Higher Education Needs to Move Toward Mass-Personalization — from fierceeducation.com by Susan Fourtané

Excerpt:

Every industry, from health sciences to marketing to manufacturing, is using Artificial Intelligence (AI) to facilitate the delivery of mass-personalization, yet education has been slow in its adoption. These smart systems create personalized solutions targeted to meet the unique needs of every individual.

Artificial Intelligence-based technologies have the potential of serving as tools for educators to provide personalized learning. However, for mass-personalization to work, institutions first need to align their leadership. In his feature session What Is It Going to Take to Move from Mass-Production to Mass-Personalization?, during the recent Online Learning Consortium virtual event, Dale Johnson, Director of Digital Innovation at Arizona State University, addressed the issue of mass personalization in higher education.

Johnson reinforced the idea that with mass-personalization professors can deliver the right lesson to the right student at the right time.

Mass-personalization software does not replace the professor. It makes the professor better, more focused on the students.

 

AI+ alumni + real-world practitioners + accreditation agencies = outcomes for next year -- by Daniel S. Christian

 

AI+ alumni + real-world practitioners + accreditation agencies = outcomes for next year -- by Daniel S. Christian

 

Learning from the living class room

 

UMass Goes Big Online, Launching ‘UMass Global’ — from wgbh.org by Kirk Carapezza; with thanks to Michael Horn for this resource

Excerpt:

The University of Massachusetts system is launching “UMass Global” — a new online college focused solely on adult learners — whose long-term, strategic goals President Marty Meehan listed two years ago in his annual address.

“Addressing the workforce skills gap. Meeting employer demand. Improving economic mobility for Massachusetts residents. And ensuring that the University of Massachusetts continues to thrive for generations to come,” Meehan said.

 

Why everybody’s hiring but nobody’s getting hired — from vox.com by Rani Molla and Emily Stewart; with thanks to Ryan Craig for this resource
America’s broken hiring system, explained.

Tim Brackney, president and COO of management consulting firm RGP, refers to the current situation as the “great mismatch.” That mismatch refers to a number of things, including desires, experience, and skills. And part of the reason is that the skills necessary for a given job are changing faster than ever, as companies more frequently adopt new software.

“Twenty years ago, if I had 10 years experience as a warehouse manager, the likelihood that my skills would be pretty relevant and it wouldn’t take me that long to get up to speed was pretty good,” Joseph Fuller, a management professor at Harvard Business School and co-author of a recent paper on the disconnect between employers and employees, said. “The shelf life of people’s skills for a lot of decent-paying jobs has been shortening.”

From DSC:
I also think those hiring don’t think people can reinvent themselves. Folks who hire someone (and/or the applicant tracking systems as play) always seem to look for an exact match. There is little vision and/or belief that someone can grow into a position, or to lead differently, or to go in a different but better direction. They reach for their cookie cutters and shove their imaginations and ability to think bigger aside.

Employers could help people by investing in their employees’ growth and development — even if it means they actively help an employee take a right turn. Such an employee could hopefully find a new fit within that organization — if they do, they would likely turn out to be fiercely loyal.

Even if it means offering an employee 1-2 courses a year that they want to learn about — NO STRINGS ATTACHED — the learning culture would get a huge boost!!! Peoples’ love/enjoyment of learning would grow. Morale would improve. People would feel valued.

Let me offer a personal example:

  • My old boss, Mr. Irving Charles Coleman Jr, let me take a Photoshop class while I was working in the IT Department at Kraft Foods’ headquarters. Kraft paid for it, even though it wasn’t directly related to my position at the time. That course ended up changing my life and my future direction. No kidding. Thank you Irv! You’re the best!
 

Can colleges compete with companies like Coursera? — from highereddive.com by Rick Seltzer
Arthur Levine discusses how trends like personalized education are unfolding, what’s driving them, and what can go right or wrong for colleges.

Excerpt:

They say colleges will see their control over the market slip while consumers increase their power. New content producers like companies and museums are entering the postsecondary market. Students will often prioritize personalized education and low prices. Measuring learning by time in seats will transition to outcome-based education. Degrees won’t necessarily be the dominant form of credential anymore as students turn to “just-in-time education” that quickly teaches them the skills for microcredentials they need for the labor market.

For higher education to be successful, you have to have its feet in two worlds. One world is the library, and that’s human heritage. And the other is the street. That’s the real world, what’s happening now. It’s jobs, it’s the workplace.

What happens when we change quickly is we continue as institutions to keep our hold on the library, but we lose traction in the street.

Institutions have to reestablish their traction. They have to prepare students for careers. They have to prepare students for the world…

From DSC:
I also like the part where is says, “So you’ve got to ask yourself, what are they offering that would draw people there? One thing they are offering is 24/7. Another thing that they’re offering is unbundled. Another thing they’re offering is low cost, and that’s very appealing.”

