Bartlett School of Architecture spotlights 10 standout student projects — from dezeen.com by Lizzie Crook
On 07/21/2020,
in adjunct faculty, attention, collaboration, colleges, communications, community colleges, Daniel S. Christian, distance education, education technology, engagement / engaging students, higher education, ideas, innovation, instructional design, IT in HE, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, metacognition / metacognitive skills, online learning, pedagogy, platforms, presentations, productivity / tips and tricks, professional development, remote teaching and learning, student-related, teachers, teaching & learning, teaching online, telepresence, tools, universities, user experience (UX), vendors, videoconferencing,
by Daniel Christian
Pedagogical considerations for instructional videoconferencing sessions — from onlinelearningconsortium.org by Amanda Major
Excerpt:
Presented here are recommendations and strategies to support educators.
We hope you find these pedagogical considerations for faculty holding a synchronous class session via a video conferencing tool as timely, practical, and rewarding. The intent is to allay your anxieties about offering quality instruction to your students; thereby, helping you to adapt quickly to this new situation.
The ending points of your content delivery should make a lasting impression. Try these ideas:
-
- Wrap-up your session with a Parking Lot designed as a quadrant (see below), use a shared document and include the following quadrant headings/questions so students can respond in real time:
Also see the idea of a learning journal here.
On 07/17/2020,
in attention, collaboration, corporate / business world, corporate universities / corporate training, engagement / engaging students, motivation, parents/guardians, participation, platforms, presentations, productivity / tips and tricks, telepresence, tools, training / L&D, United States, web-based collaboration, workplace,
by Daniel Christian
Tips for managing remote culture fatigue — from trainingmag.com by Jo Deal, Chief Human Resources Officer, LogMeIn
Making sure employees know which virtual meetings/social gatherings are mandatory, giving them the freedom to prioritize other tasks, and learning from those who already have experience working remotely are all important lessons for finding the right cultural fit.
Excerpts:
1. Be clear about what is and isn’t mandatory.
2. Reinforce a healthy work/life balance.
3. Overhaul your meetings.
4. Learn from remote employees with experience.
On 07/16/2020,
in 21st century, A/V -- audio/visual, analytics, Artificial Intelligence/Agents/LLMs/and Related, cloud-based computing / apps / other cloud-related, collaboration, communications, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital video, distance education, education technology, emerging technologies, engagement / engaging students, experimentation, Google, higher education, human-computer interaction (HCI), ideas, innovation, interactivity, IT in HE, K-12 related, law schools, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, multimedia, online learning, platforms, presentations, productivity / tips and tricks, remote teaching and learning, streams of content, student-related, teaching online, technologies for your home, tools, United States, universities, usability, user experience (UX), user interface design, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, visualizing information, web-based collaboration, webinars,
by Daniel Christian
DC: Individuals or teams can use this tool that works on top of Zoom (i.e., doesn’t require the network effect to make a diff). How might such functionality impact online-based learning?#onlinelearning#inclusion#videoconferencing https://t.co/b2IFvHpsVO
— Daniel Christian (@dchristian5) July 15, 2020
“Existing meeting interfaces had been designed with a singular goal, to simply enable virtual conversations. How could we build a meeting interface from the ground-up that intentionally facilitates engaging, productive, and inclusive conversations?”
On 07/13/2020,
in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, Artificial Intelligence/Agents/LLMs/and Related, business, cloud-based computing / apps / other cloud-related, collaboration, corporate / business world, corporate universities / corporate training, digital audio, digital learning, digital video, distance education, education technology, emerging technologies, higher education, homeschooling/homeschoolers, ideas, innovation, intelligent systems, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, learning theories, Microsoft, online learning, platforms, presentations, productivity / tips and tricks, teaching & learning, teaching online, technologies for your home, telecommunications, tools, United States, universities, using teams, vendors, videoconferencing,
by Daniel Christian
Microsoft Teams Rolls Out Virtual Rooms to Fight ‘Meeting Fatigue’ — from cheddar.com by Taylor Craig
From DSC:
Again, the longer the Coronavirus hangs around and we are learning and meeting like this, the more innovations like these will occur.
