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

 

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

 

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

Microsoft Plans to Build OpenAI, ChatGPT Features Into All Products — from wsj.com by Sam Schechner (behind paywall)
Offering for businesses and end users to be transformed by incorporating tools like ChatGPT, CEO Satya Nadella says

Excerpt:

DAVOS, Switzerland—Microsoft Corp. MSFT 2.86%increase; green up pointing triangle plans to incorporate artificial-intelligence tools like ChatGPT into all of its products and make them available as platforms for other businesses to build on, Chief Executive Satya Nadella said.

It’s a matter of time before the LMSs like Canvas and Anthology do the same. Really going to change the complexion of online learning.

Jared Stein; via Robert Gibson on LinkedIn

Also relevant/see:

Donald Clark’s thoughts out on LinkedIn re: Google and AI

Excerpt:

Microsoft are holding a lot of great cards in the AI game, especially ChatGPT-3, but Google also have a great hand, in fact they have a bird in the hand:

Sparrow, from Deepmind, is likely to launch soon. Their aim is to trump ChatGTP by having a chatbot that is more useful and reduces the risk of unsafe and inappropriate answers. In the released paper, they also indicate that it will have moral constraints. Smart move.

Hassabis has promised some sort of release in 2023. Their goal is to reduce wrong and invented information by linking it to Google Search and Scholar for citations.

Donald Clark’s thought re: Apple’s strategy for AI — from donaldclarkplanb.blogspot.com

Wonder Tools:7 ways to Use ChatGPT — from wondertools.substack.com by Jeremy Caplan

Excerpt:

4 recommended ChatGPT resources

  • The Art of ChatGPT PromptingA Guide to Crafting Clear and Effective Prompts.
    This free e-book acts a useful guide for beginners.
  • Collection of ChatGPT Resources
    Use ChatGPT in Google Docs, WhatsApp, as a desktop app, with your voice, or in other ways with this running list of tools.
  • Awesome ChatGPT prompts
    Dozens of clever pre-written prompts you can use to initiate your own conversations with ChatGPT to get it to reply as a fallacy finder or a journal reviewer or whatever else.
  • Writing for Renegades – Co-writing with AI
    This free 17-page resource has writing exercises you can try with ChatGPT. It also includes interesting nuggets, like Wycliffe A. Hill’s 1936 attempt at writing automation, Plot Genie.

 


We often see the battle between technology and humans as a zero-sum game. And that’s how much of the discussion about ChatGPT is being framed now. Like many others who have been experimenting with ChatGPT in recent weeks, I find that a lot of the output depends on the input. In other words, the better the human question, the better the ChatGPT answer.

So instead of seeing ourselves competing with technology, we should find ways to complement it and view ChatGPT as a tool that assists us in collecting information and in writing drafts.

If we reframe the threat, think about how much time can be freed up to read, to think, to write?

As many have noted, including Michael Horn on the Class Disrupted podcast he co-hosts, ChatGPT is to writing what calculators were once to math and other STEM disciplines. 

Jeff Selingo: ‘The Calculator’ for a New Generation?

 


GPT in Higher Education — from insidehighered.com by Ray Schroeder
ChatGPT has caught our attention in higher education. What will it mean in 2023?

Excerpt:

Founder and CEO at Moodle Martin Dougiamas writes in Open Ed Tech that as educators, we must recognize that artificial general intelligence will become ubiquitous. “In short, we need to embrace that AI is going to be a huge part of our lives when creating anything. There is no gain in banning it or avoiding it. It’s actually easier (and better) to use this moment to restructure our education processes to be useful and appropriate in today’s environment (which is full of opportunities).”

Who, at your institution, is examining the impact of AI, and in particular GPT, upon the curriculum? Are instructional designers working with instructors in revising syllabi and embedding AI applications into the course offerings? What can you do to ensure that your university is preparing learners for the future rather than the past?

