microlearning

“Leadership & Generative AI: Hard-Earned Lessons That Matter” [Klitgaard Stricker] + other items re: AI in our learning ecosystems

On 01/22/2025, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, change, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, emerging technologies, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, leadership, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, library / librarians, lifelong learning, Michigan, microlearning, multimedia, Natural Language Processing (NLP), personalized/customized learning, platforms, productivity / tips and tricks, reading, research, strategy, student-related, teachers, teaching & learning, technologies for your home, tools, training / L&D, trends, United States, universities, vendors, writing, by Daniel Christian

Your AI Writing Partner: The 30-Day Book Framework — from aidisruptor.ai by Alex McFarland and Kamil Banc
How to Turn Your “Someday” Manuscript into a “Shipped” Project Using AI-Powered Prompts

With that out of the way, I prefer Claude.ai for writing. For larger projects like a book, create a Claude Project to keep all context in one place.

Copy [the following] prompts into a document
Use them in sequence as you write
Adjust the word counts and specifics as needed
Keep your responses for reference
Use the same prompt template for similar sections to maintain consistency

Each prompt builds on the previous one, creating a systematic approach to helping you write your book.

Using NotebookLM to Boost College Reading Comprehension — from michellekassorla.substack.com by Michelle Kassorla and Eugenia Novokshanova
This semester, we are using NotebookLM to help our students comprehend and engage with scholarly texts

We were looking hard for a new tool when Google released NotebookLM. Not only does Google allow unfettered use of this amazing tool, it is also a much better tool for the work we require in our courses. So, this semester, we have scrapped our “old” tools and added NotebookLM as the primary tool for our English Composition II courses (and we hope, fervently, that Google won’t decide to severely limit its free tier before this semester ends!)

If you know next-to-nothing about NotebookLM, that’s OK. What follows is the specific lesson we present to our students. We hope this will help you understand all you need to know about NotebookLM, and how to successfully integrate the tool into your own teaching this semester.

Leadership & Generative AI: Hard-Earned Lessons That Matter — from jeppestricker.substack.com by Jeppe Klitgaard Stricker
Actionable Advice for Higher Education Leaders in 2025

AFTER two years of working closely with leadership in multiple institutions, and delivering countless workshops, I’ve seen one thing repeatedly: the biggest challenge isn’t the technology itself, but how we lead through it. Here is some of my best advice to help you navigate generative AI with clarity and confidence:

Break your own AI policies before you implement them. …
Fund your failures. …
Resist the pilot program. …
Host Anti-Tech Tech Talks …
…+ several more tips

While generative AI in higher education obviously involves new technology, it’s much more about adopting a curious and human-centric approach in your institution and communities. It’s about empowering learners in new, human-oriented and innovative ways. It is, in a nutshell, about people adapting to new ways of doing things.

Maria Anderson responded to Clay’s posting with this idea:

Here’s an idea: […] the teacher can use the [most advanced] AI tool to generate a complete solution to “the problem” — whatever that is — and demonstrate how to do that in class. Give all the students access to the document with the results.

And then grade the students on a comprehensive followup activity / presentation of executing that solution (no notes, no more than 10 words on a slide). So the students all have access to the same deep AI result, but have to show they comprehend and can iterate on that result.

Grammarly just made it easier to prove the sources of your text in Google Docs — from zdnet.com by Jack Wallen
If you want to be diligent about proving your sources within Google Documents, Grammarly has a new feature you’ll want to use.

In this age of distrust, misinformation, and skepticism, you may wonder how to demonstrate your sources within a Google Document. Did you type it yourself, copy and paste it from a browser-based source, copy and paste it from an unknown source, or did it come from generative AI?

You may not think this is an important clarification, but if writing is a critical part of your livelihood or life, you will definitely want to demonstrate your sources.

That’s where the new Grammarly feature comes in.

The new feature is called Authorship, and according to Grammarly, “Grammarly Authorship is a set of features that helps users demonstrate their sources of text in a Google doc. When you activate Authorship within Google Docs, it proactively tracks the writing process as you write.”