 

Surviving Among the Giants — from chronicle.com by Scott Carlson
As growth has become higher ed’s mantra, some colleges seek to stay small.

Excerpts:

The pressures on the higher-education business model are changing those attitudes. The Council of Independent Colleges’ fastest-growing initiative is the Online Course Sharing Consortium, which allows small colleges to offer certain courses to students at other institutions. Currently, there are 2,200 enrollments among almost 6,000 courses on the platform.

“The higher-ed business model is broken,” says Jeffrey R. Docking, who has been president of Adrian College for 16 years. “But where it’s most broken — and the first ones that are going to walk the plank — are the small private institutions. The numbers just don’t work.” Combining some backroom functions or arranging consortial purchases is just “dabbling around the edges” — and won’t get close to driving down the cost of tuition by 30 to 40 percent over the next several years, which is what Docking believes is necessary.

From DSC:
Docking’s last (highlighted) sentence above reminds me of what I predicted back in 2008 when I was working for Calvin College. The vision I relayed in 2008 continues to come to fruition — albeit I’ve since changed the name of the vision.

Back in 2008 I predicted that we would see the days of tuition being cut by 50% or more

From DSC (cont’d):
I was trying to bring down the cost of higher education — which we did with Calvin Online for 4-5 years…before the administration,  faculty members, and even the leadership within our IT and HR Departments let Calvin Online die on the vine. This was a costly mistake for Calvin, as they later became a university — thus requiring that they get into more online-based learning in order to address the adult learner. Had they supported getting the online-based learning plane off the runway, they could have dovetailed nicely into becoming a university. But instead, they dissed the biggest thing to happen within education in the last 500 years (since the invention of the printing press). 

Which brings me to one last excerpted quote here:

“For so many years,” Docking says, “all of these really smart people in Silicon Valley, at the University of Phoenix, at for-profits were saying, We’re going to do it better” — and they came around with their “solutions” in the form of MOOCs, or massive open online courses, and other scaling plans. Small colleges didn’t want to hear it, and, Docking says, maybe it was to their peril.

 

Could Coursera become as prestigious as Harvard? This expert thinks so. — from edsurge.com by Jeffrey R. Young

Excerpt:

Big changes are coming to higher education, and those changes will be bigger and more disruptive than many college leaders realize as online education grows in both size and prestige.

That’s the view of Arthur Levine, in a new book called “The Great Upheaval: Higher Education’s Past, Present, and Uncertain Future,” which he co-wrote with Scott Van Pelt, a lecturer and associate director of the Communication Program for the University of Pennsylvania’s Wharton School.

As more students turn to these degrees for their credentials, they may come to see these corporate platforms as the provider of learning rather than worry about which college is the one behind the scenes doing the teaching, Levine says.

 

From DSC:
My answer to the question “Is Accreditation a Barrier to Innovation?” would be “Yes, it is.” But admittedly, maybe that’s because I work for a law school these days…and in the legal education realm (as controlled by the American Bar Association), there is YET to be a fully 100% online-based Juris Doctor (JD) degree that I’m aware of. There are some schools that have applied for “variances,” but we’re talking 20+ years after institutions of higher education introduced online-based learning! Those programs who have applied for variances are under an incredible amount of scrutiny by the American Bar Association, that’s for sure. So the legal realm is NOT doing well with innovation.

But in regards to other areas of higher ed and its accrediting bodies…I’m sorry, but you can’t tell me that the run-up in the price of higher education over the last several decades had nothing to do with HE’s accrediting bodies and either their support of — or their lack of support of — those organizations who were trying to introduce something new.

But along these lines, I’d like to hear from folks like:

  • Burck Smith from Straighterline on his perspectives and his company’s experiences with the various accrediting bodies that Straighterline has had to deal with. His insights here would carry a significant impact/weight for me.
  • Or perhaps someone like James DeVaney from University of Michingan’s Center for Academic Innovation or Joshua Kim who writes about higher education and edtech/online learning
  • Or folks like Mary Grush or Rhea Kelly at CampusTechnology.com
  • Surveying organizations who could speak for a massive group of students/learners/employees
  • …and/or other folks who are either trying to innovate within the existing systems, have heard from both sides of the table here, and/or have tried and failed to innovate within the existing structures

We’ll see if institutions of traditional higher education can reinvent themselves in order to stay relevant and survive (especially colleges and universities…not so much the community colleges). The accreditation bodies will have a large part in whether this happens…or not.

Along these lines…let’s see what happens to the growth of alternatives to those types of institutions as well.

