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!
Also see:
From DSC:
If this isn’t mind-blowing, I don’t know what is! Some serious morphing lies ahead of us!
Per this week’s Lecture Breakers Weekly! from Dr. Barbi Honeycutt:
Break up your online lectures with the Watch Party! Here’s how you can do it:
Instead of presenting during the synchronous class time, you can now focus completely on managing the chat, prompting discussion, and responding to students’ questions and ideas in real-time. And be sure to record and save the chat for students who couldn’t attend the live session or want to review it later.
From DSC:
This is one of the kind of things that I envisioned with Learning from the living class[room] — a next-generation, global learning platform.
Learners could be watching a presentation/presenter, but communicating in real-time with other learners. Perhaps it will be a tvOS-based app or something similar. But TV as we know it is changing, right? It continues to become more interactive and on-demand all the time. Add videoconferencing apps like Zoom, Cisco Webex Meetings, Blackboard Collaborate, Microsoft Teams, Adobe Connect and others, and you have real-time, continuous, lifelong, relevant/timely, affordable, accessible, up-to-date learning.
Also, you have TEAM-BASED learning.
Top 200 Tools for Learning — from toptools4learning.com by Jane Hart
Excerpt:
The Top Tools for Learning 2020 was compiled by Jane Hart from the results of the 14th Annual Learning Tools Survey, and released on 1 September 2020. For general information about the survey and this website, visit the About page. For observations and infographics of this year’s list, see Analysis 2020.
From DSC:
A few years ago, I had hoped that Apple was going to go all-in with their tvOS platform.
SAN FRANCISCO, CA – SEPTEMBER 9: Apple CEO Tim Cook introduces the New Apple TV during a Special Event; 9/9/15.
Though it’s still early in the game, that really hasn’t happened to the extent that I had hoped. That said, more recently, I was encouraged to see this article from back in July:
Let’s ask the employees of PBS, ABC, CBS, NBC, Fox, and other networks if they would be willing to work with the U.S. Department of Education to help educate ALL students! Though educational TV is not new, I’m talking about taking things to a *whole* new level.
With that in mind, I created the following graphic:
(One might ask why I used an old television in the above graphic. I was trying to get at the idea that one might not have a lot of resources to work with.)
From DSC:
As I’ve been listening to some sermons on my iPhone, I end up taking visual snapshots of the times that they emphasize something. Here are some examples:
Which got me to thinking…while tools like Panopto* give us something along these lines, they don’t present to the student what the KEY POINTS were in any given class session.
So professors — in addition to teachers, trainers, pastors, presenters, etc. — should be able to quickly and easily instruct the software to create a visual table of contents of key points based upon which items the professor favorited or assigned a time signature to. I’m talking about a ONE keystroke or ONE click of the mouse type of thing to instruct the software to take a visual snapshot of that point in time (AI could even be used to grab the closest image without someone’s eyes shut). At the end of the class, there are then just a handful of key points that were made, with links to those time signatures.
At the end of a course, a student could easily review the KEY POINTS that were made throughout the last ___ weeks.
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But this concept falls apart if there are too many things to remember. So when a professor presents the KEY POINTs to any given class, they must CURATE the content. (And by the way, that’s exactly why pastors normally focus on only 3-4 key points…otherwise, it gets too hard to walk away with what the sermon was about.)
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One could even build upon the table of contents. For example…for any given class within a law school’s offerings, the professor (or another team member at the instructions of the professor) could insert links to:
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And maybe even:
At the end of the day, if your communication isn’t in a digital format, there is no playback available. What’s said is said…and gone.
* The functionality discussed here would take a day’s worth of work for a developer at Panopto (i.e., give a presenter a way to favorite existing TOC items and/or to assign a time signature to slots of time in a recording) — but it would save people and students sooooo much time. Such functionality would help us stay up-to-date — at least at a basic level of understanding — on a variety of topics.
Are universities going the way of CDs and cable TV? — from theatlantic.com by Michael Smith; with thanks to Homa Tavangar & Will Richardson for this resource
Like the entertainment industry, colleges will need to embrace digital services in order to survive.
Excerpts:
We all know how that worked out: From 1999 to 2009, the music industry lost 50 percent of its sales. From 2014 to 2019, roughly 16 million American households canceled their cable subscriptions.
Similar dynamics are at play in higher education today. Universities have long been remarkably stable institutions—so stable that in 2001, by one account, they comprised an astonishing 70 of the 85 institutions in the West that have endured in recognizable form since the 1520s.
That stability has again bred overconfidence, overpricing, and an overreliance on business models tailored to a physical world. Like those entertainment executives, many of us in higher education dismiss the threats that digital technologies pose to the way we work.
Information technology transforms industries by making scarce resources plentiful, forcing customers to rethink the value of established products.
From DSC:
I can’t help but hear Clayton Christenson’s voice in the following quote:
An analogous situation prevails in higher education, where access to classroom seats, faculty experts, and university diplomas have been scarce for half a millennium. When massively open online courses first appeared, making free classes available to anyone with internet access, universities reflexively dismissed the threat. At the time, MOOCs were amateuristic, low-quality, and far removed from our degree-granting programs. But over the past 10 years, the technology has improved greatly.
