enrollment, accreditation, effectiveness, research, financial information, and metrics by class and by department. Read on to find out about the companies that are shaping Big Data analytics in higher education.

How five edtech start-ups are using big data to boost business education — from businessbecause.com by Seb Murray
MOOC platforms explore analytics with b-school partners

Excerpts:

“Data is an amazing resource for teachers, who glean detailed feedback on how learners are processing information,” says Julia Stiglitz, director of business development at Coursera, the online learning site with 17 million users.

Coursera, which works with the b-schools IE, Yale and Duke Fuqua, offers a dashboard that gives teachers insight into when students are most likely to stop watching a video, and the percentage who answer assessment questions correctly the first time around.
…
“By carefully assessing course data, from mouse clicks to time spent on tasks to evaluating how students respond to various assessments, researchers hope to shed light on how learners access information and master materials,” says Nancy Moss, edX’s director of communications.

Psalm 59:16

On 02/03/2016, in Daniel S. Christian, faith, hearts -- matters of the heart, relationships, by Daniel Christian

Psalm 59:16 New International Version (NIV)

¹⁶But I will sing of your strength,
in the morning I will sing of your love;
for you are my fortress,
my refuge in times of trouble.

[Re: micro-learning] Could this same concept be used inside of schools, colleges, U’s, and/or businesses? Instant Communities of Practice. [Christian]

On 01/25/2016, in business, collaboration, communications, communities of practice, corporate / business world, corporate universities / corporate training, Daniel S. Christian, higher education, ideas, K-12 related, microlearning, platforms, social learning / networks, tools, training / L&D, vendors, workplace, by Daniel Christian

From their website:

For Events & Conferences
Much more than a conference app, E-180 works with your team to transform your event into a peer-learning community, using both our matchmaking technology and the onsite presence of our professional matchmakers. Nothing is left to chance, ensuring that your attendees meet and share knowledge with the right people.

Collaborative classrooms mark wave of the future in higher ed — from educationdive.com by Tara García Mathewson
Student-centered models turn instructors into guides as students investigate for themselves

Excerpts:

The designs put students at the center of instruction, shifting the faculty role to one of tutor or guide.

“This changes the whole way we teach,” Benavides said.
…
Some colleges and universities are designing these spaces in new, modern buildings, while others are remodeling existing classrooms and making them work for this next generation of teaching and learning.

From DSC:
This sort of change may be uncomfortable to students and to faculty members alike. However, to shift the ownership of the learning to the student is a positive move. Why? Because we all need to be lifelong learners now. The learning rests with each one of us now, or we could be broadsided and have a very difficult time getting back up. So to come out of college knowing how to learn…that’s a huge plus in my mind.

Also see:

Learning Spaces Collaboratory

What do we want our learners to become?
What kind of learning experiences enable that becoming?
What kind of learning spaces enable such experiences?
How do we know?

Could virtual reality be used to help students w/ ADD and ADHD? [Christian]

On 01/21/2016, in attention, Daniel S. Christian, education technology, emerging technologies, engagement / engaging students, human-computer interaction (HCI), ideas, immersion, innovation, learning, learning ecosystem, learning preferences, learning spaces, personalized/customized learning, smart classrooms, student-related, Virtual Reality (VR) / worlds / learning, by Daniel Christian

From DSC:
A close family member struggles with maintaining focus. She is easily distracted by noises and motions inside the classroom. When she’s distracted, there’s a loss of focus…which then results in errors and missed learning cues. Although she hasn’t been diagnosed as having Attention Deficit Disorder (ADD), she still struggles in this area.

That got me to wondering…

Could virtual reality be used to help students w/ Attention Deficit Disorder (ADD), and/or with Attention Deficit Hyperactivity Disorder (ADHD), and/or with folks like my family member who are easily distracted?
.
That is, could students who are struggling within their current learning environments create their own, individualized VR-based learning environment that would better suit their learning preferences? i.e., immerse oneself into a setting that’s quieter with less visual distractions. Or into a setting where there’s soft, mellow music playing in the background while studying by a gently rolling river (or from a choice of library-based settings, or choose from a variety of rooms that offer a great deal of “natural light,” or on the beach, or on a mountaintop, etc.)

Hmmm…

Image from:
http://alchemylearning.com/adopting-virtual-reality-for-education/

Image from:
http://www.snipview.com/q/Wykoff_Run

Learning Ecosystems

Will more institutions of higher education join something like the new “University Learning Store?”

Though it wasn’t for Him, today is Good Friday. | Isaiah Chapter 53.

“It’s Not You, It’s the Room” — Are the High-Tech, Active Learning Classrooms Worth It?” + other items re: active learning

Potential solutions when you need a digital version of 20+ feet worth of whiteboards to explain those long equations! Could be powerful. [Christian]

App to the Future | Entering the Age of TV Apps [kaltura.com]

Psalm 59:16

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