Ray Schroeder

ChatGPT Advice Academics Can Use Now — from insidehighered.com by Susan D’Agostino
To harness the potential and avert the risks of OpenAI’s new chat bot, academics should think a few years out, invite students into the conversation and—most of all—experiment, not panic. 

Alarmed by AI Chatbots, Universities Start Revamping How They Teach — from The New York Times (out at Yahoo) by Kalley Huang

Excerpt:

At schools including George Washington University in Washington, D.C., Rutgers University in New Brunswick, New Jersey, and Appalachian State University in Boone, North Carolina, professors are phasing out take-home, open-book assignments — which became a dominant method of assessment in the pandemic but now seem vulnerable to chatbots. They are instead opting for in-class assignments, handwritten papers, group work and oral exams.

Gone are prompts like “write five pages about this or that.” Some professors are instead crafting questions that they hope will be too clever for chatbots and asking students to write about their own lives and current events.

With ChatGPT, Teachers Can Plan Lessons, Write Emails, and More. What’s the Catch? — from edweek.org by Madeline Will  (behind paywall)

Why Banning ChatGPT in Class Is a Mistake — from campustechnology.com by Thomas Mennella
Artificial intelligence can be a valuable learning tool, if used in the right context. Here are ways to embrace ChatGPT and encourage students to think critically about the content it produces.

.


Let the Lawsuits Against Generative AI Begin! — from legallydisrupted.com by Zach Abramowitz
Getty Sues Stability AI as Lawsuits Mount Against GenAI Companies

Excerpt:

Well, it was bound to happen. Anytime you have a phenomenon as disruptive as generative AI, you can expect lawsuits.

Case in point: the lawsuit recently filed by Getty Images against Stability AI, highlighting the ongoing legal challenges posed by the use of AI in the creative industries. But it’s not the only lawsuit recently filed, see e.g. Now artists sue AI image generation tools Stable Diffusion, Midjourney over copyright | Technology News, The Indian Express


.

 

Why College Students Turned From Being Down on Remote Learning to Mostly in Favor of It — from edsurge.com by Robert Ubell

Excerpt:

Over time, with months of practice as the pandemic proceeded, instructors and students learned how to use remote tools. Continuously online, enormous numbers gained proficiency with digital learning software. “The quality of a well-run synchronous, online class can now rival—and in some respects exceed—the quality of the in-person equivalent,” observes John Villasenor at the Brookings Institution.

The good news is that online learning is no longer reviled and resented, but after a rocky tryout in the pandemic, it’s now just another higher ed choice in which students and faculty, after years of digital stress, have largely adapted to it.

The above article linked to:

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713

Conclusion
Online teaching allows for learning to be delivered affordably, at scale, and with fewer infrastructure constraints than face-to-face instruction—it does not require a university to have hundreds of people in the same room at the same time. As universities move content online, staff usually turn to teaching via asynchronous videos and synchronous videoconferences (Cook et al., 2010). Videoconferences may be more conducive to student–teacher interactivity (Al-Samarraie, 2019; Bernard et al., 2009), but most studies in our review had the same level of active learning in the video and comparison condition, meaning teachers can maintain active learning while shifting to video. When they do, videos lead to better student learning than many other teaching methods, even when compared with face-to-face teaching. We suggest that these results are because videos may provide students with control over their level of cognitive load, they allow authentic demonstrations of skills, and they enable teaching staff to edit according to multimedia learning principles. Pragmatically, videos allow students to fit learning around their other commitments, and are less reliant than videoconferences on stable, high-speed internet connections (Al-Samarraie, 2019), because they can be buffered to the user’s device. Many of these findings are still contingent on students having access to online learning (Warschauer & Matuchniak, 2010), so ensuring students have social and technical support is a critical challenge for universities around the world. Provided those supports are available, universities can effectively switch to video for efficient and scalable education. Video appears to have a range of benefits in higher education settings.

Online Tools and Web Applications — from schrockguide.net by Kathy Schrock

Excerpt:

Web tools and online utilities have become more full-featured and useful over the years.

