What the Faltering OPM Market Means for Colleges — from chronicle.com by Phil Hill
Even institutions not involved with the companies should take heed.

Excerpts:

It turns out that the OPM business is a difficult one. And colleges with online programs — whether or not they use OPMs — can take a handful of important lessons away from the recent developments.

Long-term contracts might not be viable. What happens to an online program if the OPM company helping manage the program with complicated contractual terms gets bought or starts operating at a reduced level? That is no longer a theoretical question. Colleges need to become much more sophisticated when they enter into contracts, coming up with real contingency plans and terms that can end partnerships without harming the underlying academic programs.

 

Online Learning Pioneer Acquires Leading Training Provider for the Early Childhood Education Workforce — from prnewswire.com by StraighterLine

Excerpt:

BALTIMORE and WASHINGTON, Sept. 20, 2022 /PRNewswire/ — StraighterLine, a creator of affordable, flexible and career-aligned postsecondary courses, today announced the acquisition of ChildCare Education Institute (CCEI), one of the largest online training providers for early childhood education professionals. The addition of the early childhood education learning platform, which served more than 87,000 teachers and staff across more than 6,200 childcare centers in 2021, reflects StraighterLine’s commitment to expanding access to training that closes persistent talent gaps and creates pathways to economic mobility.

“There is an urgent need for qualified early care and education workers across the nation,” said Maria Taylor, president of CCEI. “This acquisition is about building more lifelong learning opportunities that give passionate individuals flexible pathways to careers. We are excited to join the StraighterLine family and further expand the potential entry points into this meaningful profession.”

 

What’s next for online education? — from educationalist.substack.com by Alexandra Mihai

Excerpt:

An ecosystem not a dichotomy
As you’re hopefully already getting from my thoughts so far, I personally see our options for quality education in the future more like an ecosystem and not a series of mutually exclusive paths. It’s time to discard- or at least question-the “online vs. in person” dichotomy, almost always unfavourable to online education. It’s time to think in a more nuanced way about this. And, yes, you’ve guessed, more nuanced is always more difficult. Seeing the shades of grey requires a critical lens that we don’t need to see black and white.

The extent to which online education will be used in the future does not depend only on people (micro level), it depends on institutions (meso level) and policies (macro level).

The learning ecosystem, in my view:

  • includes various modalities used in a complementary way and as a continuum;
  • serves a multitude of audiences, at different stages of learning, with different aims and degrees of engagement;
  • requires comprehensive and interconnected support structures at institutional level, for students and faculty.
 

The next chapter for Learning on YouTube — from blog.youtube by Jonathan Katzman

Next year, qualified creators can begin offering free or paid Courses to provide in-depth, structured learning experiences for viewers. Viewers who choose to buy a Course can watch the video ad-free and play it in the background.

…to help learners apply what they’ve learned, we’re introducing Quizzes — a new way for creators to help viewers test their knowledge.”

.

 

To Improve Outcomes for Students, We Must Improve Support for Faculty — from campustechnology.com by Dr. David Wiley
The doctoral programs that prepare faculty for their positions often fail to train them on effective teaching practices. We owe it to our students to provide faculty with the professional development they need to help learners realize their full potential.

Excerpts:

Why do we allow so much student potential to go unrealized? Why are well-researched, highly effective teaching practices not used more widely?

The doctoral programs that are supposed to prepare them to become faculty in physics, philosophy, and other disciplines don’t require them to take a single course in effective teaching practices. 

The entire faculty preparation enterprise seems to be caught in a loop, unintentionally but consistently passing on an unawareness that some teaching practices are significantly more effective than others. How do we break this cycle and help students realize their full potential as learners?

From DSC:
First of all, I greatly appreciate the work of Dr. David Wiley. His career has been dedicated to teaching and learning, open educational resources, and more. I also appreciate and agree with what David is saying here — i.e., that professors need to be taught how to teach as well as what we know about how people learn at this point in time. 

For years now, I’ve been (unpleasantly) amazed that we hire and pay our professors primarily for their research capabilities — vs. their teaching competence. At the same time, we continually increase the cost of tuition, books, and other fees. Students have the right to let their feet do the walking. As the alternatives to traditional institutions of higher education increase, I’m quite sure that we’ll see that happen more and more.

While I think that training faculty members about effective teaching practices is highly beneficial, I also think that TEAM-BASED content creation and delivery will deliver the best learning experiences that we can provide. I say this because multiple disciplines and specialists are involved, such as:

  • Subject Matter Experts (i.e., faculty members)
  • Instructional Designers
  • Graphic Designers
  • Web Designers
  • Learning Scientists; Cognitive Learning Researchers
  • Audio/Video Specialists  and Learning Space Designers/Architects
  • CMS/LMS Administrators
  • Programmers
  • Multimedia Artists who are skilled in working with digital audio and digital video
  • Accessibility Specialists
  • Librarians
  • Illustrators and Animators
  • and more

The point here is that one person can’t do it all — especially now that the expectation is that courses should be offered in a hybrid format or in an online-based format. For a solid example of the power of team-based content creation/delivery, see this posting.