AI Agents Are Coming to Higher Education — from govtech.com
AI agents are customizable tools with more decision-making power than chatbots. They have the potential to automate more tasks, and some schools have implemented them for administrative and educational purposes.

Custom GPTs are on the rise in education. Google’s version, Gemini Gems, includes a premade version called Learning Coach, and Microsoft announced last week a new agent addition to Copilot featuring use cases at educational institutions.

Generative Artificial Intelligence and Education: A Brief Ethical Reflection on Autonomy — from er.educause.edu by Vicki Strunk and James Willis
Given the widespread impacts of generative AI, looking at this technology through the lens of autonomy can help equip students for the workplaces of the present and of the future, while ensuring academic integrity for both students and instructors.

The principle of autonomy stresses that we should be free agents who can govern ourselves and who are able to make our own choices. This principle applies to AI in higher education because it raises serious questions about how, when, and whether AI should be used in varying contexts. Although we have only begun asking questions related to autonomy and many more remain to be asked, we hope that this serves as a starting place to consider the uses of AI in higher education.

A Practical Framework for Microlearning Success: A Guide for Learning Leaders [Defelice]

On 01/22/2025, in adult learning, business, corporate / business world, corporate universities / corporate training, instructional design, learning, learning ecosystem, Learning Experience Design, microlearning, productivity / tips and tricks, professional development, training / L&D, United States, vendors, by Daniel Christian

A Practical Framework for Microlearning Success: A Guide for Learning Leaders — from learningguild.com by Robyn A. Defelice

Gaining insight from the framework

Goals or Measurable Outcomes

Key question: What business results do you expect from your microlearning strategy?
Why it’s valuable: Clear, measurable outcomes create a foundation for alignment and accountability.

Purpose

Key question: Why does this microlearning initiative exist?
Why it’s valuable: L&D needs to know if they are solving a specific problem, supporting a broader strategy, or providing foundational knowledge.

Potential

Key question: What opportunities exist if the purpose is actualized?
Why it’s valuable: This helps to put into focus the measurable outcomes or if it is a true need for L&D to address.

Evaluation

Key question: How will you measure success?
Why it’s valuable: Defining metrics that track learner progress and link to business impact ensures that the design of these pieces is part of the overall solution and implementation plan.

…and more

By focusing on short-term wins, auditing for gaps, and planning strategically, L&D leaders can create initiatives that deliver meaningful, sustained results.

Thought Bomb #1: Boot camps helped my daughter skill up without a degree, so why are they dying off? [Kathleen deLaski ]

On 01/09/2025, in Alternatives, business, change, changing business models, collaboration, colleges, community colleges, computer science, credentialing, higher education, microlearning, programming, skills, United States, universities, vendors, by Daniel Christian

Thought Bomb #1: Boot camps helped my daughter skill up without a degree, so why are they dying off? — from linkedin.com by Kathleen deLaski

“Increasing AI Fluency Among Enterprise Employees, Sr. Mgmt. & Executives” [Brandon] + several other items from the Learning Guild

On 01/07/2025, in adult learning, Artificial Intelligence/Agents/LLMs/and Related, business, career development, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, microlearning, skills, training / L&D, workplace, by Daniel Christian

Increasing AI Fluency Among Enterprise Employees, Senior Management & Executives — from learningguild.com by Bill Brandon

In other words, individual learning leaders need to obtain information from surveys and studies that are directly useful in their curriculum planning. This article attempts, in these early days, to provide some specific guidelines for AI curriculum planning in enterprise organizations.

The two reports identified in the first paragraph help to answer an important question. What can enterprise L&D teams do to improve AI fluency in their organizations?

