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This case of using big data is aimed at finding jobs & developing skills

On 03/18/2016, in 21st century, career development, corporate / business world, corporate universities / corporate training, economics, global / globalization, microlearning, reinvent, society, training / L&D, United States, workplace, by Daniel Christian

Topic: Big data meets job finding; targeted training programs brought to you by LinkedIn.com

See:

How LinkedIn is helping create economic opportunity in Colorado and Phoenix

Excerpts:

LinkedIn’s vision is to create economic opportunity for every member of the global workforce. Notice that I said every member, not just white collar workers with four-year college degrees. Everyone.

To achieve our vision, we’re building the world’s first Economic Graph — a digital map of the global economy that includes every member of the global workforce and their skills, all open jobs, all employers, and all educational institutions. We’ve been sharing labor market insights from the Economic Graph with dozens of policymakers across the globe to help create greater economic opportunity.

For example, we’ve been sharing Economic Graph insights with policymakers in Colorado and Phoenix. We realized the combination of our Economic Graph insights and the LinkedIn platform can have an even greater economic impact. So last June we joined Skillful (formerly Rework America Connected) — a Markle Foundation initiative to help workers in Colorado and Phoenix with high school diplomas and some or no college education acquire new skills to advance their careers.
…
That’s why we developed Training Finder — a new product that helps job seekers acquire new skills and advance their careers. It shows them relevant training programs in their area; which programs are affiliated with employers; whether or not they’re accredited; the program’s employment rate, cost, and duration; the skills the program will teach them; the jobs they’ll be qualified for when they complete the program; and the estimated salary. These insights will help them choose the training program that will teach them the skills they need to get the job they want.

 

 

TrainingFinder-LinkedInDotCom-March2016

 

 

From DSC:
This is the kind of thing I was trying to get at in this earlier posting.

 

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#DesignInTech Report 2016 [KPCB]

On 03/16/2016, in business, career development, change, changing business models, corporate / business world, corporate universities / corporate training, creativity, curriculum, design, engagement / engaging students, entrepreneurship, graphics, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, interaction design, interactivity, interface design, internet, K-12 related, MBA, microlearning, mobile learning, mobile technologies, multimedia, online learning, platforms, professional development, programming, real-world assignments, reinvent, staying relevant, strategy, technology (general), training / L&D, trends, usability, user experience (UX), user interface design, using teams, vendors, by Daniel Christian

#DesignInTech Report 2016 — from kpcb.com

Some excerpted slides:

DesignInTechReport2016-1

 

DesignInTechReport2016-2

 

DesignInTechReport2016-3

 

DesignInTechReport2016-4

 

DesignInTechReport2016-5

 

DesignInTechReport2016-6

 

DesignInTechReport2016-7

 

DesignInTechReport2016-8

 

 

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[Re: micro-learning] Could this same concept be used inside of schools, colleges, U’s, and/or businesses? Instant Communities of Practice. [Christian]

On 01/25/2016, in business, collaboration, communications, communities of practice, corporate / business world, corporate universities / corporate training, Daniel S. Christian, higher education, ideas, K-12 related, microlearning, platforms, social learning / networks, tools, training / L&D, vendors, workplace, by Daniel Christian

e-180-creative-peer-learning-jan2016

 

 

e-180-creative-peer-learning2-jan2016

 

From their website:

For Events & Conferences
Much more than a conference app, E-180 works with your team to transform your event into a peer-learning community, using both our matchmaking technology and the onsite presence of our professional matchmakers. Nothing is left to chance, ensuring that your attendees meet and share knowledge with the right people.

 

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“Microlearning: The e-Learning method taking off around the world” [Knowles]; also, podcasting for professors

On 01/16/2016, in A/V -- audio/visual, adjunct faculty, Adobe, Apple, Asia, Australia, blogs / blogging / vlogging, Canada, colleges, communications, community colleges, corporate universities / corporate training, Daniel S. Christian, digital learning, educational games / serious games, elearning, Europe, faculty/staff, flipping -- inverted learning, global / globalization, higher education, ideas, India, learning ecosystem, microlearning, MOOCs -- Massive Open Online Courses, multi-touch, online learning, podcasting, social media, streams of content, teachers, tools, training / L&D, UK, United States, universities, vendors, web-based collaboration, by Daniel Christian

Microlearning: The e-Learning method taking off around the world — from educators.co.nz by Catherine Knowles

Excerpt:

Technology is disrupting traditional learning bringing new methods and tools into educational institutions and businesses.