One last thought/question here though. Once a professor is teaching, are they open to working with and learning from the Instructional Designers, Learning Scientists, and/or others from the Teaching & Learning Centers that do exist on their campus? Or do they, like many faculty members, think that such people are irrelevant because they aren’t faculty members themselves? Oftentimes, faculty members look to each other and don’t really care what support is offered (unless they need help with some of the technology.)


Also relevant/see:


 

From DSC:
Now you’re talking! A team-based effort to deliver an Associate’s Degree for 1/3 of the price! Plus a job-ready certificate from Google, IBM, or Salesforce. Nice. 

Check these items out!


We started Outlier because we believe that students deserve better. So we worked from the ground up to create the best online college courses in the world, just for curious-minded learners like you.

The brightest instructors, available on-demand. Interactive materials backed by cognitive science. Flexible timing. And that’s just the beginning.

Outlier.org

MasterClass’s Co-Founder Takes on the Community-College Degree — from wsj.com by Lindsay Ellis
A new, online-only education model promises associate degrees via prerecorded lectures from experts at Yale, NASA and other prestigious institutions

Excerpts (emphasis DSC):

One of the founders of the celebrity-fueled, e-learning platform MasterClass is applying the same approach to the humble community-college degree—one based on virtual, highly produced lectures from experts at prestigious institutions around the country.

The two-year degrees—offered in applied computing, liberal studies or business administration—will be issued by Golden Gate University, a nonprofit institution in San Francisco. Golden Gate faculty and staff, not the lecturers, will be the ones to hold office hours, moderate virtual discussions and grade homework, said Outlier, which is announcing the program Wednesday and plans to start courses in the spring.

Golden Gate University and Outlier.org Reinvent Affordable College with Degrees+ — from prnewswire.com

Excerpt:

For less than one-third the price of the national average college tuition, students will earn an associate degree plus a job-ready certificate from Google, IBM, or Salesforce

NEW YORK, Sept. 7, 2022 /PRNewswire/ — Golden Gate University is launching Degrees+, powered by Outlier.org, with three associate degrees that reimagine the two-year degree for a rising generation of students that demand high quality education without the crushing cost. For annual tuition of $4,470 all-inclusive, students will earn a two-year degree that uniquely brings together the best of a college education with a career-relevant industry certificate.

Beginning today, students can apply to be part of the first class, which starts in Spring 2023.

“Imagine if everyone had the option to go to college with top instructors from HarvardYale, Google, and NASA via the highest-quality online classes. By upgrading the two-year degree, we can massively reduce student debt and set students up for success, whether that’s transferring into a four-year degree or going straight into their careers.”

Aaron Rasmussen, CEO and founder of Outlier.org
and co-founder of MasterClass

Outlier.org & Universities Call for Greater Credit Transfer Transparency — from articles.outliner.org

Excerpt:

“Outlier.org is working with leading institutions across the country to build a new kind of on-ramp to higher education,” said Aaron Rasmussen, CEO and Founder of Outlier.org. “By partnering with schools to build bridges from our courses into their degree programs, we can help students reduce the cost of their education and graduate faster.”


From DSC:
All of this reminds me of a vision I put out on my Calvin-based website at the time (To His Glory! was the name of the website.) The vision was originally called “The Forthcoming Walmart of Education” — which I renamed to “EduMart Education.”

By the way…because I’m not crazy about Walmart, I’m not crazy about that name. In today’s terms, it might be better called the new “Amazon.com of Higher Education” or something along those lines. But you get the idea. Lower prices due to new business models.

.


 

What if smart TVs’ new killer app was a next-generation learning-related platform? [Christian]

TV makers are looking beyond streaming to stay relevant — from protocol.com by Janko Roettgers and Nick Statt

A smart TV's main menu listing what's available -- application wise

Excerpts:

The search for TV’s next killer app
TV makers have some reason to celebrate these days: Streaming has officially surpassed cable and broadcast as the most popular form of TV consumption; smart TVs are increasingly replacing external streaming devices; and the makers of these TVs have largely figured out how to turn those one-time purchases into recurring revenue streams, thanks to ad-supported services.

What TV makers need is a new killer app. Consumer electronics companies have for some time toyed with the idea of using TV for all kinds of additional purposes, including gaming, smart home functionality and fitness. Ad-supported video took priority over those use cases over the past few years, but now, TV brands need new ways to differentiate their devices.