The Future of Workplace Learning: Adaptive Strategies for Navigating Change — from learningguild.com by Rachel Rosenfeldt

The Importance of Building a ‘Change Muscle’
The ability to test and learn, pivot quickly, and embrace change is an increasingly foundational skill that all employees, no matter the level of experience or seniority, need in 2025 and beyond. Adaptable organizations significantly outperform more change-averse peers on nearly every metric, ranging from revenue growth to employee engagement. In other words, having agility and adaptability embedded in your culture pays dividends. Although these terms are often used interchangeably, they represent distinct yet interconnected aspects of organizational success:

Agility refers to the ability to swiftly and efficiently respond to immediate challenges or opportunities. It’s about being nimble and proactive, making quick decisions, and adjusting to navigate short-term obstacles.
Adaptability is a broader concept that encompasses the capacity to evolve and thrive in the face of long-term shifts in the environment. It’s about being resilient and flexible by modifying strategies and structures to align with fundamental changes in the market or industry.

And a quick comment from DSC:

Agility and adaptability are key skills/orientations/expectations that we need to help our K-16 students build. Changes can happen quickly, as those of us who worked several decades can attest to.

— Daniel S. Christian (@dchristian5) January 6, 2025

Addressing Skills Gaps in Enterprise L&D: A High-Level Overview — from learningguild.com by Bill Brandon

Employees’ skills and abilities must match the skills and abilities required for their jobs; when they do, organizational performance and productivity improve.

Skills gaps occur when there are mismatches between employees’ skills and capabilities and the skills and capabilities needed for their work. As technology and work become more complex, identifying and correcting skills gaps become essential to optimizing employee performance.

This article discusses various methods involving skills inference and predictive analytics in addition to traditional methods to pinpoint and prevent skills gaps.

A Practical Framework for Microlearning Success: A Guide for Learning Leaders — from by Robyn A. Defelice, PhD

Another year, another opportunity to bring microlearning into your performance and talent development strategy! This is especially appealing as more and more organizations strive to deliver training in ways that meet the fast-paced needs of their employees.

However, implementing a microlearning strategy that aligns with organizational outcomes and sustains performance is no small feat. Learning and Development (L&D) leaders often grapple with questions like: Where do we start; How do we ensure our efforts are effective; and What factors should we evaluate?

The Microlearning Effectiveness (MLE) Framework offers a practical approach to addressing these challenges. Instead of rigid rules, the framework acts as a guide, encouraging leaders to evaluate their efforts against six key components:

Goals or measurable outcomes
Purpose
Potential
Evaluation
Implementation
Distributed practice

Creating Assessments for Micro-Credentials in Higher Education Organizations. [Reed & Abramovich]

On 12/29/2024, in assessment, colleges, community colleges, credentialing, faculty/staff, higher education, instructional design, learning, learning ecosystem, Learning Experience Design, liberal arts, microlearning, teaching & learning, teaching online, United States, universities, by Daniel Christian

What DICE does in this posting will be available 24x7x365 in the future [Christian]

On 11/20/2024, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business, career development, changing business models, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital learning, distance education, education technology, elearning, emerging technologies, entrepreneurship, experimentation, faculty/staff, future, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, library / librarians, lifelong learning, MBA, microlearning, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, new business models, online learning, online media, online tutoring, personalized/customized learning, platforms, productivity / tips and tricks, remote teaching and learning, skills, staying relevant, student-related, surviving, teachers, teaching & learning, teaching online, technologies for your home, training / L&D, universities, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, vocational / trades, voice recognition / voice enabled interfaces, web-based collaboration, Web3, webinars, workplace, by Daniel Christian

From DSC:
First of all, when you look at the following posting:

What Top Tech Skills Should You Learn for 2025? — from dice.com by Nick Kolakowski

…you will see that they outline which skills you should consider mastering in 2025 if you want to stay on top of the latest career opportunities. They then list more information about the skills, how you apply the skills, and WHERE to get those skills.

I assert that in the future, people will be able to see this information on a 24x7x365 basis.

Which jobs are in demand?
What skills do I need to do those jobs?
WHERE do I get/develop those skills?

And that last part (about the WHERE do I develop those skills) will pull from many different institutions, people, companies, etc.

BUT PEOPLE are the key! Oftentimes, we need to — and prefer to — learn with others!

