An excerpt from Eva Keiffenheim’s Learn Letter re: A New Education Paradigm (emphasis DSC)

Here are a couple of underlying assumptions within our current education paradigm:

  • assessment through standardized testing and grades
  • outcome-focus on academic achievements
  • the purpose of education is to produce future workforce
  • teachers and professors are the unique source of knowledge
  • an inherent dominance (adults > children; professionals > students)
  • lectures and listening are a valid form of learning
  • subjects exist in hierarchies (math, languages > art, music)
  • content should be delivered in discrete subjects

I invite you to question the current paradigm: How would schools and universities look like so that all young people can flourish?


From DSC:
Eva’s reflections remind me of what I was trying to say the other day about how ideas start out as fragile…but if they take hold, they become very powerful. Today’s education paradigms are a great example of that. These paradigms have deep roots that are very hard to change.

Ideas start out fragile...but if they take root, they grow to be very strong.


 
 

The Damaging Myth of the Natural Teacher — from chronicle.com by Beth McMurtrie

Excerpt:

The mistaken ideas about teaching that Sathy had early in her career are widespread — and not only among new instructors. Good teaching is often seen as a natural talent when really it’s a skill, one that can be learned and refined.

Thinking back to those early days, though, Sathy sees how that first stumble could have led her in a different direction. If it weren’t for a “big lightbulb moment” that enabled her to quickly understand her mistakes, a fierce determination to become a better teacher, and an openness to seeing her role not as the expert who commands a room, but as a partner in students’ learning, she could have been yet another hapless instructor wondering how to get through the semester without too many punishing evaluations.

“I’m glad I had the courage to keep getting back into the ring,” she says.

 

The Great Education Unbundling and How Learning Will be Rebundled — from gettingsmart.com by Nate McClennen, Tom Vander Ark

Key Points

  • The pandemic accelerated the great unbundling of learning – at least for those with access, agency, and advocates.
  • While unbundling will expand, how learning is rebundled will emerge as the next innovation — accessible, personalized, accountable and massive.

Excerpts:

By removing the barrier of full credit/school offered, schools become more robust in terms of richness of offerings as well as more personalized to meet the needs of students and communities.

The majority of unbundled experiences still fall back on the course level as the smallest granular level of choice. Following the lead of industry, unbundling in schools should mean a reduction in grain size so that skills are the level of unbundling rather than courses.

 
 

From DSC:
Perhaps folks might want to experiment with the teaching strategy as mentioned below from Dr. Barbi Honeycutt’s Lecture Breakers Weekly e-newsletter.


From The Scholarly Teacher blog — who just added a new section on the blog which includes teaching tip infographics.

This week, they shared variations of Think, Pair, Share. In this teaching strategy, you give the students a problem or question. Then, you ask them to think about the question, pair up with a partner to discuss it, and then share it with the rest of the class (hence the name “think, pair, share”).

In this adaption, you do the same process, but instead of asking them to share with the class, you ask them to post a tweet using a class hashtag. Then you can read the tweets aloud, integrate them into your lecture, and/or facilitate a class discussion. This teaching strategy works well for blended, in-person, and online course formats, so it’s very adaptable to any topic or lesson.

 

Here’s an example of what an engaging and exciting online course might [look like]. 

You start with a short video that introduces the subject. It focuses on the course’s main ideas, and how they relate to one another, getting your learners interested in the topic and making them eager to learn more.

 

Education and Justice Departments Warn of Covid’s ‘Profound Toll’ on Student Mental Health — from chronicle.com by Sarah Brown

Excerpt:

As the pandemic drags on past 19 months in the United States, the Education Department and the Justice Department on Wednesday implored colleges and schools to be especially attentive to students who are showing signs of self-harm or suicide.

If institutions don’t adequately support students with mental-health diagnoses, as required by federal law, the departments warned that they could draw an investigation.

Suzanne B. Goldberg, a former senior administrator at Columbia University who’s now the Education Department’s acting assistant secretary for civil rights, wrote in a letter to educators that the Covid-19 era had “taken a profound toll” on students’ mental health.

 

 

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.

 

Why inexperienced workers can’t get entry-level jobs — from bbc.com by Kate Morgan; with thanks to Ryan Craig for this resource

Excerpt:

As anyone who’s graduated from university or applied for their first job in recent years can attest to, something new – and alarming – has happened to entry-level jobs: they’ve disappeared.

A recent analysis of close to 4 million jobs posted on LinkedIn since late 2017 showed that 35% of postings for “entry-level” positions asked for years of prior relevant work experience. That requirement was even more common in certain industries. More than 60% of listings for entry-level software and IT Services jobs, for instance, required three or more years of experience. In short, it seems entry-level jobs aren’t for people just entering the workforce at all.

“Internships are now the entry level,” he says. “Most of the students in college are doing or trying to do internships, and now it’s increasingly common to do more than one.”

From DSC:
I love the idea of internships. (In my days in college, internships were reserved mainly for engineers; few of us had them back then.)

But with an eye on the cost of obtaining a degree, internships should be PAID internships. That is, interns should receive decent/proper compensation. I’m concerned that businesses will take advantage of free labor here (though that’s less likely given the tight labor market I suppose). But businesses have taken advantage of free labor in the past. “It takes a village…”

Also see:

 

 

Common Anxieties in Beginning HyFlex: Learning to Teach a HyFlex Class — from hyflexlearning.org by Brian Beatty

Excerpt:

Not surprisingly, one of the biggest anxieties – FEARS – for many faculty considering or implementing a HyFlex approach for the first time is learning how to do so, and to do so effectively the very first time. No one likes to feel like they aren’t equipped to do the work they are required (or challenged) to do; perhaps especially teachers who are normally in full control of their classrooms and the activities that take place in them. When you are planning to teach HyFlex, it may seem like you are planning for CHAOS, or at least planning to lose control over the class environment(s), the teaching process, and ultimately student learning. Let’s address those concerns one at a time, but briefly.

If we assume you are an effective classroom teacher, then a common design path that I usually recommend is to start with your plans for an effective classroom experience and work to translate those to the other modes, accessing expert guidance as needed (such as, instructional designers, online course design books, your colleagues). What are the learning outcomes (or instructional objectives) for the classroom? How will those translate into the online mode(s) you are planning? What about the instructional content and associated activities for the classroom? How do those translate? What about plans for assessment? Start with what you know, and are confident with, and then layer in approaches for the other modes. 

 

Think-Pair-Share: The Basics! — from lillyconferences.com by The Scholarly Teacher Team
Think-Pair-Share is a collaborative learning strategy that promotes critical thinking and peer learning. This is an excellent place to start if you want to add active learning to your lecture-based course without taking much class time.

From DSC:
The ability of many videoconferencing systems to automatically create breakout groups/sessions for you can be very helpful here. 

 

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.

 
© 2021 | Daniel Christian