What’s next for online education? — from educationalist.substack.com by Alexandra Mihai

Excerpt:

An ecosystem not a dichotomy
As you’re hopefully already getting from my thoughts so far, I personally see our options for quality education in the future more like an ecosystem and not a series of mutually exclusive paths. It’s time to discard- or at least question-the “online vs. in person” dichotomy, almost always unfavourable to online education. It’s time to think in a more nuanced way about this. And, yes, you’ve guessed, more nuanced is always more difficult. Seeing the shades of grey requires a critical lens that we don’t need to see black and white.

The extent to which online education will be used in the future does not depend only on people (micro level), it depends on institutions (meso level) and policies (macro level).

The learning ecosystem, in my view:

  • includes various modalities used in a complementary way and as a continuum;
  • serves a multitude of audiences, at different stages of learning, with different aims and degrees of engagement;
  • requires comprehensive and interconnected support structures at institutional level, for students and faculty.
 

Scams in College and How to Avoid Them — from ivypanda.com and Yvonne McQuarrie

A young college student looking shocked at her phone.

Excerpt:

These days scams are on the rise. Employing all sorts of schemes, con artists target different society layers, from children to the elderly. College students are no exception.

Our team has prepared the infographic below to describe various scams directed at college students. We’ve also explored the ways to prevent being scammed.

 
 

Top Tools for Learning 2022 [Jane Hart]

Top Tools for Learning 2022

 

Top tools for learning 2022 — from toptools4learning.com by Jane Hart

Excerpt:

In fact, it has become clear that whilst 2021 was the year of experimentation – with an explosion of tools being used as people tried out new things, 2022 has been the year of consolidation – with people reverting to their trusty old favourites. In fact, many of the tools that were knocked off their perches in 2021, have now recovered their lost ground this year.


Also somewhat relevant/see:


 

State of the Global Workplace: 2022 Report — from gallup.com

This annual report represents the collective voice of the global employee. In this edition, the pandemic and its aftershock continued to disrupt the workplace. Check out the most recent employee data and workplace trends in the State of the Global Workplace: 2022 Report.

Explore Key Findings
The pulse of the global workplace is low, but it’s still beating. Our findings depict a difficult 2021, but leave much room for leaders to ask, “How am I creating a thriving workplace for my employees today?”

  1. Global engagement and wellbeing trends are stable, but low.
  2. Employee stress is at a new all-time high.
  3. South Asian and European workers’ hope declined.
  4. Here’s the one place the job market recovered.
  5. Despite challenges, this is the best region to be a worker.
  6. The global economy loses trillions to low engagement.

Also relevant/see:

Job unhappiness is at a staggering all-time high, according to Gallup — from cnbc.com by Leah Collins

Key Points:

  • The job market continues to boom, with millions of workers still leaving their jobs each month despite talk of a slowing economy and recession.
  • Also booming, according to Gallup polling, worker disengagement and unhappiness.
  • This is not just an HR issue but a bottom line one as well: business units with engaged workers have 23% higher profit, while employees who are not engaged cost the world $7.8 trillion in lost productivity, equal to 11% of global GDP.

The Backlash Against Quiet Quitting Is Getting Loud — from wsj.com by Kathryn DillFollow and Angela YangFollow
First came the viral phenomenon. Now critics are taking to task those who advocate for coasting on the job.

2 years of pandemic, war, and climate crisis have made many Americans rethink work as just ‘silly little jobs’ — from businessinsider.com by Juliana Kaplan

Work smarter, not harder: Gen Z is driving the ‘quiet quitting’ trend — but is it as negative as it seems? Young professionals are weighing in — from linkedin.com by Gianna Prudente

The anti-work movement — from axios.com by Erica Pandey

What’s happening: This is a rebellion against the “rise and grind” ethos.

The rising approach is to work to live, instead of live to work. Don’t leave your job — but focus on fun, fulfilling activities outside of work while staying on the payroll.

Execs anticipate job cuts — from linkedin.com by Joseph Gobran

Excerpt:

Business leaders are seemingly optimistic right now. More than 83% of CEOs are focusing business strategy on growth as just 30% see recession as a serious risk within the next year, according to a recent PwC survey of over 700 executives in the U.S. It’s a cautious optimism — companies are still preparing for economic risks. About 50% of CEOs plan on reducing company headcount and 44% plan on rescinding job offers. Despite potential cuts, 64% of execs said they plan on raising salaries for current employees.

 

 


Ways that artificial intelligence is revolutionizing education — from thetechedvocate.org by Matthew Lynch

Excerpt:

I was speaking with an aging schoolteacher who believes that AI is destroying education. They challenged me to come up with 26 ways that artificial intelligence (AI) is improving education, and instead, I came up with. They’re right here.


AI Startup Speeds Healthcare Innovations To Save Lives — from by Geri Stengel

Excerpt:

This project was a light-bulb moment for her. The financial industry had Bloomberg to analyze content and data to help investors uncover opportunities and minimize risk, and pharmaceutical, biotech, and medical device companies needed something similar.