Turning the TV into the most useful screen in the house holds a lot of promise for the industry. To truly embrace this trend, TV makers might have to take some bold bets and be willing to push the envelope on what’s possible in the living room.

 


From DSC:
What if smart TVs’ new killer app was a next-generation learning-related platform? Could smart TVs deliver more blended/hybrid learning? Hyflex-based learning?
.

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

.

Or what if smart TVs had to do with delivering telehealth-based apps? Or telelegal/virtual courts-based apps?


 

Per Adobe today (emphasis DSC):

And we’re live! Starting 9:30am pst on Adobe Live’s YouTube Channel

After years of partnering with the Creative Cloud YouTube channel to bring our community inspiration and advice, Adobe Live will be streaming to our own YouTube channel (+Behance!) starting 9/6! This gives the Adobe Live team an exciting opportunity to connect closely with YOU, our community, through tailored content, YouTube’s community tab and, of course, LIVE streams.

Make sure to subscribe to the Adobe Live channel NOW!
.

Adobe Live is now on YouTube -- as of 9-6-22

 

EdTech Giant Unacademy Launches 50 New Channels On YouTube To Democratise Online Education — from edtechreview.in by Shalini Pathak

Excerpt:

Unacademy, an Indian EdTech unicorn and one of the leading online learning platform, has recently launched 50 new education channels on Google-owned YouTube. The channels significantly help in increasing accessibility for millions of learners across academic and non-academic categories.

Few of these 50 channels are built on the existing content categories as offered by Unacademy. They mark Unacademy’s foray into newer terrains such as ‘Tick Tock Tax’- to simplify the direct and indirect tax concepts, and Life After IIT – a platform to crack JEE and discuss success stories of top rankers.

 

ABA cleans up accreditation rules surrounding distance education for law schools — from highereddive.com by Lilah Burke

Dive Brief (emphasis DSC):

  • Recent amendments to American Bar Association accreditation standards addressed definitions of distance education, but Leo Martinez, immediate past chair of the ABA Council for the Section of Legal Education and Admissions to the Bar, says the resolution won’t change much for law schools without waivers allowing them to conduct extra distance education.
  • The changes, made at the ABA’s annual meeting in August, were meant to clarify language in accreditation standards.
  • The ABA, which serves as the accreditor for 199 law schools and programs, requires waivers for institutions that want to offer more than one-third of J.D. program credits online. But it remains interested in reviewing distance education.

From DSC:
For an industry in the 21st century whose main accreditation/governance body for law schools still won’t let more online learning occur without waivers…

…how can our nation expect future lawyers and law firms to be effective in an increasingly tech-enabled world?

Here’s the pace of change in the world today:

The exponential pace of change is like warp speed for the U.S.S. Enterprise (Star Trek) or the hyperdrive on the Millennium Falcon (Star Wars).

Yet here’s the pace that the American Bar Association (@ABAesq) has been taking — and continues to take — at least in the area of supporting online-based learning as well as in developing sandboxes/new methods of improving access to justice (#A2J):

.

It’s high time the ABA did their research re: online-based learning and majorly picked up their pace. Undergraduate online-based education started back in the late 1990’s for crying out loud! (And the number of students taking one or more of their courses completely online has been increasing ever since that time.)

Plus, many law school students are adults who have jobs as well as families. They often don’t have the time nor the money to travel to campuses in order to take part in something that they could have easily accomplished online.

It’s also appropriate to recognize here that the current learning ecosystems out there continue to move more towards hybrid/blended learning models as well as a hyflex model. 

The ABA is not serving law school students nor our citizenry well at all in this regard.

 

Top Tools for Learning 2022 [Jane Hart]

Top Tools for Learning 2022

 

Top tools for learning 2022 — from toptools4learning.com by Jane Hart

Excerpt:

In fact, it has become clear that whilst 2021 was the year of experimentation – with an explosion of tools being used as people tried out new things, 2022 has been the year of consolidation – with people reverting to their trusty old favourites. In fact, many of the tools that were knocked off their perches in 2021, have now recovered their lost ground this year.


Also somewhat relevant/see:


 

The State of the Digital Divide in the United States — from pcrd.purdue.edu by Roberto Gallardo

Introduction

The COVID-19 pandemic shed a bright light on an issue that has been around for decades: the digital divide. As parents, children, and workers scrambled to learn, socialize, and work from home, adequate internet connectivity became critical. This analysis takes a detailed look at the digital divide as it was in 2020 (latest year available), who it affected, and its socioeconomic implications by using an innovative metric called the digital divide index. It should also increase awareness on this issue as communities and residents prepare to take advantage of a once-in-a-lifetime investment in both broadband infrastructure and digital equity, components of the Infrastructure Investment and Jobs Act.

