From DSC:
Also check one of the things that Scott mentioned in his talk — Behance, a network of creatives. They consistently offer livestreams — where the learner has more choice, more control over what they learn about.
Also see:
From DSC:
I put together a short listing of some solid tools for working with multimedia on the Mac. There are many more out there, but these should do the job(s) for you…especially Telestream’s ScreenFlow.
It’s like Netflix for education: UND considers subscription tuition model — from grandforksherald.com by Sydney Mook; with thanks to Ray Schroeder for this resource out on LinkedIn
Think of it as Netflix or Hulu – popular television subscription services – but for a UND education. Students could pay a flat rate and take as many (or as few) online courses as preferred, so long as they aren’t considered a full-time, degree-seeking student.
Excerpts:
UND wants to add a flat-rate subscription option to its tuition model.
Think of it as Netflix or Hulu – popular television subscription services – but for a UND education. Students could pay a flat rate and take as many (or as few) online courses as preferred, so long as they aren’t considered a full-time, degree-seeking student.
“You enroll, you have a subscription and during that subscription, you can binge watch,” said Jeff Holm, vice provost for online education and strategic planning at UND.
UND says it wants to “provide competency-based, online education that provides ‘micro-pathways’ or smaller targeted units of learning to individuals as a way to enhance their skill set and knowledge for advancing in the labor market or reskilling for a new employment opportunity.”
When Should You Use Branching Video Scenarios for eLearning? — from learningsolutionsmag.com by Bill Brandon
Excerpt:
Among the many changes today in the way we think about learning and training is the shift from knowledge transfer to skill development. Scenario-based learning (SBL) and the inclusion of practice with feedback are often overlooked but in many cases more effective approaches to the development of skill and competence.
What’s a scenario?
A scenario is a type of story; it presents learners with a situation in a way that engages them and places them in the situation. Scenarios are a methodology for quickly creating and delivering content to an audience based on needs and feedback. Scenarios are closely related to microlearning, and in fact some microlearning employs short scenarios as the main method of delivery. Learners are able to make decisions, solve problems, apply knowledge, and practice skills. The scenario presents challenges like the ones the learners will face in real-life situations.
The story is important! In his book Scenario-based Learning: Using Stories to Engage Learners, Ray Jimenez says, “The design of scenario-based training requires the craftsmanship of a storyteller, an instructional designer, and a subject matter expert.”
Microcredential programs on the rise in Canada — from by Sharon Aschaiek; with thanks to Amrit Ahluwalia for this resource out on LinkedIn
Low rates of awareness about microcredentials by prospective students and employers remains a challenge.
Excerpt:
A new report on current views about microcredentials in Canada reveals a majority of higher education institutions are keen to create these concise, competency-focused upskilling programs, and many say the COVID-19 pandemic has made them even more relevant.
Released by the Higher Education Quality Council of Ontario (HEQCO) earlier this month, “Making Sense of Microcredentials” reveals what this emerging training trend means from the perspectives of three key stakeholder groups: universities and colleges, prospective students and employers. The 32-page descriptive research report is based on the results of a literature review, 44 interviews (17 with postsecondary schools), and 2,362 surveys, which included 161 representatives from 105 postsecondary institutions, including 41 universities.
Along these lines, see:
Mapping Out a ‘Credential As You Go’ Movement For Higher Education — from edsurge.com by Rebecca Koenig
Excerpt (emphasis DSC):
A new initiative called “Credential As You Go” aims to shift this status quo by making it easier for students and workers to earn recognition for their learning—in increments smaller than the colossal college degree.
Its goals include creating a national credentialing system designed around what the journey through higher education and job training actually looks like for many people: intermittent, nonlinear and unpredictable.
Also along the lines of keeping things brief, see:
Teaching: Why an Active-Learning Evangelist Is Sold on Online Teaching — from chronicle.com by Beth McMurtrie
Excerpts:
Now, says Mazur, the results are in and he’s convinced: online teaching is better. Not in all circumstances, to be sure. But in his applied-physics courses, students showed larger learning gains and felt more supported than students had in in-person classes. In fact, they appear to have learned so much more effectively in this new format that he wonders if it’s “almost unethical,” to return to the classroom this fall.
“I have never been able to offer a course of the quality that I’m offering now,” he says. “I am convinced that there is no way I could do anything close to what I’m doing in person. Online teaching is better than in person.”