“More colleges are breaching their debt requirements: S&P” [Unglesbee] + other items re: the higher education learning ecosystem

On 07/03/2024, in Alternatives, business side of he, change, changing business models, colleges, community colleges, cost of getting a degree, credentialing, future of higher education, game-changing environment, higher education, leadership, learning ecosystem, microlearning, parents/guardians, student-related, United States, universities, by Daniel Christian

More colleges are breaching their debt requirements: S&P — from highereddive.com by Ben Unglesbee
Amid operating pressures, some institutions are struggling to meet financial metrics stipulated in their bond and loan covenants.

Dive Brief:

A growing number of colleges are breaching bond and loan stipulations, known as covenants, that require them to stay within certain financial health parameters, according to a new report from S&P Global Ratings.
The agency cited 12 colleges it rates that have breached covenants since last June. In most cases, bondholders waived the violation. Some covenants could allow debtholders to accelerate repayment, which could add to an institution’s liquidity and ratings risks.
S&P downgraded ratings for about half the institutions with violations, typically because of underlying financial issues. “We see continued credit quality divergence in the U.S. higher education sector, with weaker-positioned institutions experiencing budgetary pressure and covenant violations,” the analysts said.

Student Loan Borrowers Owe $1.6 Trillion. Nearly Half Aren’t Paying. — from nytimes.com by Stacy Cowley (behind a paywall)
Millions of people are overdue on their federal loans or still have them paused — and court rulings keep upending collection efforts.

After an unprecedented three-year timeout on federal student loan payments because of the pandemic, millions of borrowers began repaying their debt when billing resumed late last year. But nearly as many have not.

That reality, along with court decisions that regularly upend the rules, has complicated the government’s efforts to restart its system for collecting the $1.6 trillion it is owed.

Universities Investing in Microcredential Leadership — from insidehighered.com by Lauren Coffey
As microcredential programs slowly gain traction, more universities are looking for leaders to coordinate the efforts.

Microcredentials—also known as digital badges, credentials, certificate, or alternative credentials—grew in popularity during the COVID-19 pandemic. Now they are attracting renewed interest as institutions look to widen their nets for nontraditional students as an enrollment cliff looms.

In addition to backing these programs, some universities are going further by hiring staff solely to oversee microcredential efforts.

A Plan to Save Small Colleges — from insidehighered.com by Michael Alexander
Small colleges could join forces through a supporting-organization model, Michael Alexander writes.

The challenges are significant. But there is a way to increase the probability of survival for many small colleges or spare them from a spartan existence. It involves groups of colleges affiliating under a particular structure that would facilitate both (1) a significant reduction in operating costs for each college and (2) a rationalization of each college’s academic offerings to concentrate on its strongest programs.

AI literacy emerges as a global imperative
AI readiness initiatives drive emerging skill adoption across regions
The digital skills gap persists in a rapidly evolving job market
Cybersecurity skills remain crucial amid talent shortages and evolving threats
Micro-credentials are a rapid pathway for learners to prepare for in-demand jobs
The global gender gap in online learning continues to narrow, but regional disparities persist
Different regions prioritize different skills, but the majority focus on emerging or foundational capabilities

You can use the Global Skills Report 2024 to:

Identify critical skills for your students to strengthen employability
Align curriculum to drive institutional advantage nationally
Track emerging skill trends like GenAI and cybersecurity
Understand entry-level and digital role skill trends across six regions

Daniel Christian: My slides for the Educational Technology Organization of Michigan’s Spring 2024 Retreat

On 06/13/2024, in 21st century, 24x7x365 access, Access to Justice (A2J), adjunct faculty, Adobe, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, business side of he, change, cloud-based computing / apps / other cloud-related, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, culture, dangers of the status quo, Daniel S. Christian, data related items, design, digital audio, digital learning, digital photography, digital storytelling, digital video, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, library / librarians, lifelong learning, media/film, microlearning, more voice more choice more control, multimedia, Natural Language Processing (NLP), new business models, NVIDIA, online media, online tutoring, Open AI, pace of change, personalized/customized learning, platforms, productivity / tips and tricks, professional development, reinvent, skills, society, staying relevant, streams of content, student-related, surviving, teachers, technologies for your home, technology (general), the downsides of how people use tech, tools, training / L&D, TVs, United States, universities, user experience (UX), user interface design, vendors, vision/possibilities, web-based collaboration, workplace, by Daniel Christian