Microlearning, for instance, has displayed great potential for growth, according to Association Learning + Technology 2016 – a report published by Tagoras and sponsored by YM Learning.

The report looks at the use of technology to enable and enhance learning in the continuing education and professional development market and provides insight into how the role technology plays in learning has and will evolve.

 

In fact, among five emerging types of learning (microlearning, massive open online courses (MOOCs), flipped classes, gamified learning, and microcredentials), microlearning shows the highest rate of adoption – and arguably the greatest potential for growth.

 

 

 

Podcasting is perfect for people with big ideas. Here’s how to do it — from by Todd Landman
Surprisingly few academics have learned how to podcast – but it’s a great way to reach a wider audience

Excerpt:

In the face of conflict in the Middle East, the flow of refugees to Europe and the violence associated with Islamic State and other militants, there has never been a more important time to talk about human rights. And talk about them is what I do – not in a lecture hall or at conferences with academics, but in a podcast series. Let me explain why.

I have worked as a political scientist for 25 years, focusing on human rights problems such as the struggle for citizenship rights in Latin America and the relationship between inequality and human rights violations.

I am part of a wide network of people dedicated to producing sound evidence on human rights, and my work has been communicated through articles, books and reports. But I am limited in my ability to reach the people I would most like to engage and influence – those who do not have an academic understanding of human rights but might benefit from finding out about it.

There is a new breed of academic who understands this and is committed to bridging the gap between academia and the real world. Many blog, actively seek media coverage of their research and appear on radio and television to shed light on the issues of the day.

 

 

From DSC:
Some of the tools that Landman mentioned were:

e-camm-for-skype-jan2016

  • A MacBook Pro and its free audio editing software GarageBand (for Mac OS X and for iOS)
  • A lapel mic used with his iPhone

 

garageband-jan2016

 

Some other tools to consider:

 

 

From DSC:
The above articles point to the idea — and the need — of creating “streams of content” — something that I wish more professors, teachers, staff, administrators, trainers, and instructional designers would create. Blogs, podcasts, and the use of Twitter come to my mind. Such channels could really help build others’ learning ecosystems.

Many professors and academics — folks who have so much information to share with the world — often produce works just for other academics in their discipline to review/check out. Such bubbles don’t have the impact that would occur if professors created streams of content for members of society to check out and learn from. Such mechanisms would also hopefully strip away some of the more academic sounding language and would get to the point.

 

 

streams-of-content-blue-overlay

 

 

 

 

Also see:

podcastscratch-june2015

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Micro-learning as a workplace learning strategy [Chattopadhyay]

On 04/27/2015, in corporate / business world, corporate universities / corporate training, learning, learning ecosystem, microlearning, training / L&D, workplace, by Daniel Christian

Micro-learning as a workplace learning strategy — from learnnovators.com by Sahana Chattopadhyay

Excerpt:

In todays’ time-crunched, attention-deficit and multitasking world, micro-learning seems to have cropped up as a possible solution to corporate learning and personal development. However, what exactly is micro-learning remains a bit of an elusive concept with different people defining it in different ways.

 

From DSC:
This reminds me of an earlier posting:

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Could the concept behind NPR One be applied towards other educational/training-related streams of content?

On 08/12/2014, in 21st century, media/film, microlearning, mobile learning, more voice more choice more control, multimedia, online learning, online media, personalized/customized learning, streams of content, TVs, by Daniel Christian

NPR-One-Aug2014

Excerpts (emphasis DSC):

NPR One is the new audio app that connects you to a stream of public radio news and stories curated for you. Informing, engaging, inspiring and surprising. From the ends of the earth to the tiniest corners of your city.

…

Your stream is thoughtfully curated…

 

From DSC:
Makes me wonder how this sort of service might relate to other educational/training-related services…for example, streams of curated content delivered to you via customized playlists of learning, sent to your mobile devices or your smart/connected TV. Such pull-related methods — vs. push-related methods — could be very useful and engaging.

 

What's the best way to deal with ever-changing streams of content? When information has shrinking half-lives?

 

From DSC:
With a shout out and thanks
to the Indiana Jen blog,
where I originally saw this

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What’s the best way for learners, employees, organizations, & publishers to deal with constantly-moving *streams* of content?

