skills

Introducing: ChatGPT Edu-Mega-Prompts [Hardman] + several other items re: AI

On 02/06/2023, in adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, assessment, bots, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital audio, education, education technology, emerging technologies, faculty/staff, higher education, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, journalism, K-12 related, languages and translation, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, learning theories, liberal arts, memory, Natural Language Processing (NLP), open courseware and systems, pedagogy, productivity / tips and tricks, psychology, skills, streams of content, teachers, teaching & learning, tools, training / L&D, vision/possibilities, voice recognition / voice enabled interfaces, by Daniel Christian

Introducing: ChatGPT Edu-Mega-Prompts — from drphilippahardman.substack.com by Dr. Philippa Hardman; with thanks to Ray Schroeder out on LinkedIn for this resource
How to combine the power of AI + learning science to improve your efficiency & effectiveness as an educator

From DSC:
Before relaying some excerpts, I want to say that I get the gist of what Dr. Hardman is saying re: quizzes. But I’m surprised to hear she had so many pedagogical concerns with quizzes. I, too, would like to see quizzes used as an instrument of learning and to practice recall — and not just for assessment. But I would give quizzes a higher thumbs up than what she did. I think she was also trying to say that quizzes don’t always identify misconceptions or inaccurate foundational information.

Excerpts:

The Bad News: Most AI technologies that have been built specifically for educators in the last few years and months imitate and threaten to spread the use of broken instructional practices (i.e. content + quiz).

The Good News: Armed with prompts which are carefully crafted to ask the right thing in the right way, educators can use AI like GPT3 to improve the effectiveness of their instructional practices.

As is always the case, ChatGPT is your assistant. If you’re not happy with the result, you can edit and refine it using your expertise, either alone or through further conversation with ChatGPT.

For example, once the first response is generated, you can ask ChatGPT to make the activity more or less complex, to change the scenario and/or suggest more or different resources – the options are endless.

Philippa recommended checking out Rob Lennon’s streams of content. Here’s an example from his Twitter account:

Everyone’s using ChatGPT.

But almost everyone’s STUCK in beginner mode.

10 techniques to get massively ahead with AI:

(cut-and-paste these prompts?)

— Rob Lennon ? | Audience Growth (@thatroblennon) January 3, 2023

Also relevant/see:

3 Trends That May Unlock AI’s Potential for L&D in 2023 — from learningguild.com by Juan Naranjo

Excerpts:

AI-assisted design and development work
This is the trend most likely to have a dramatic evolution this year.
…
Solutions like large language models, speech generators, content generators, image generators, translation tools, transcription tools, and video generators, among many others, will transform the way IDs create the learning experiences our organizations use. Two examples are:

1. IDs will be doing more curation and less creation:

Many IDs will start pulling raw material from content generators (built using natural language processing platforms like Open AI’s GPT-3, Microsoft’s LUIS, IBM’s Watson, Google’s BERT, etc.) to obtain ideas and drafts that they can then clean up and add to the assets they are assembling. As technology advances, the output from these platforms will be more suitable to become final drafts, and the curation and clean-up tasks will be faster and easier.
Then, the designer can leverage a solution like DALL-E 2 (or a product developed based on it) to obtain visuals that can (or not) be modified with programs like Illustrator or Photoshop (see image below for Dall-E’s “Cubist interpretation of AI and brain science.”

2. IDs will spend less, and in some cases no time at all, creating learning pathways

AI engines contained in LXPs and other platforms will select the right courses for employees and guide these learners from their current level of knowledge and skill to their goal state with substantially less human intervention.

The Creator of ChatGPT Thinks AI Should Be Regulated — from time.com by John Simons

Excerpts:

Somehow, Mira Murati can forthrightly discuss the dangers of AI while making you feel like it’s all going to be OK.
…
A growing number of leaders in the field are warning of the dangers of AI. Do you have any misgivings about the technology?

This is a unique moment in time where we do have agency in how it shapes society. And it goes both ways: the technology shapes us and we shape it. There are a lot of hard problems to figure out. How do you get the model to do the thing that you want it to do, and how you make sure it’s aligned with human intention and ultimately in service of humanity? There are also a ton of questions around societal impact, and there are a lot of ethical and philosophical questions that we need to consider. And it’s important that we bring in different voices, like philosophers, social scientists, artists, and people from the humanities.