From DSC:
Last Thursday, I presented at the Educational Technology Organization of Michigan’s Spring 2024 Retreat. I wanted to pass along my slides to you all, in case they are helpful to you.

Topics/agenda:

Topics & resources re: Artificial Intelligence (AI)
- Top multimodal players
- Resources for learning about AI
- Applications of AI
- My predictions re: AI
The powerful impact of pursuing a vision
A potential, future next-gen learning platform
Share some lessons from my past with pertinent questions for you all now
The significant impact of an organization’s culture
Bonus material: Some people to follow re: learning science and edtech

Slides of the presentation (.PPTX)
Slides of the presentation (.PDF)

Plus several more slides re: this vision.

Navigating the Changing Landscape of Lifelong Learning [Walton] + other items re: skills

On 05/01/2024, in adult learning, career development, change, communications, corporate / business world, credentialing, higher education, learning, learning ecosystem, lifelong learning, marketplaces, microlearning, skills, staying relevant, universities, workplace, by Daniel Christian

Navigating the Changing Landscape of Lifelong Learning — from prsa.org by Susan B. Walton, Ph.D.

The first step to finding the right PR learning program is understanding what’s currently available to learners:

Undergraduate and graduate degree programs remain the pathway to earning a college degree in public relations, and now include more online options than ever before.
Certificate programs are shorter courses of study that often focus on strengthening specific skills, such as crisis communications or knowledge of a specific industry such as health care. They are offered through professional associations, employers, private entities or academic graduate programs, especially programs geared toward working professionals.
Microcertificate or microcredential programs may be even shorter and more focused than certificate programs. They can be a series of short courses and are usually focused on skills needed for a specific employer or job, such as analytical tools for a particular web platform. Successful completion of the microcertificate(s) may earn a microcredential, such as a badge, which can be displayed on the recipient’s social media sites.

If you’re a professional who’s considering jumping back into school, then certificate and microcertificate programs are excellent ways to dip a toe in the water.

On somewhat related notes:

Public Infrastructure on Skills — from the-job.beehiiv.com by Paul Fain
The search for population-level solutions to strengthen links between education and work.

The new Center for Skills by C-BEN seeks to bring clarity and coordination to the skills space. Launched this week with a $1.5M grant from Walmart, the center will attempt to create objective, reliable ways to assess and validate skills, to help bridge the gap between education and the workforce.

The center could help the millions of employers who are looking for skills-based solutions and aren’t going to build their own skills academies, says Clayton Lord, director of foundation programs at SHRM.

“It’s hard for small and mid-sized businesses to find their way into this conversation,” he says. “We can’t create something that is more arduous for employers.”

Closing The Skills Gap: An Inside Look At The Achievement Wallet — from forbes.com by Dr. Sarah DeMark

In the dynamic realm of today’s workforce, skills gaps are increasing. Highly skilled talent is out there, but information gaps and traditional hiring methods make it challenging for skilled talent and employers to find one another. While digital recruiting systems have made it more efficient to find prospective candidates, qualified candidates are often vetted out of the hiring process when they do not match the exact criteria, according to a study conducted by Harvard Business School.

With the rapid pace of change — think automation, new technology, and artificial intelligence — businesses must innovate and think about the best ways to create career mobility and career pathways for their workforces into the roles of tomorrow.

In Pursuit of Agency
Imagine a future where learners can instantly see where they stand in a crowded job market, assess their abilities and gaps, and identify opportunities for growth. Or where employers can identify candidates with specific, often hard-to-spot competencies and skills. Possible? Yes. Western Governors University (WGU), the country’s largest competency-based, workforce-relevant online university, is reimagining that future by deploying the Achievement Wallet for WGU students nationally and working students at educational institutions across the state of Indiana.