Addendums on 7/14/20:
Microsoft’s Together mode can help address executives’ concerns over remote work productivity — from businessinsider.com by Hirsh Chitkara
Excerpt:
Together mode offers an alternative to “grid view,” in which video call participants are displayed on-screen — instead, through AI segmentation, participants are placed in a single virtual environment such as an auditorium or coffee bar, creating the illusion that they are in the same space.
The future of work—the good, the challenging & the unknown — from microsofot.com by Jared Spataro
Excerpt:
Together mode is a new option in the Teams meeting experience that uses AI segmentation technology to digitally place participants in a shared background. The view makes it feel like you’re sitting in the same room, which reduces background distractions, makes it easier to pick up on non-verbal cues, and makes back and forth conversation feel more natural.
On 07/11/2020,
in 21st century, 24x7x365 access, A/V -- audio/visual, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, blended learning, cloud-based computing / apps / other cloud-related, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, distance education, education, education technology, elearning, emerging technologies, faculty/staff, flipping -- inverted learning, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, memory, metacognition / metacognitive skills, microlearning, multimedia, online learning, online media, online tutoring, platforms, presentations, productivity / tips and tricks, remote teaching and learning, teachers, teaching & learning, teaching online, tools, training / L&D, universities, usability, user experience (UX), vendors, videoconferencing, virtual K-12 schools, vision/possibilities, webinars, workplace,
by Daniel Christian
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.
****
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.)
****
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:
- Relevant chapters or sections of a chapter in the textbook
- Journal articles
- Cases
- Rules of law
- Courts’ decisions
- Other
****
And maybe even:
- That’s the kind of “textbook” — or learning modules — that we’ll move towards creating in the first place.
. - That’s the form of learning we’ll see more of when we present streams of up-to-date content to folks using a next-generation learning platform.
. - Future webinars could piggyback off of this concept as well. Dive as deep as you want to into something…or just take away the main points (i.e., the Cliff notes/summaries) of a presentation.
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.
On 07/08/2020,
in attention, colleges, community colleges, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital video, distance education, education technology, engagement / engaging students, higher education, innovation, law schools, Learning Experience Design, Learning from the Living [Class] Room, online learning, platforms, play, presentations, tools, training / L&D, universities, usability, user experience (UX), user interface design, vendors, videoconferencing, web-based collaboration,
by Daniel Christian
We’re all sick of Zoom. This new app gives it a Weekend Update-style makeover — from fastcompany.com by Lilly Smith
More SNL. Less wondering if you’re screensharing properly.
From DSC:
If the #Coronavirus situation continues, this is the type of R&D / innovation that I think we’ll see more of — especially as it relates to online-based learning.
On 05/27/2020,
in Adobe, Amazon, Apple, business, communities of practice, corporate / business world, digital learning, distance education, ideas, internet, IT in HE, learning ecosystem, Learning from the Living [Class] Room, new business models, online media, participation, platforms, presentations, technology (general), United States, vendors, Virtual Reality (VR) / worlds / learning, web-based collaboration, webinars,
by Daniel Christian
Tech conferences are going virtual, and it feels like Netflix content on demand — from .marketwatch.com by Jon Swartz
Excerpt:
Such is the new world of tech conferences in the age of COVID-19. They’ve gone all-digital, like Build and GTC Digital, and may never be the same. Absent a vaccine, the days of thousands of people herded into hotel ballrooms and convention centers like cattle, sharing cabs and eating in cramped quarters, are gone.
Far from crippling the tech industry, however, virtual shows could lead to democratization of what had once been an exclusive, pricey privilege for tech movers and shakers. In the new climate, consumers have free access to valuable technical content whenever they wish to view it.
“Last year, I paid several thousand dollars to attend, and if I was late for a session, I couldn’t rewind it. This year, I could.”
On 05/12/2020,
in Adobe, Augmented Reality (AR), cloud-based computing / apps / other cloud-related, creativity, design, digital learning, digital photography, digital storytelling, digital video, education technology, educational games / serious games, emerging technologies, graphics, human-computer interaction (HCI), ideas, innovation, instructional design, interface design, multimedia, photography, platforms, presentations, productivity / tips and tricks, tools, training / L&D, web design and production, XR - extended reality,
by Daniel Christian
This magical interface will let you copy and paste the real world into your computer — from fastcompany.com by Mark Wilson
Wowza.