Whispers of A.I.’s Modular Future — from newyorker.com by James Somers; via Sam DeBrule

Excerpts:

Gerganov adapted it from a program called Whisper, released in September by OpenAI, the same organization behind ChatGPTand dall-e. Whisper transcribes speech in more than ninety languages. In some of them, the software is capable of superhuman performance—that is, it can actually parse what somebody’s saying better than a human can.
…
Until recently, world-beating A.I.s like Whisper were the exclusive province of the big tech firms that developed them.

Ever since I’ve had tape to type up—lectures to transcribe, interviews to write down—I’ve dreamed of a program that would do it for me. The transcription process took so long, requiring so many small rewindings, that my hands and back would cramp. As a journalist, knowing what awaited me probably warped my reporting: instead of meeting someone in person with a tape recorder, it often seemed easier just to talk on the phone, typing up the good parts in the moment.

From DSC:
Journalism majors — and even seasoned journalists — should keep an eye on this type of application, as it will save them a significant amount of time and/or money.

Microsoft Teams Premium: Cut costs and add AI-powered productivity — from microsoft.com by Nicole Herskowitz

Excerpt:

Built on the familiar, all-in-one collaborative experience of Microsoft Teams, Teams Premium brings the latest technologies, including Large Language Models powered by OpenAI’s GPT-3.5, to make meetings more intelligent, personalized, and protected—whether it’s one-on-one, large meetings, virtual appointments, or webinars.

Canary in the coal mine for coding bootcamps? — from theview.substack.com by gordonmacrae; with thanks to Mr. Ryan Craig for this resource

Excerpt:

If you run a software development bootcamp, a recent Burning Glass institute report should keep you awake at night.

The report, titled How Skills Are Disrupting Work, looks at a decade of labor market analysis and identifies how digital skill training and credentials have responded to new jobs.

Three trends stuck out to me:

The most future-proof skills aren’t technical
Demand for software development is in decline
One in eight postings feature just four skill sets

These three trends should sound a warning for software development bootcamps, in particular. Let’s see why, and how you can prepare to face the coming challenges.

Also relevant/see:

Issue #14: Trends in Bootcamps — from theview.substack.com by gordonmacrae

Excerpt:

Further consolidation of smaller providers seems likely to continue in 2023. A number of VC-backed providers will run out of money.

A lot of bootcamps will be available cheaply for any larger providers, or management companies. Growth will continue to be an option in the Middle East, as funding doesn’t look like drying up any time soon. And look for the larger bootcamps to expand into hire-train-deploy, apprenticeships or licensing.

As Alberto pointed out this week, it’s hard for bootcamps to sustain the growth trajectory VC’s expect. But there are other options available.

Top 6 VR learning trends in 2023 [Anders Gronstedt out at chieflearningofficer.com]

On 02/03/2023, in emerging technologies, engagement / engaging students, engineering, marketing/social marketing, Mixed Reality (MR), platforms, simulations, skills, tools, training / L&D, trends, vendors, Virtual Reality (VR) / worlds / learning, XR - extended reality, by Daniel Christian

Top 6 VR learning trends in 2023 — from chieflearningofficer.com by Anders Gronstedt

Excerpt:

From virtual to mixed reality
A new class of “mixed reality” headsets will launch in 2023, promising to break the barriers between the real and virtual worlds. Meta launched a developer version of this technology a few months ago called “Quest Pro,” which superimposes computer-generated images into the real world around us. The mass-market version of this headset, Quest 3, will hit the shelves this fall for $400. Meanwhile, Apple is rumored to finally premiere a more premium mixed reality headset this spring. This can be an important step toward a vision of true augmented reality glasses that is still years away.

The new year will see the mainstream adoption of VR for safety, equipment operations and service, logistics, manufacturing, emergency response and health care training. Other applications will take several more years to mature. Current XR technology is not ripe for soft skills training, IT systems training, conferences and all-purpose collaboration (Meta can’t even get its own employees to hold regular meetings in VR). Procedural hands-on training simulations will be the edge of the new frontier of XR learning in the new year.