 

Reflecting on identities in educational development — from educationalist.substack.com by Alexandra Mihai

Introduction:

Welcome to a new issue of “The Educationalist”! In the past weeks I had the chance to reflect a lot on my identity as an educational developer, through inspiring conversations with colleagues and peers from my global personal learning network passionate about the topic. For me this is one of the professional identities, alongside being a scholar and an educator. Believe it or not, I think I found a way to combine them that works well and helps me stay enthusiastic about my work. In the past years I’ve been fortunate to hear so many interesting stories from faculty developers around the world, and I am always fascinated by them. It is a complex space, a diverse space and what I’m bringing to you this week are only some initial reflections, by no means a comprehensive account of what being an educational developer (or faculty developer, will use the terms interchangeably here) means. I hope that, even if this is more like an essay than a curated collection of practical tips and resources, it will still resonate with some of you, whether you are working as Faculty, educational developers, in university administration or leadership roles. I added some articles for those of you who would like to dive deeper into the topic, I can guarantee they make very thought-provoking reads. As usual, I welcome your ideas and comments. Have a nice week!

 

Also relevant/see:

What is Norton Rose Fulbright’s LX Studio? — from artificiallawyer.com

Excerpts:

‘From tiny acorns, mighty oak trees grow’ so the saying goes, and it’s fair to say that US-based LX Studio, the new innovation project of global firm Norton Rose Fulbright (NRF), is very much still an acorn – but it has plenty of potential.

Artificial Lawyer spoke to Jeff Cody, Managing Partner for the US side of 3,700-lawyer NRF, which was formed by the merger of the UK’s Norton Rose and America’s Fulbright & Jaworski in 2013, to find out some more.

But, with a more optimistic outlook one might say that this is a beginning; and that although the US is home to many pioneering legal tech companies and ALSPs, the reality is that few law firms in the US have dedicated innovation groups which mirror the full range of what NRF has in the UK, for example.

NRF Transform -- global legal operations

 

Inside a radical new project to democratize AI — from technologyreview.com by Melissa Heikkilä
A group of over 1,000 AI researchers has created a multilingual large language model bigger than GPT-3—and they’re giving it out for free.

Excerpt:

PARIS — This is as close as you can get to a rock concert in AI research. Inside the supercomputing center of the French National Center for Scientific Research, on the outskirts of Paris, rows and rows of what look like black fridges hum at a deafening 100 decibels.

They form part of a supercomputer that has spent 117 days gestating a new large language model (LLM) called BLOOM that its creators hope represents a radical departure from the way AI is usually developed.

Unlike other, more famous large language models such as OpenAI’s GPT-3 and Google’s LaMDA, BLOOM (which stands for BigScience Large Open-science Open-access Multilingual Language Model) is designed to be as transparent as possible, with researchers sharing details about the data it was trained on, the challenges in its development, and the way they evaluated its performance. OpenAI and Google have not shared their code or made their models available to the public, and external researchers have very little understanding of how these models are trained.

Another item re: AI:

Not my job: AI researchers building surveillance tech and deepfakes resist ethical concerns — from protocol.com by Kate Kaye
The computer vision research community is behind on AI ethics, but it’s not just a research problem. Practitioners say the ethics disconnect persists as young computer vision scientists make their way into the ranks of corporate AI.

For the first time, the Computer Vision and Pattern Recognition Conference — a global event that attracted companies including Amazon, Google, Microsoft and Tesla to recruit new AI talent this year — “strongly encouraged”researchers whose papers were accepted to the conference to include a discussion about potential negative societal impacts of their research in their submission forms.

 

What’s next for online education? — from educationalist.substack.com by Alexandra Mihai

Excerpt (emphasis DSC):

An ecosystem not a dichotomy
As you’re hopefully already getting from my thoughts so far, I personally see our options for quality education in the future more like an ecosystem and not a series of mutually exclusive paths. It’s time to discard- or at least question-the “online vs. in person” dichotomy, almost always unfavourable to online education. It’s time to think in a more nuanced way about this. And, yes, you’ve guessed, more nuanced is always more difficult. Seeing the shades of grey requires a critical lens that we don’t need to see black and white.

The extent to which online education will be used in the future does not depend only on people (micro level), it depends on institutions (meso level) and policies (macro level).

The learning ecosystem, in my view:

    • includes various modalities used in a complementary way and as a continuum;
    • serves a multitude of audiences, at different stages of learning, with different aims and degrees of engagement;
    • requires comprehensive and interconnected support structures at institutional level, for students and faculty.