Excerpt:
But a new smartphone and desktop app coming from Cyril Diagne, an artist-in-residence at Google, greatly simplifies the process. Called AR Copy Paste, it can literally take a photo of a plant, mug, person, newspaper—whatever—on your phone, then, through a magical bit of UX, drop that object right onto your canvas in Photoshop on your main computer.
…
“It’s not so hard to open the scope of its potential applications. First of all, it’s not limited to objects, and it works equally well with printed materials like books, old photo albums, and brochures,” says Diagne. “Likewise, the principle is not limited to Photoshop but can be applied to any image, document, or video-editing software.”
4/10 – Cut & paste your surroundings to Photoshop
Code: https://t.co/cVddH3u3ik
Book: @HOLOmagazine
Garment: SS17 by @thekarentopacio
Type: Sainte Colombe by @MinetYoann @ProductionType
Technical Insights: ?#ML #AR #AI #AIUX #Adobe #Photoshop pic.twitter.com/LkTBe0t0rF— Cyril Diagne (@cyrildiagne) May 3, 2020
On 04/29/2020,
in Artificial Intelligence/Agents/LLMs/and Related, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital video, distance education, education, education technology, elearning, emerging technologies, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, languages and translation, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, Legal operations, legal technologies, MOOCs -- Massive Open Online Courses, online learning, online media, online tutoring, platforms, presentations, productivity / tips and tricks, professional development, smart classrooms, technologies for your home, technology (general), telelegal, telemedicine / telehealth / virtual health, telepresence, tools, TVs,
by Daniel Christian
Per Jeremy Caplan: “Try this easy, free transcription tool.
Transcribe Zoom calls, interviews or meetings. Or just dictate.”https://t.co/Y3nZ1s7WTm#videoconferencing #transcription #productivity #recording— Daniel Christian (@dchristian5) April 29, 2020
With thanks to my sister, Sue Ellen Christian, for forwarding me Jeremy Caplan’s site/newsletter.
Also see:
- Otter.ai Selected for AI-Powered Zoom Live Transcriptions — from prweb.com
…and this one as well:
From DSC:
On 04/21/2020,
in 21st century, Access to Justice (A2J), career development, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, communities of practice, competency-based learning/education, corporate / business world, Cost of legal services - including access, experimentation, law schools, leadership, Legal operations, legal reform, legal technologies, legislatures / government / legal, new business models, online learning, podcasting, political science, presentations, productivity / tips and tricks, professional development, society, technology (general), telelegal, tools, vision/possibilities,
by Daniel Christian
Jennifer Leonard, Jordan Long, and Cat Moon
Part I — 4/10/20
This episode is the first of two episodes that discuss the future of the profession in the wake of the COVID19 crisis. Guests Jordan Furlong and Cat Moon discuss:
- How COVID 19 exposes the access to justice crisis the profession has created
- Why the crisis offers the opportunity to leverage technology in new ways
- Why the structures and systems that have defined the profession have been so durable
- Whether lawyers view the crisis as a blip or a transformation
- How leaders can pivot toward innovation
From DSC:
At several points in the conversation, when Cat and Jordan were both referring to the importance of experimentation within the legal realm, I was reminded of this graphic that I did back in 2013:
I was reminded of it as well because Jennifer Leonard rightly (in my perspective), brought in higher education into the discussion at several points. There are some similarities — especially concerning power and privilege. Well, it’s now true in the legal realm as well (and probably has been true for a while…I’m just behind).
Experimentation. Experimentation. Experimentation. <– so key in the legal realm right now!
Other notes I took:
- Triage: Need to deal with essentials to keep afloat. Yourself, staff, clients, cash flow. Put out the fire.
- Reconstruction: In parallel, create “field hospitals.” Recession is going to have massive impacts on old systems. Need new systems. Start building institutions that work. Build as many of these as you can. Experiments. House isn’t going to be inhabitable after the fire. Need a new shelter — maybe start w/ a tent, then a cabin, then a house. Build on something small. Start building what’s going to replace the old systems.
- Power and privilege imbalance is why people haven’t been able to change things. “I can make you do something for me. You come here so I can dispense justice to you.” But not just judges…throughout the system.