Educator considerations for ChatGPT — from platform.openai.com; with thanks to Anna Mills for this resource

Excerpt:

Streamlined and personalized teaching
Some examples of how we’ve seen educators exploring how to teach and learn with tools like ChatGPT:

Drafting and brainstorming for lesson plans and other activities
Help with design of quiz questions or other exercises
Experimenting with custom tutoring tools
Customizing materials for different preferences (simplifying language, adjusting to different reading levels, creating tailored activities for different interests)
Providing grammatical or structural feedback on portions of writing
Use in upskilling activities in areas like writing and coding (debugging code, revising writing, asking for explanations)
Critique AI generated text

While several of the above draw on ChatGPT’s potential to be explored as a tool for personalization, there are risks associated with such personalization as well, including student privacy, biased treatment, and development of unhealthy habits. Before students use tools that offer these services without direct supervision, they and their educators should understand the limitations of the tools outlined below.

Also relevant/see:

- Designing Assignments in the ChatGPT Era — from insidehighered.com by Susan D’Agostino
  Some instructors seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.
- 5 Ways Instructional Designers Can Use ChatGPT — from drlukehobson.com by Luke Hobson
- AI, ChatGPT, instructional design, and prompt crafting — from veletsianos.com by George Veletsianos, PhD

Excerpt (emphasis DSC):
David Wiley wrote a thoughtful post on the ways in which AI and Large Language Models (LLMs) can “provide instructional designers with first drafts of some of the work they do.” He says “imagine you’re an instructional designer who’s been paired with a faculty member to create a course in microeconomics. These tools might help you quickly create first drafts of” learning outcomes, discussion prompts, rubrics, and formative assessment items. The point is that LLMs can quickly generate rough drafts that are mostly accurate drafts, that humans can then “review, augment, and polish,” potentially shifting the work of instructional designers from authors to editors. The post is well worth your time.
…
The question that I’d like to spend some time thinking about is the following: What new knowledge, capacities, and skills do instructional designers need in their role as editors and users of LLMs?

This resonated with me. Instructional Designer positions are starting to require AI and ML chops. I’m introducing my grad students to AI and ChatGPT this semester. I have an assignment based on it.

(This ain’t your father’s instructional design…)

Robert Gibson

We’re piloting ChatGPT Plus, a $20/mo subscription for faster response times and reliability during peak hours: https://t.co/ZDK37w9MIs

— Greg Brockman (@gdb) February 1, 2023

Take Your Words From Lecture to Page [Toor]

On 01/31/2023, in adjunct faculty, career development, colleges, communications, community colleges, faculty/staff, higher education, productivity / tips and tricks, publishing, real-world assignments, research, skills, story, storytelling, United States, universities, writing, by Daniel Christian

Take Your Words From Lecture to Page — from chronicle.com by Rachel Toor
What compelling lecturers do, and how their techniques can translate to good writing.

Excerpts:

Thing is, many of the moves that the best lecturers make on the stage can translate to the page and help you draw in readers. That is especially important in writing textbooks and other work for general readers. If you can bring the parts of yourself that work in the classroom to the prose, you will delight readers as much as you do your students.

Narrative can be key. Data and research aren’t enough in either the classroom or on the page. People like to be told stories. If you want to be persuasive in both realms, use narrative to make arguments. Don’t forget that much scholarly work is really a quest. What journey can you take a reader on?
…
It’s a performance on the page, too. A great lecture is a performance. So is great writing.
…
Raise real questions the reader will want answers to.

What is college for? Gov. Shapiro raises the question. Higher ed leaders are listening. — from The Philadelphia Inquirer by Will Bunch; with thanks to Ray Schroeder out on LinkedIn for the resource
Pa.’s new governor Josh Shapiro’s first move was to question the need of a college diploma as a job credential. U.S. universities, pay attention.

Excerpt:

NEW HAVEN, Conn. — What is college actually for?

No one expected this to be the initial question raised by Pennsylvania’s new governor, Josh Shapiro, in his first full day on the job. While he may not have stated it explicitly, this was the essence of the Democrat’s very first executive order, which opened up some 92% of job listings in state government — about 65,000 in all — to applicants who don’t have a four-year college degree.

In branding degree requirements for many jobs as “arbitrary” and declaring “there are many different pathways to success,” the Keystone State’s new chief executive was tugging at the shaky Jenga block that has undergirded the appalling rise of a $1.75 trillion student debt bomb in the U.S. and led, arguably, to a college/non-college divide driving our nation’s bitter politics. The notion is this: You can’t make it in 21st-century America without that most expensive piece of sheepskin: the college diploma.

So the $64,000 question (OK, $80,000 … for one year on some elite private campuses) is this: If you don’t need the credential, do you actually need college?