Also see:

Inside Look at WGU Achievement Wallet

The $340 Billion Corporate Learning Industry Is Poised For Disruption [Bersin]

On 03/21/2024, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, career development, change, CMS/LMS, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, disruption, emerging technologies, human-computer interaction (HCI), instructional design, intelligent systems, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, lifelong learning, microlearning, personalized/customized learning, platforms, reinvent, skills, staying relevant, surviving, training / L&D, United States, workplace, by Daniel Christian

The $340 Billion Corporate Learning Industry Is Poised For Disruption — from joshbersin.com by Josh Bersin

What if, for example, the corporate learning system knew who you were and you could simply ask it a question and it would generate an answer, a series of resources, and a dynamic set of learning objects for you to consume? In some cases you’ll take the answer and run. In other cases you’ll pour through the content. And in other cases you’ll browse through the course and take the time to learn what you need.

And suppose all this happened in a totally personalized way. So you didn’t see a “standard course” but a special course based on your level of existing knowledge?

This is what AI is going to bring us. And yes, it’s already happening today.

[Opinion] It’s okay to play: How ‘play theory’ can revitalize U.S. education [Samstag] + other items re: pedagogy within K12

On 03/12/2024, in credentialing, Emotion, engagement / engaging students, experimentation, interaction design, interactivity, K-12 related, learning, learning ecosystem, Learning Experience Design, microlearning, multimedia, music, pedagogy, play, student-related, teachers, youth, by Daniel Christian

Guiding Students in Special Education to Generate Ideas for Writing — from edutopia.org by Erin Houghton
When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing.

Students who first generate ideas about a topic—access what they know about it—more easily write their outlines and drafts for the bigger-picture assignment. For Sally, brainstorming was too overwhelming as an initial step, so we started off by naming examples. I gave Sally a topic—name ways characters in Charlotte’s Web helped one another—she named examples of things (characters), and we generated a list of ways those characters helped one another.

IMPLEMENTING BRAINSTORMING AS SKILL BUILDING
This “naming” strategy is easy to implement with individual students or in groups. These are steps to get you started.

Step 1. Introduce the student to the exercise.
Step 2. Select a topic for practice.
…

[Opinion] It’s okay to play: How ‘play theory’ can revitalize U.S. education — from hechingerreport.org by Tyler Samstag
City planners are recognizing that play and learning are intertwined and turning public spaces into opportunities for active learning

When we’re young, playing and learning are inseparable.

Simple games like peekaboo and hide-and-seek help us learn crucial lessons about time, anticipation and cause and effect. We discover words, numbers, colors and sounds through toys, puzzles, storybooks and cartoons. Everywhere we turn, there’s something fun to do and something new to learn.

Then, somewhere around early elementary school, learning and play officially become separated for life.

Suddenly, learning becomes a task that only takes place in proper classrooms with the help of textbooks, homework and tests. Meanwhile, play becomes a distraction that we’re only allowed to indulge in during our free time, often by earning it as a reward for studying. As a result, students tend to grow up feeling as if learning is a stressful chore while playing is a reward.

Similar interactive learning experiences are popping up in urban areas from California to the East Coast, with equally promising results: art, games and music are being incorporated into green spaces, public parks, transportation stations, laundromats and more.