- Public legal awareness and legal education. In high schools, universities, colleges, churches, mosques, synagogues, etc.
- Higher ed and legal services? Anything we can learn from each other?
- Systems created by people who rule the systems. Power imbalance exists in higher ed, but hubris is completely indefensible within the legal realm. Need much better access to legal information and legal understanding.
- OS on the Mac. Don’t have another OS for legal system to move to. We need to redesign our legal OS to serve more people.
- Law is society’s OS. Law is DOS-based…need Windows or Mac type of leap.
- Self protectionism. Hubris. Power imbalance. Power hungry.
- Yet many who enter legal profession come in wanting to make the world a better place. Why the move away from these ideals? Need more focus on developing professional identity. Structure, framework for how to be a lawyer. Students become more cynical as time goes by. Also, there’s “ladder pulling.” Pay your dues. Get hazed. I had to do it…now you have to do it. Bar Exam good example of this. Confirmation bias. It’s the way we’ve always done it.
Today, the following things ARE happening — so it CAN be done! The people in charge just didn’ want to do these things.
- lawyers working from home
- e-filing of documents to courts
- video hearings in court
- faster, cheaper, more convenient
Jennifer Leonard, Jordan Long, and Cat Moon
Part II – 4/14/20
On this second part of a two-part series, Professor Cat Moon and Jordan Furlong discuss COVID 19’s impact on legal education and law firms. The conversation explores:
- The “knock out effect” the crisis has on the various parts of the lawyer formation system
- Who might take ownership of coordinating the new landscape of lawyer accreditation
- The opportunities lifelong learning creates for law schools to be involved in the ongoing development of legal professionals
- How human-centered design and project-based learning offer ways to integrate the three sides of the Delta model of lawyer competency
- How small and solo law firms might be impacted by the crisis
Notes I took:
- The knock-out effect.
- How can we coordinate amongst the players in the system? Will be hard, because of the existing fiefdoms. Power and authority move back up the chain to those who did the delegating in the first place. If the power has been delegated to you, you are at a disadvantage. Jordan sees an assertion of authority from a central entity — legislatures most likely; possibly courts.
- This moment offers us an opportunity to experiment and to redesign our systems. Can find new ways to fulfill missions.
- Have no choice but to embrace the ambiguity of the moment.
- Triage, then try to build something better than what we had before.
- We have to build something different. “And look, the sky’s not falling!” Think big. Act boldly in these experiments. Expand what we think is possible.
- The repercussions of the Coronavirus will be with us for much longer than many think it will
- Legal principles/concepts/rules. Areas of practice. Professional formation (ethics, integrity, operational aspects, & more). Know the law, but also WHY we have the law and lawyers.
- Can learn “black letter law” asynchronously and via videoconferencing.
- Need to expand curriculum: Project/time management, customer service, financial and tech literacy
- Delta Model — a framework for developing lawyer competencies; starts in law schools; what are the skills and competencies; the foundation is the practice of law; research, issue spotting, PM, data analysis, understanding business; understanding people; wholistic approach. A lifelong journey of growth.
- Law schools — 3 years, then done. Not a productive way to do things. We need to keep people on top of their game throughout a career. Is legal education a place or a system/process that you enter and re-enter again and again throughout one’s career? Wouldn’t it be great if I could access ___ modules along the way?
- How are we going to create/design highly engaging online-based learning experiences? #1 on Cat’s priority list now. Got moved up the priority list.
- There are pros and cons for both F2F and online-based learning. Humanizing impact when your professors are teaching from their homes.
- Reframing legal education just as we are reframing courts as a service, not a place.
- Blended approach can be very effective/powerful.
- Need to collect data on what’s working and what’s not working.
- Fundamental business model of corporate side is likely at the end of its course; law firms will need a new model for generating profit. For smaller firms, prospects are more dire as their clients are going through major negative changes. Potential unsustainability of many practices.
- How can we provide different models that expand access to justice? That help develop happier and healthier lawyers?
- Per legalproblemsolving.org, human-centered design is:
- …a fluid framework for discovering problems, ideating solutions, and iterating to continuously improve solutions. HCD provides a methodology for considering both legal service delivery challenges, as well as clients’ legal problems. The HCD method also serves as a tool individual law students can use to craft a rewarding, successful legal career.