Something is clearly gained by giving America’s young people more career options that won’t contribute to that $1.75 trillion college debt bomb. But are we talking enough about what could be lost in a new system that not only devalues the university but also seems to ratify a dubious idea — that higher education is almost solely about careerism, and not the wider knowledge and critical-thinking skills that come from liberal arts learning?

From DSC:
To me — and to many other parents and families — it all boils down to the price tag of obtaining a liberal arts education. It’s one thing to get a liberal arts education at $5K per year. It’s another thing when the pricetag runs at $40K and above (per year)! Most people ARE FORCED to question the ROI of a liberal arts education. They simply have to.

On a relevant tangent here…many inside the academy have traditionally looked with disdain at the corporate world. The thinking went something like this:

Business! Ha! We are not a business! Students are not customers. Don’t ever compare us to the corporate world.

Having spent half of my career in the corporate world, I do not subscribe to that perspective. In fact, I’d like to ask those who still hold this point of view:

Where else can you pay tens of thousands of dollars for something and not be treated as a customer?! Don’t you typically expect value on your own purchases and positive returns on your investments?
How will you collaborate with the corporate world if you look upon them with disdain?!

But now that colleges and universities enrollments are not doing so well, perhaps there will be more openness to change and towards developing more impactful collaborations.

But how can students use AI well? Here is a basic tutorial and guide I am providing my classes. [Mollick]

On 01/31/2023, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, bots, collaboration, colleges, community colleges, curriculum, digital learning, education, education technology, emerging technologies, entrepreneurship, experimentation, future, future of higher education, game-changing environment, generational differences, global / globalization, higher education, innovation, learning, learning ecosystem, Learning Experience Design, legislatures / government / legal, MBA, productivity / tips and tricks, professional development, skills, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, tools, trends, United States, universities, by Daniel Christian

The practical guide to using AI to do stuff — from oneusefulthing.substack.com by Ethan Mollick; with thanks to Sam DeBrule for this resource. Ethan Mollick is a professor at the Wharton School of the University of Pennsylvania where he studies entrepreneurship & innovation, as well as how we can better learn and teach.
A resource for students in my classes (and other interested people).

Excerpts:

My classes now require AI (and if I didn’t require AI use, it wouldn’t matter, everyone is using AI anyway). But how can students use AI well? Here is a basic tutorial and guide I am providing my classes. It covers some of the many ways to use AI to be more productive, creative, and successful, using the technology available in early 2023, as well as some of the risks.
…
Come up with ideas
Open Source Option: Nothing very good
Best free (for now) option: ChatGPT (registration may require a phone number)
Best option if ChatGPT is down: OpenAI Playground
.

Also relevant/see:

It was nice talking to @lapiaenrose for the @WIRED article on #ChatGPT and #education. I shared how I use LLMs in class and suggested that banning them would not remove the need for redesigning both the learning goals and assessment methods. #AIEthics https://t.co/30tqFN1FSS

— Olya Kudina (@OlyaKudina) January 27, 2023

On a relevant note:

Gen Z says school is not equipping them with the skills they need to survive in a digital world — from fastcompany.com by Shalene Gupta; with thanks to Robert Gibson for this resource
According to a study from Dell Technologies, Gen Z-ers in 15 different countries feel their government could do better.

Excerpt:

They see an education and skills gap: Forty-four percent said that school only taught them very basic computing skills, while 37% said that school education (for children under age 16) didn’t prepare them with the technology skills they needed for their planned careers. Forty percent consider learning new digital skills essential to future career options.

It’s clear that Gen Z see technology as pivotal for their future prosperity. It is now up to us—leading technology providers, governments, and the public sector—to work together and set them up for success by improving the quality and access to digital learning. Forty-four percent of Gen Z feel educators and businesses should work together to bridge the digital skills gap, and with the speed at which technology continues to evolve, this will require constant collaboration.

Aongus Hegarty, president of international markets at Dell Technologies

AI raises floor, not ceiling.

Basic writers ?? Good writers
Basic designers ?? Good designers
Basic instructors ?? Good instructors

Experts see fewer benefits

AI ?? speed + ideation but better to be original + unique as expert. That’s ? AI

Experts know rules, then break them

— Scott David Meyer (@MrScottMeyer) January 27, 2023

How edtech companies should create and empower lifelong learners — from chieflearningofficer.com by Oleg Vilchinski

Excerpt:

Now is the ideal time for a flexible and competent market leader to emerge and seize this opportunity, delivering personalized and lifelong educational solutions and experiences that meet the needs of a learning-hungry populace.
…
Edtech businesses can address this widening skills gap and need for frequent job-switching through those same data-driven ecosystems, which can support the user through their career and leisure activities. For example, a user could sync their profile with their work’s employee portal to receive further professional development. Simultaneously, the technology would support the user during their spare time as they take courses or watch video content ranging from Adobe InDesign to gardening, further refining their skills. And, when it comes time to retire, the user’s trusted ecosystem has a backlog of data to recommend applicable hobbies and community events.