On 03/18/2011, in 21st century, 24x7x365 access, active learning, adult learning, career development, change, collaboration, content development, aggregation, repositories, corporate / business world, dangers of the status quo, Daniel S. Christian, digital textbooks, distance education, informal learning, instructional design, learning ecosystem, learning theories, lifelong learning, microlearning, online learning, online media, pace of change, professional development, publishing, RSS, social learning / networks, social media, staying relevant, strategy, student-related, surviving, teaching & learning, textbooks, training / L&D, ubiquitous learning, workplace, by Daniel Christian

What's the best way to deal with ever-changing streams of content? When information has shrinking half-lives?

From DSC:
After looking at some items concerning Connectivism*, I’ve been reflecting upon the following questions:

  • What’s the best way for us to dip our feet into the constantly moving streams of content?
    (No matter the topic or discipline, the streams continue to flow.)
  • What’s the optimal setup for K-12 based “courses”?
  • What’s the optimal setup for “courses” within higher education?
  • How should L&D departments deal with this phenomenon?
  • How do publishers and textbook authors want to address this situation?

Thinking of Gonzalez (2004; as cited in Siemens (2005)) description of the challenges of rapidly diminishing knowledge life:

“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

Stephen Downes addresses this and points to a possible solution to this phenomenon in his presentation from 3/15/11 entitled “Educational Projection: Supporting Distributed Learning Online.”

Excerpt/slides:

.

I need to put more thought into this, but wanted to throw this question out there…more later…

 

 

* From DSC: Some of the items I looked at regarding Connectivism — some directly related, others indirectly-related — were:

Siemens, G.  (2005).  Connectivism: A learning theory for the digital age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Downes, S.  (2005).  An introduction to connective knowledge.  Retrieved from http://www.  downes.  ca/post/33034.  Downes noted that this was published in Hug, Theo (ed.  ) (2007): Media, knowledge & education – exploring new spaces, relations and dynamics in digital media ecologies.  Proceedings of the International Conference held on June 25-26, 2007.  November 27, 2007.

Kop, R.  & Hill, A.  (2008).  Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, v9 n3 p1-13 Oct 2008.

Tracey, R.  (2009). Instructivism, constructivism or connectivism? Training & Development in Australia, December, 2009. p08-09, 2p.  Retrieved from EBSCOhost. ISSN 0310-4664.

Kerr, B.  (2007).  A challenge to connectivism.  Retrieved at http://learningevolves.  wikispaces.  com/kerr.

Sims, R.  (2008).  Rethinking (e)learning: A manifesto for connected generations.  Distance Education Vol.  29, No.  2, August 2008, 153–164.  ISSN 0158-7919 print/ISSN 1475-0198 online.  DOI: 10.  1080/01587910802154954

Lisa Dawley.   (2009).  Social network knowledge construction: emerging virtual world pedagogy.  On the Horizon, 17(2), 109-121.   Retrieved from ProQuest Education Journals.  (Document ID: 1880656431).

Hargadon, S.  (2011).  Ugh.  Classic politics now extends to social networking in education.  Retrieved from http://www.  stevehargadon.  com/2011/03/ugh-classic-politics-now-extends-to.  html.

Cross, J.  (2001).  Crowd-inspired innovation.  Retrieved from http://www.internettime.com/2011/03/crowd-inspired-innovation.

Rogers-Estable, M..  (2009).  Web 2.0 and distance education: Tools and techniques.  Distance Learning, 6(4), 55-60.  Retrieved from ProQuest Education Journals.  (Document ID: 2017059921).

Marrotte-Newman, S..  (2009).  Why virtual schools exist and understanding their culture.  Distance Learning, 6(4), 31-35.  Retrieved from ProQuest Education Journals.  (Document ID: 2017059881).

Hilton, J., Graham, C., Rich, P., & Wiley, D. (2010). Using online technologies to extend a classroom to learners at a distance.  Distance Education, 31(1), 77-92.  Retrieved from ProQuest Education Journals.  (Document ID: 2074810921).

Attwell, G. (2010). Personal learning environments and Vygotsky. Retrieved from http://www.pontydysgu.org/2010/04/personal-learning-environments-and-vygotsky.

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Upside 2 Go — bringing mobile learning to your workforce

On 02/04/2011, in India, learning ecosystem, microlearning, mobile learning, multimedia, tools, training / L&D, vendors, web-based collaboration, by Daniel Christian

Key Features Of Upside2Go

Upside2Go is a solution that will not only help your training department reach out to your mobile workforce easily, but would also enable a mobile-based approach to real-time sharing and collaborating, within and outside a team.

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Upside2Go Key Features

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— from Upside2Go – Changing The Game at Upside Learning blog by Aneesh Bhat

Also see:

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