Also from educationalist.substack.com by Alexandra Mihai, see:

Intentional learning design — from educationalist.substack.com by Alexandra Mihai

Excerpt:

My definition
Let’s start with a definition. By intentional learning design I mean designing learning experiences:

    • Focusing on the “why”: ensuring that any decision taken at the design stage is aligned with the overall narrative of the course and, more precisely, with the learning objectives; this requires self-reflection, at least some knowledge of the main pedagogical principles, attention to detail and openness to see learning design as an iterative process and not a box on a checklist;
    • Focusing on students’ experience: designing a course/ programme that is well tailored to students’ needs; this requires knowing your students well, making your design choices explicit to them and involving them in an ongoing dialogue.

Mid-term reflections on my American adventure

Excerpt:

A sneak peek into my research on Centres for Teaching and Learning (CTLs)
With a big part of the data collection already behind me, I thought I’d briefly share here some of my most important- and sometimes surprising- findings so far. While still pretty superficial, this can hopefully give you an insight into the discussions I’ve been having and hopefully make you curious to find out more once I’ll get to publish my results.

    • Positioning of CTLs.
    • Sense of CTL vulnerability.
    • The backgrounds and personalities of CTL leaders.
    • Integrated CTLs.
    • Credibility.
    • Who works in CTLs?
    • Professional development and career paths in CTLs.
    • CTL offer and programming.
    • Graduate student support.
    • Online education.
 
 

Metaverse, NFTs, Web3 And Virtual Land In The Sandbox — from forbes.com by Bernard Marr

Excerpt (emphasis DSC):

So, what does Borget – undeniably one of the pioneers of the concept – think the metaverse actually is?

“For us, metaverse is really this myriad of worlds,” he tells me during our recent webinar conversation, “that users can experience through an avatar that becomes a 3D representation of themselves.”

These avatars are the key to unlocking “all sorts of new experiences … more creative, more immersive, unlike what we’ve seen before with traditional virtual worlds, where users can already socialize … here, what’s important is the ability of users to truly own their own identity, own their own belongings, digital assets, virtual land, houses … and are able to move that identity from one world to another without being constrained.”

“There will be millions of virtual worlds, places where users can take their avatars,” Borget continues. “What’s important is this ability to move from one to another while … keeping all their content they create in one and using it in others.”


Also see:

Metaverse Opportunities, risks and policy implications — from europarl.europa.eu by the European Parliamentary Research Service (EPRS)
Metaverse Opportunities, risks and policy implications

Summary:

One of the most talked about concepts in modern technology, the metaverse can be described as an immersive and constant virtual 3D world where people interact by means of an avatar to carry out a wide range of activities. Such activities can range from leisure and gaming to professional and commercial interactions, financial transactions or even health interventions such as surgery. While the exact scope and impact of the metaverse on society and on the economy is still unknown, it can already be seen that the metaverse will open up a range of opportunities but also a number of risks in a variety of policy areas.

Major tech companies are scaling up their metaverse activities, including through mergers and acquisitions. This has given impetus to a debate on how merger regulations and antitrust law should apply. Business in the metaverse is expected to be underpinned largely by cryptocurrencies and non-fungible tokens, raising issues of ownership, misuse, interoperability and portability. Furthermore, the huge volume of data used in the metaverse raises a number of data protection and cybersecurity issues (e.g. how to collect user consent or protect avatars against identity theft).

There is considerable scope for a wide range of illegal and harmful behaviours and practices in the metaverse environment. This makes it essential to consider how to attribute responsibility, inter alia, for fighting illegal and harmful practices and misleading advertising practices, and for protecting intellectual property rights. Moreover, digital immersion in the metaverse can have severe negative impacts on health, especially for vulnerable groups, such as minors, who may require special protection. Finally, the accessibility and inclusiveness of the metaverse remain areas where progress has still to be made in order to create an environment of equal opportunities.


Also see the following from the Legal Talk Network — with Dennis Kennedy and Tom Mighell

  • Metavisting the Metaverse – Dennis and Tom plunge into the metaverse—its trends, current tech, and possibilities for the future.
  • The Wild World of NFTs – Dennis and Tom dive into these unique digital objects (art, video, and much more) and outline the issues surrounding their current hype and value in the real world.

 

Denis Kennedy and Tom Mighell -- run the Legal Talk Network podcast

 


 

The Future of Education | By Futurist Gerd Leonhard | A Video for EduCanada — from futuristgerd.com

Per Gerd:

Recently, I was invited by the Embassy of Canada in Switzerland to create this special presentation and promotional video discussing the Future of Education and to explore how Canada might be leading the way. Here are some of the key points I spoke about in the video. Watch the whole thing here: the Future of Education.

 

…because by 2030, I believe, the traditional way of learning — just in case — you know storing, downloading information will be replaced by learning just in time, on-demand, learning to learn, unlearning, relearning, and the importance of being the right person. Character skills, personality skills, traits, they may very well rival the value of having the right degree.

If you learn like a robot…you’ll never have a job to begin with.

Gerd Leonhard


Also relevant/see:

The Next 10 Years: Rethinking Work and Revolutionising Education (Gerd Leonhard’s keynote in Riga) — from futuristgerd.com


 
 
© 2024 | Daniel Christian