 

What Will Online Learning Look Like in 10 Years? Zoom Has Some Ideas — from edsurge.com by Stephen Noonoo

Excerpt:

This week at Zoom’s annual conference, Zoomtopia, a trio of education-focused Zoom employees (er, Zoomers?) speculated wildly about what hybrid Zoom learning might look like 10 years from now, given the warp speed advances in artificial intelligence and machine learning expected. Below are highlights of their grandiose, if sometimes vague, vision for the future of learning on Zoom.

Zoom very much sees itself as one day innovating on personalized learning in a substantial way, although beyond breakout rooms and instant translation services, they have few concrete ideas in mind. Mostly, the company says it will be working to add more choices to how teachers can present materials and how students can display mastery to teachers in realtime. They’re bullish on Kahoot-like gamification features and new ways of assessing students, too.

Also see:

An Eighth Grader Was Tired of Being Late to Zoom School. So He Made an App for That. — from edsurge.com by Nadia Tamez-Robledo

“I could not find anything else that exists like this to automatically join meetings at the right times,” says Seth, a high school freshman based in Walnut Creek, Calif. “Reminders are just really easy to ignore. I’ll get a notification maybe five minutes before my meeting, and it’ll just sit there and not do anything. [LinkJoin] interrupts whatever you’re doing and says, ‘Join this meeting. In fact it’s already opening, so better get on it.’”

 

 
 

5 Ways Higher Ed Will Be Upended — from chronicle.com by Arthur Levine and Scott Van Pelt
Colleges will lose power, prices will go down, and credentials will multiply — among other jarring shifts.

Excerpt:

The dominance of degrees and “just in case” education will diminish; nondegree certifications and “just in time” education will increase in status and value.

In contrast, “just in time” education teaches students the skills and knowledge they need right now. They may need to learn a foreign language for an coming trip or business deal. They may need to learn an emerging technology. “Just in time” education comes in all shapes and sizes, but diverges from traditional academic time standards, uniform course lengths, and common credit measures. Only a small portion of such programs award degrees; most grant certificates, microcredentials, or badges.

From DSC:
Long-time readers of this blog and my old blog at Calvin (then College) will see no surprises here:

I published the idea of 50% off and more back in 2008

I discussed The Walmart of Education with Mary Grush back in 2013

Learning from the living class room

 
 

Recording of “The Future of Education Collaborative for Higher Education” on 8/12/21 — this event was sponsored by Instructure and AWS

From DSC:
One of the most interesting items for me in this was to hear how one university is allowing students to drive the Request For Proposal (RFP) process – giving students much more VOICE. Staff and faculty are consultants but students have the final say! Wow! 

Also, I agree with the idea that the market will drive changes within higher education. But for that to occur more significantly:

  • Employers need to hire more people from a variety of backgrounds and that come into their interviews with a greater variety of credentials.
  • The accrediting agencies involved with higher ed are going to need to become more innovative and flexible.
  • And the elephant in the room for me is that faculty members are going to have to come to the realization that those organizations/courses of the future that will thrive and have the most impact will be much more team-based and will be based upon what the market needs (i.e., better alignment is needed between the corporate/business world and the world of higher education). For far too long, the faculty member has been the sole person at the table….the person holding the steering wheel…the person in control of everything that gets presented and how it gets presented….the person who decides what they want to teach (vs. what the market actually needs) and how they want to teach it.

Finally, I bet AWS and Zoom could have said a LOT more than they actually said.

#learningfromthelivingclassroom

 

“In person” classes offered in virtual reality — from zdnet.com by Greg Nichols; with thanks to Will Richardson for the resource
A virtual reality college campus welcomes students this fall.

Excerpt:

“With this cadaver lab, our pre-med students will no longer need to rely on other universities for advanced anatomy and biology classes,” said Dr. Shirley Brown, Dean of Fisk University. “Virtual reality technology takes our university to a level equal to the most advanced schools in the country.”

 

Thinking Full-Speed Ahead at Instructure’s Future of Education Collaborative — from campustechnology.com by Mary Grush
A Q&A with FIU Online’s Maikel Alendy

Excerpt:

Maikel Alendy: Our director of learning design and innovation at FIU Online, Gaby Alvarez, likes to use a word that I think was foundational to our strategy to navigate learning through the pandemic — that word is ecosystem.

Our approach, like many, was to leverage Canvas and Zoom, but we had a few processes in place that gave us really a big head start. First, we had piloted Zoom years before and had already rolled out Zoom Pro accounts for all FIU faculty and students. Of course, the initial adoption was nominal. Usage was fine for “BC” (Before COVID) instruction. Still, it was helpful, once in the pandemic, that we already had support materials and some awareness of the tools.

 

 
© 2021 | Daniel Christian