Data for this analysis came primarily from the U.S. Census Bureau 5-year American Community Survey. Additional sources include but are not limited to the Bureau of Economic Analysis, Lightcast (formerly known as Economic Modeling Specialists, Inc. or EMSI) and Venture Forward by GoDaddy. The unit of analysis was U.S. counties for which DDI scores were calculated 1 .

 

Future of Higher Education: Fully Shift to Hybrid Model by 2025 — from fierceeducation.com by Susan Fourtané, with thanks to Ray Schroeder for this resource out on LinkedIn

Excerpt:

The full shift to a blended teaching and learning model for higher education will become effective by 2025, according to a new report.

The pandemic acted as a catalyst to change the higher education landscape accelerating online learning adoption. Chief Online Officers (COOs) who took part in the CHLOE 7: Tracking Online Learning from Mainstream Acceptance to Universal Adoption, The Changing Landscape of Online Education report indicated that student interest in online learning has increased substantially in the past two years. The majority of COOs predict that is a trend that will continue to grow in the next several years.

 

What a New Strategy at 2U Means for the Future of Online Higher Education — from edsurge.com by Phil Hill

Excerpt:

The acceleration is that 2U is going all in on the education platform strategy that started with the company’s acquisition of edX last year. The idea at the time was to rely on a flywheel effect, where edX can upsell to its tens of millions of registered learners taking free or low-cost online courses known as MOOCs, thus driving down the marketing costs required for the OPM business, while offering a spectrum of options—from free MOOCs to stackable certificates, to bootcamps and short courses, all the way to full degrees. The flywheel aspect is that the more the strategy succeeds, the more revenue is made by institutional partners and by the company, leading to more free courses and registered learners. It’s a self-reinforcing strategy that is the same one followed by Coursera.
.

 

2022 CHLOE 7 Report (Changing Landscape of Online Education) — from qualitymatters.org

The seventh installment of the Changing Landscape of Online Education (CHLOE) report, produced by Quality MattersTM and Eduventures®, offers an overview of the current state of online learning in higher education as well as insights into its future development.

The seventh installment of the Changing Landscape of Online Education (CHLOE) report, produced by Quality MattersTM and Eduventures®, offers an overview of the current state of online learning in higher education as well as insights into its future development. The report was compiled by surveying chief online officers (COOs) at two- and four-year colleges and universities — the professionals best situated to assess the current state of this ever-developing field.

Also relevant/see:

Online Education Is Booming, but Colleges Risk Lapses in Quality, Report Says — from chronicle.com by Taylor Swaak

Excerpt:

A survey of more than 300 officials at American colleges shows many are planning for long-term growth in online education, but few are consistently evaluating the quality of their mushrooming course lists.

According to a newly released report on the survey’s findings — by the nonprofit group Quality Matters and Encoura’s Eduventures, a higher-education-market research firm — more than 90 percent of the “chief online officers” surveyed said they expect the typical traditional-age undergraduates on their campus would be taking courses in some kind of hybrid format by 2025. That’s a stark departure from just three years ago, before the pandemic, when 20 percent of such undergrads took hybrid courses.

Is Higher Ed Really Ready to Embrace Hybrid Learning? — from edsurge.com by Rebecca Koenig
New study shows colleges may need to hire more digital experts and better prepare students to learn online.

Excerpt:

The future of higher education will bring more hybrid learning models—but colleges may not yet have the staff and systems they need to scale up high-quality programs that blend in-person and online experiences.

So believe chief online officers at U.S. colleges, according to a new survey of more than 300 such leaders published today by Quality Matters and Encoura Eduventures Research. It’s the seventh edition of the Changing Landscape of Online Education (CHLOE) report.

 

The Metaverse Is Not a Place — from oreilly.com by Tim O’Reilly
It’s a communications medium.

Excerpt:

Foundations of the metaverse
You can continue this exercise by thinking about the metaverse as the combination of multiple technology trend vectors progressing at different speeds and coming from different directions, and pushing the overall vector forward (or backward) accordingly. No new technology is the product of a single vector.

So rather than settling on just “the metaverse is a communications medium,” think about the various technology vectors besides real-time communications that are coming together in the current moment. What news from the future might we be looking for?

  • Virtual Reality/Augmented Reality
  • Social media
  • Gaming
  • AI
  • Cryptocurrencies and “Web3”
  • Identity

#metaverse #AI #communications #gaming #socialmedia #cryptocurrencies #Web3 #identity #bots #XR #VR #emergingtechnologies

 
© 2022 | Daniel Christian