For example, a user could sync their profile with their work’s employee portal to receive further professional development.

Let’s develop a nationwide, direct-to-learner campaign: “Learn how to learn.” [Christian]

On 01/23/2023, in 24x7x365 access, active learning, adjunct faculty, adult learning, career development, collaboration, colleges, communities of practice, community colleges, corporate universities / corporate training, Daniel S. Christian, education, faculty/staff, future, heutagogy, higher education, homeschooling/homeschoolers, hybrid learning, Hyflex learning, ideas, informal learning, instructional design, K-12 related, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning theories, legislatures / government / legal, liberal arts, library / librarians, lifelong learning, love of learning, metacognition / metacognitive skills, microlearning, mobile learning, online learning, online media, personalized/customized learning, platforms, professional development, psychology, skills, society, sociology, strategy, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, traditional / tradition, training / L&D, United States, universities, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:
Let’s put together a nationwide campaign that would provide a website — or a series of websites if an agreement can’t be reached amongst the individual states — about learning how to learn. In business, there’s a “direct-to-consumer” approach. Well, we could provide a “direct-to-learner” approach — from cradle to grave. Seeing as how everyone is now required to be a lifelong learner, such a campaign would have enormous benefits to all of the United States. This campaign would be located in airports, subway stations, train stations, on billboards along major highways, in libraries, and in many more locations.

We could focus on things such as:

Quizzing yourself / retrieval practice
Spaced retrieval
Interleaving
Elaboration
Chunking
Cognitive load
Learning by doing (active learning)
Journaling
The growth mindset
Metacognition (thinking about one’s thinking)
Highlighting doesn’t equal learning
There is deeper learning in the struggle
…and more.

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

NOTE:
The URL I’m using above doesn’t exist, at least not at the time of this posting.
But I’m proposing that it should exist.

A group of institutions, organizations, and individuals could contribute to this. For example The Learning Scientists, Daniel Willingham, Donald Clark, James Lang, Derek Bruff, The Learning Agency Lab, Robert Talbert, Pooja Agarwal and Patrice Bain, Eva Keffenheim, Benedict Carey, Ken Bain, and many others.

Perhaps there could be:

discussion forums to provide for social interaction/learning
scheduled/upcoming webinars
how to apply the latest evidence-based research in the classroom
link(s) to learning-related platforms and/or resources

Closing the digital divide in Black America — from mckinsey.com
Five steps could help to bring broadband and digital equity to every Black household in the United States—urban and rural—while bolstering efforts to create a more inclusive economy.

Excerpt:

But broadband access is only part of a much bigger picture. Ensuring all Americans can fully participate in civic life and the digital economy requires affordable subscriptions, internet-enabled devices, applications, digital skills, and high-quality technical support. For example, while smartphone and tablet penetration are approximately equal among White, Black, and Hispanic and Latino adults in the United States, only 69 percent of Black Americans and 67 percent of Hispanic Americans have desktop or laptop computers, compared with 80 percent of White Americans (Exhibit 1).5 A 2020 OECD survey found that roughly half of Black workers had the advanced or proficient digital skills needed to thrive in our increasingly tech-driven economy, compared with 77 percent of White workers.6

A New Generation Of Mastery-Based Learning Platforms Has Arrived — from joshbersin.com by Josh Bersin

Excerpt:

The $330 billion corporate training market is enormous, fragmented, and complex. For years it was dominated by Learning Management Systems (LMS) and content providers, each pioneered in the early 2000s. These systems served well, but the needs of employees and organizations moved ahead.

Today companies want not only a place to find and administer learning, they want a “Learning Platform” that creates mastery. And this market, that of “Learning Delivery Platforms,” is far more complex than you think. Let me put it straight: video-based chapter by chapter courses don’t teach you much. Companies want a solution that is expert-led, engaging, includes assignments and coaching, and connects employees to experts and peers.

Well there’s a new breed of platforms focused in this area, and I call them Capability Academy systems.