And on a somewhat related note, also see:

Though meant for higher ed, this is also applicable to the area of pedagogy within K12:

Space to fail. And learn — from educationalist.substack.com by Alexandra Mihai
I want to use today’s newsletter to talk about how we can help students to own their mistakes and really learn from them, so I’m sharing some thoughts, some learning design ideas and some resources…

10 ideas to make failure a learning opportunity

Start with yourself:
Admit when you don’t know something
Try to come up with “goal free problems”
Always dig deeper:
Encourage practice:
…

Gifting articles and/or learning modules should be quick and easy — with benefits for several of the parties involved! [Christian]

On 12/07/2023, in 24x7x365 access, adult learning, business side of he, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, Daniel S. Christian, experimentation, faculty/staff, funding / grants, future of higher education, higher education, ideas, Learning from the Living [Class] Room, lifelong learning, marketing/social marketing, marketplaces, microlearning, new business models, online learning, online media, platforms, United States, universities, vendors, vision/possibilities, by Daniel Christian

From DSC:
Wouldn’t it be nice to be able to gift someone an article or access to a particular learning module? This would be the case whether you are a subscriber to that vendor/service or not. I thought about this after seeing the following email from MLive.com.
.

MLive.com's gift an article promotion from December 2023; one must be a subscriber though to gift an article

.

Not only is this a brilliant marketing move — as recipients can get an idea of the services/value offered — but it can provide concrete information to someone.

Perhaps colleges and universities should take this idea and run with it. They could gift courses and/or individual lectures! Doing so could open up some new revenue streams, aid adult learners in their lifelong learning pathways, and help people build new skills — all while helping market the colleges and universities. Involved faculty/staff members could get a percentage of the sales. Sounds like a WIN-WIN to me.

Exploring blockchain’s potential impact on the education sector — from e27.co by Moch Akbar Azzihad M
By the year 2024, the application of blockchain technology is anticipated to have a substantial influence on the education sector

Areas mentioned include:

Credentials that are both secure and able to be verified
Records of accomplishments that are not hidden
Enrollment process that is both streamlined and automated
Storage of information that is both secure and decentralised
Financing and decentralised operations

Where a developing, new kind of learning ecosystem is likely headed [Christian]

On 11/17/2023, in 21st century, 24x7x365 access, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, career development, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital learning, distance education, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, faculty/staff, future, future of higher education, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, love of learning, marketplaces, microlearning, more voice more choice more control, new business models, online learning, online media, online tutoring, personalized/customized learning, platforms, professional development, reinvent, skills, social learning / networks, society, streams of content, student-related, teachers, teaching & learning, teaching online, technologies for your home, training / L&D, trends, TVs, ubiquitous learning, United States, universities, using teams, vendors, virtual tutoring, vision/possibilities, vocational / trades, workplace, youth, by Daniel Christian

From DSC:
As I’ve long stated on the Learning from the Living [Class]Room vision, we are heading toward a new AI-empowered learning platform — where humans play a critically important role in making this new learning ecosystem work.

Along these lines, I ran into this site out on X/Twitter. We’ll see how this unfolds, but it will be an interesting space to watch.

From DSC:
This future learning platform will also focus on developing skills and competencies. Along those lines, see:

Scale for Skills-First — from the-job.beehiiv.com by Paul Fain
An ed-tech giant’s ambitious moves into digital credentialing and learner records.

A Digital Canvas for Skills
Instructure was a player in the skills and credentials space before its recent acquisition of Parchment, a digital transcript company. But that $800M move made many observers wonder if Instructure can develop digital records of skills that learners, colleges, and employers might actually use broadly.
…

Ultimately, he says, the CLR approach will allow students to bring these various learning types into a coherent format for employers.

Instructure seeks a leadership role in working with other organizations to establish common standards for credentials and learner records, to help create consistency. The company collaborates closely with 1EdTech. And last month it helped launch the 1EdTech TrustEd Microcredential Coalition, which aims to increase quality and trust in digital credentials.

Paul also links to 1EDTECH’s page regarding the Comprehensive Learning Record

Learning Ecosystems

A Practical Framework for Microlearning Success: A Guide for Learning Leaders [Defelice]

Thought Bomb #1: Boot camps helped my daughter skill up without a degree, so why are they dying off? [Kathleen deLaski ]

Creating Assessments for Micro-Credentials in Higher Education Organizations. [Reed & Abramovich]

Navigating the Changing Landscape of Lifelong Learning [Walton] + other items re: skills

Gifting articles and/or learning modules should be quick and easy — with benefits for several of the parties involved! [Christian]

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