On 04/21/2020,
in corporate / business world, corporate universities / corporate training, online learning, pedagogy, platforms, presentations, productivity / tips and tricks, remote teaching and learning, teaching & learning, teaching online, telepresence, tools, training / L&D, usability, user experience (UX), vendors, videoconferencing, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, workplace,
by Daniel Christian
Virtual classroom engagement tactics for COVID-19 pandemic — from learningsolutionsmag.com by Bill Brandon
Excerpts:
In the two previous articles in this series (see “ICYMI” at the end of this article), I listed 10 resources for virtual classroom design and delivery, published in the past in Learning Solutions. In this article, I wrap up the series with an additional five that are more tactical in nature.
…
Tips for great delivery in the virtual classroom
Five Essential Skills for Virtual Classroom Facilitators: Cindy Huggett discusses “five key competencies” for virtual classroom delivery that she has identified in her research and through experience. Mastering these skills is essential to facilitating live virtual classroom sessions that are engaging, polished, and professional. Karen Hyder gives tips for “owning your message” through practice and preparation that will ensure authentic delivery.
On 04/01/2020,
in adult learning, change, cloud-based computing / apps / other cloud-related, corporate / business world, corporate universities / corporate training, health, learning, learning ecosystem, Learning from the Living [Class] Room, online learning, platforms, presentations, professional development, remote teaching and learning, training / L&D, vendors, videoconferencing, web-based collaboration,
by Daniel Christian
COVID-19 and L&D Response: Moving to the Virtual Classroom — from learningsolutionsmag.com by Bill Brandon
Excerpt:
The eLearning Guild and Learning Solutions have a lot of archived material that will be useful as you plan and execute for change. This article is the first of three, plus a coming eBook, that will focus on making that transition.
How to Deliver Learning in Virtual Classrooms During Pandemic — from learningsolutionsmag.com by Bill Brandon
Excerpt:
In the first article of this series, “COVID-19 and L&D Response: Moving to the Virtual Classroom” (March 20, 2020), I asked: How is it possible to meet workers where they are and support them effectively there during a pandemic? We are challenged today by having to design formal training for delivery in settings where workers are dispersed and where gatherings of people for training are not practical or permitted. In this article, here are five more resources that offer detailed help for virtual delivery.
Expert’s Guide to Presenting Solo in a Virtual Classroom — from from learningsolutionsmag.com by Pamela Hogle
Excerpt:
Sometimes there’s no way around it; you’re presenting solo in a virtual classroom session. While presenting without a facilitator is challenging, it’s also common. But, with adequate planning and preparation, your polished presentation will convince learners that you’ve got an army of facilitators at your beck and call. Guild Master Karen Hyder, a certified technical trainer (CTT+) and online event producer, offers tips and advice that can help make that solo virtual classroom session proceed smoothly.
On 03/10/2020,
in A/V -- audio/visual, active learning, adjunct faculty, adult learning, attention, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, design, digital audio, digital learning, digital storytelling, digital video, education, elearning, engagement / engaging students, face-to-face, faculty/staff, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, learning theories, multimedia, online learning, pedagogy, presentations, productivity / tips and tricks, student-related, teachers, teaching & learning, teaching online, training / L&D, United States, universities, user experience (UX),
by Daniel Christian
From DSC:
For those of you who teach and/or give presentations, you might be interested in a new video that I put together regarding cognitive load. It addresses at least two main questions:
- What is cognitive load?
and - Why should I care about it?
How do I put it into practice?
- Simplify the explanations of what you’re presenting as much as possible and break down complex tasks into smaller parts
- Don’t place a large amount of text on a slide and then talk about it at the same time — doing so requires much more processing than most people can deal with.
- Consider creating two versions of your PowerPoint files:
- A text-light version that can be used for presenting that content to students
- A text-heavy version — which can be posted to your LMS for the learners to go through at their own pace — and without trying to process so much information (voice and text, for example) at one time.
- Design-wise:
- Don’t use decorative graphics — everything on a slide should be there for a reason
- Don’t use too many fonts or colors — this can be distracting
- Don’t use background music when you are trying to explain something