These are platforms explicitly to bring together expert teachers, AI-enabled collaboration, assignments, and coaching to drive mastery. They can train thousands of people in small cohorts, offering hands-on support for technical or PowerSkills topics. And the results are striking: these vendors achieve 90% completion rates and netPromoter scores above 60 (far above traditional content libraries).

6 Ed Tech Tools to Try in 2023 — from cultofpedagogy.com by Jennifer Gonzalez

Excerpt:

The guide is packed with tools that can meet so many of your needs as a teacher, and many of them are already well established and widely used. But every January, we like to choose six that we think deserve a little extra attention. Most are not actually brand-new to the world, but each one has something special about it. So here we go!

6 Google Scholar Tips From Its Co-Creator — from techlearning.com by Erik Ofgang
Google Scholar can be a great tool for teachers and their students. Here’s how to get the most out of it.

Excerpt:

Anurag Acharya co-created Google Scholar in 2004. The Google engineer and former professor of computer science at the University of California at Santa Barbara was inspired to create the free search tool after being frustrated by being unable to access research articles as a student at the Kharagpur campus of the Indian Institute of Technology.

Today, Acharya is head of Google Scholar and an authority on how the scholarly search engine can best be used by teachers and their students. He offers these tips and best practices for teachers to use and share with their students.

Instructional Designer: Tools of the Trade Webinar 3/8 (from Teaching: A Path to L&D) and tools of the trade

Teaching: A Path to L&D aims to provide free guidance to teachers looking to move into the world of Learning and Development, specifically Instructional Design. Check out our website at www.teachlearndev.org for free coaching, webinars, and resources to help you on your journey!

“Hard Truths That Higher Education Has Evaded for Too Long” [Mintz] + several other HE-related items

On 01/17/2023, in adjunct faculty, Bias | Diversity Equity & Inclusion (DE&I), business side of he, career development, colleges, community colleges, credentialing, health, higher education, leadership, learning ecosystem, liberal arts, online learning, skills, strategy, United States, universities, by Daniel Christian

Hard Truths That Higher Education Has Evaded for Too Long — from insidehighered.com by Steven Mintz
The brutal truths that institutions don’t want to acknowledge.

If we want to make higher education truly equitable and produce the learning outcomes that we claim to seek, then we must confront painful truths no matter how uncomfortable they make us.

Preaching to, and Challenging, the Liberal Arts Choir — from insidehighered.com by Doug Lederman
In a conversation with presidents of small private colleges, tech company executives praise graduates’ leadership and critical thinking ability but say they need to develop skills for a first job, too.

Excerpt:

In that more competitive landscape, Ferrick and others said, colleges should think in terms of “both-and”—delivering a four-year degree grounded in the liberal arts that remains the best preparation for a lifetime career, yes, but also building into their curricula more practical digital and other skills that can help graduates compete for a first job.

The Edge: Momentum Builds for ‘Credential as You Go’ — from chronicle.com by Goldie Blumenstyk

Excerpt:

A higher-ed credential system that’s ‘not all about degrees.’
Holly Zanville has a clear goal for the Credential as You Go initiative she co-leads: Shift the entire “degree-centric” model of postsecondary education to make it easier for people to develop skills and knowledge in shorter chunks while recognizing “meaningful learning along the way.”

Whatever you think of its prospects, you can hardly fault the effort for a lack of ambition.

Ideally, students will layer incremental credentials over a lifetime of learning.

Goldie Blumenstyk

Issue #11: Navigating the credential maze — from theview.substack.com by Gordon Macrae
Running to stand still.

Excerpt:

The credentials market for degree and non-degree programs is… complex.

A recent report from the non-profit Credential Engine identified 1,076,358 different credentials – from specialized certificates to bachelor’s degrees to PhDs.

Credential Engine started producing these reports in 2018. Back then there were “just” 334,114 credentials. In the last four years, the number of certifications has more than trebled. And from 2021 to 2022, there’s been a 38% increase in providers issuing certificates.

.

When you eyeball the largest higher ed institutions by enrollment comparing 2012 to today, it’s pretty clear that online degrees have driven – essentially – ALL of the growth.

Brandon Busteed commenting on Phil Hill’s posting (also listed below)

.

Fall 2021 Largest Institutions by Total Enrollment and DE Type — from philonedtech.com by Phil Hill

Excerpt:

Based on reader request after yesterday’s post, I’d like to share another view of largest US higher education institutions, this one ranked by total enrollment with color coding of distance education (DE) type. This chart combines undergrad and grad student enrollments.