One benefit of this setup, says Mazur, is that students go at their own pace. He has thought a lot about how classroom-based work, even when it is student-led, is hostage to the clock and the instructor. Not every group works at the same pace, yet everyone has to wait until others are ready, or rush ahead when they fall behind. When groups set their own pace, it gives them the space to work through problems or get help as needed. The value of self-paced learning is also evident outside of class, says Mazur, who built more asynchronous work into his online course.
“I have never seen students work this hard for my course,” he says. “Never. And so consistently.”
Also see:
But he’s so convinced of how valuable this model is that he asked Harvard to allow him to keep teaching online this fall.
Also relevant/see:
Record, transcribe, clip, and share video from Zoom in real-time. — This Grain tool/resource is from Jeremy Caplan’s Wonder Tools newsletter. Thanks Jeremy for passing this info along!
From DSC:
These kinds of tools should make for interesting discussions in online-, hybrid-, and hyflex-based courses…as well as in microlearning-based streams of content perhaps.
The image below was excerpted from:
Leading the Way for Microlearning? Assess the Barriers — from learningsolutionsmag.com by Robyn Defelice
Excerpt:
Since the release of Microlearning: Short and Sweet, a book I co-authored with Dr. Karl Kapp, I have assisted several leaders in setting the stage to incorporate microlearning. From my experiences, I have identified several reasons that learning leaders struggle to achieve broad acceptance of microlearning. Below, I address common barriers that impede successful incorporation paired with approaches that help to move adoption forward.
The future of learning is on the front line — from chieflearningofficer.com by JD Dillon
L&D can learn a lot from the front-line experience — regardless of industry or audience.
Excerpts:
Chief learning officers must enable ecosystems that help people get ready for whatever comes next. The future of learning isn’t a technology or strategy. The future of learning is the future of work. Nowhere is this more true than on the front line.
The collective effort made by global learning and development teams to enable the front-line workforce may very well represent the largest workplace learning initiative ever. L&D can learn a lot from the front-line experience — regardless of industry or audience.
Microlearning played a crucial role in helping front-line workers adopt new behaviors and reinforce new habits. Content was focused on just the knowledge and skills required to execute new tasks. Microlearning could also be delivered in three- to five-minute sessions, meaning employees kept learning and practicing every day despite their hectic schedules.
Instead, they expanded the definition of “digital learning” to include everything from video and text messages to microlearning and performance support.
As organizations find their next normals, L&D must seize the opportunity to assess the digital learning strategy. This should reach beyond the LMS to include the full workplace ecosystem.
Also see:
From DSC:
Talk about streams of content! Whew!
I received an email from Adobe that was entitled, “This week on Adobe Live: Graphic Design.” (I subscribe to their Adobe Creative Cloud.) Inside the email, I saw and clicked on the following:
Below are some of the screenshots I took of this incredible service! Wow!
From DSC:
So Abobe — via Behance — is already doing several pieces of the “Learning from the Living [Class] Room” vision. I knew of Behance…but I didn’t realize the magnitude of what they’ve been working on and what they’re currently delivering. Very sharp indeed!
Churches are doing this as well — one device has the presenter/preacher on it (such as a larger “TV”), while a second device is used to communicate with each other in real-time.
For Carolina Panthers, Learning Online Translates To Better Play On Field — from forbes.com by Michael Horn
Excerpt:
The solution the Panthers devised wasn’t the traditional one of just studying and memorizing voluminous playbooks coupled with endless Zoom calls. They instead turned to an education startup called Learn to Win.
Learn to Win is one of the pioneers in mobile learning, as it uses the principles of sound instructional design to transform training material that’s critical to an organization’s success into content that allows people to learn faster and more effectively.
The Dice Q3 Tech Job Report: Tech Hiring and COVID-19: What You Need to Know — from techhub.dice.com
The report, issued quarterly by Dice, provides
From DSC:
One can quickly see how valuable this information would be as a data feed into an AI-based, next-generation learning platform.
The platform would connect the marketable skills with the courses, websites, blogs, RSS feeds/streams of content, etc. that would help a learner quickly and affordably build such in-demand skills. Given the shortening half-lives of many kinds of information, such a service is needed desperately…especially now with the impact of the Coronavirus.
Also relevant: See how ISTE built its upcoming virtual event!