Mental Health Is the Top Student Stressor — from insidehighered.com by Johanna Alonso

Excerpt:

Fifty percent of college students cited their own mental health struggles as their top stressor going into 2023, according to a survey of 1,200 students nationwide conducted by the virtual health services provider TimelyMD. Thirty-nine percent of respondents said they were most concerned about their personal finances, and 37 percent named academics, while mass shootings and inflation were each cited by 35 percent.

14 Technology Predictions for Higher Education in 2023 [Kelly]

On 01/17/2023, in accessibility / UDL, adult learning, Artificial Intelligence/Agents/LLMs/and Related, blended learning, career development, change, collaboration, colleges, community colleges, credentialing, data related items, education technology, emerging technologies, experimentation, future, global / globalization, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, instructional design, IT in HE, learning ecosystem, Learning Experience Design, learning preferences, liberal arts, lifelong learning, online learning, personalized/customized learning, skills, teaching & learning, technology (general), tools, United States, universities, vendors, by Daniel Christian

14 Technology Predictions for Higher Education in 2023 — from campustechnology.com by Rhea Kelly
How will technologies and practices like artificial intelligence, predictive analytics, digital transformation, and change management impact colleges and universities this year? Here’s what the experts told us.

Excerpt:

In an open call on LinkedIn, we asked higher education and ed tech industry leaders to forecast the most important trends to watch in the coming year. Their responses reflect both the challenges on the horizon — persistent cyber attacks, the disruptive force of emerging technologies, failures in project management — as well as the opportunities that technology brings to better serve students and support the institutional mission. Here are 14 predictions to help steer your technology efforts in 2023.

“Here’s a question for you L&D. When was the last time you looked at your Annual Company Report?” [Teresa Rose]

On 01/09/2023, in business, corporate / business world, corporate universities / corporate training, skills, strategy, training / L&D, workplace, by Daniel Christian

Speaking of L&D-related items, also see:

Does Your L&D Team Need More T’s? — from learningguild.com by Pamela Hogle and Barry Nadler

Excerpt:

An idea that was used internally at McKinsey and Company as far back as the 1980s, the concept of a T-shaped skills profile (Figure 1) features:

A horizontal bar — the broad skill set comprising interpersonal, functional, and industry-specific skills
A vertical bar — in-depth, specialized knowledge in areas related to the employee’s field, specific role, and individual interests, focus topics, or experience
.

Unlocking the Secrets of Online Peer Learning — from learningguild.com by Kelly Palmer

Excerpt:

By experimenting with online, cohort-based learning programs, we learned that peer learning is one of the most effective ways to broaden horizons. People can share real-world challenges or questions that arise during the work week and get a range of advice and tactics from their peers.

Peer learning gives a way to make learning stick by encouraging people to discuss ideas, explain themselves, actively listen to others, and refine their thinking.

It takes a village — from chieflearningofficer.com by Joe Mitchell
Colleges, companies and training providers have a unique opportunity to work together to address tech worker shortages and create more opportunities and upward mobility.

Excerpt (emphasis DSC):

But what higher education institutions and companies need isn’t a totally new approach that ignores the old systems — it’s someone to act as connective tissue between them. Fortunately, an emerging cadre of education providers are doing just that: developing the curriculum to help students earn industry-recognized credentials that can help them get good jobs right away in high-demand fields, and then working with universities to get that curriculum to their students.

The environment seems ripe for this type of collaboration. A 2020 survey of business leaders found that 70 percent think higher education institutions should be more involved in job training. Nearly 90 percent say colleges and universities could help their students learn industry-specific knowledge and advanced technical skills.

Learning Ecosystems

Canary in the coal mine for coding bootcamps? [gordonmacrae]

Top 6 VR learning trends in 2023 [Anders Gronstedt out at chieflearningofficer.com]

Take Your Words From Lecture to Page [Toor]

Reflections on “What is college for? Gov. Shapiro raises the question. Higher ed leaders are listening.” [Bunch]

“Hard Truths That Higher Education Has Evaded for Too Long” [Mintz] + several other HE-related items

“Here’s a question for you L&D. When was the last time you looked at your Annual Company Report?” [Teresa Rose]

“But what higher education institutions and companies need isn’t a totally new approach that ignores the old systems — it’s someone to act as connective tissue between them.” [Mitchell]

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