Here are some links to various online tools to help both teaching and learning. The online tools all work with laptops and Chromebooks unless stated otherwise. The ones that have Chrome apps available have a link to the Chrome Web Store link.

Categories include:

    • A.I. online tools
    • Online graphic design tools
    • Online video editors/creators/downloaders
    • Online audio recorders/editors
    • Online image editors/creators
    • Online collage makers
    • Online sketchnoting and drawing tools
    • Online word processors
    • Online animation creators
    • …and many more!

Three Things to Know about AI Tools and Teaching — from derekbruff.org by Derek Bruff

Excerpt:

There’s lot more to say on this subject, of course, but I hope these three observations are useful as you make sense of this new technology landscape. Here they are again for easy reference:

    • We are going to have to start teaching our students how AI generation tools work.
    • When used intentionally, AI tools can augment and enhance student learning, even towards traditional learning goals.
    • We will need to update our learning goals for students in light of new AI tools and that can be a good thing.

President Speaks: To put students first, colleges need to rethink the OPM model — from highereddive.com by  Paul Pastorek
Paul Pastorek, president of the University of Arizona Global Campus, explains why his institution cut ties with Zovio, a former online program manager.

Following our separation from Zovio, UAGC has not only undertaken efforts that shift the structure and responsibility for critical decisions around enrollment, marketing and student advising to a fully in-house team, it unlocked resources that will enable us to make investments that better align with our mission: providing adult learners with affordable college credentials that prepare them for careers in a rapidly evolving global economy.

Savings from increased efficiency and reduced costs will be reinvested in the student experience — and entirely at our discretion. No longer stifled by the contractual obligations of a company primarily motivated by profit, our faculty and staff are already expressing they have greater freedom to innovate and find new ways to enhance student success. We are all aligned under one common goal, working together to move the institution in the same direction.

Colleges’ expenses rose 5.2% in FY22, the biggest increase since 2001 — from highereddive.com by Laura Spitalniak

Dive Brief:

  • The cost of running a college jumped 5.2% in the 2022 fiscal year, according to data from Commonfund, an asset management firm that tracks inflation in the higher education sector.
  • That’s the highest rate of inflation the Higher Education Price Index, or HEPI, has tracked since 2001, when it hit 6%. It’s also a sharp increase from 2021, when the college inflation rate was 2.7%.
  • But the HEPI increase was outpaced by inflation more broadly in the U.S., a rare occurrence according to Commonfund. The Consumer Price Index, or CPI, reached 7.2% in fiscal 2022.

University of Wisconsin-Milwaukee to offer HR apprenticeships — from highereddive.com by Ginger Christ

“As demand for technology skills continues to grow across the region, UWM has a unique opportunity to solve two challenges at once: creating new pathways to high-wage jobs for our community, while also addressing a growing need for workers with those tech skills,” UWM Provost Scott Gronert said in a news release. “Together with Helios, we’re helping to address one of the most critical talent gaps faced by Wisconsin employers, and enabling our students and graduates to gain the skills that translate to success in today’s increasingly tech-driven labor market.”

Unusual majors help some colleges stand out from the crowd — and boost enrollment — from hechingerreport.org by Jon Marcus
A bachelor’s degree in automotive restoration has put a tiny Kansas school on the map

Excerpt:

That’s an unusual ambition for a small college — which is exactly the point. This particular small college has what it says is the country’s only four-year bachelor’s degree in automotive restoration, a major that combines engineering, history, business, communication, art and other disciplines.

It’s an example of the way a small regional higher education institution can stand out in a crowded field of competitors at a time when many other schools appear intent on trying to attract applicants by becoming more alike than different.

 

2023 Higher Education Trend Watch — from educause.edu

2023 Higher Education Trend Watch

Also see:

2023 Strategic Trends Glossary — from educause.edu

Excerpts:

  • Closer alignment of higher education with workforce needs and skills-based learning
  • Continuation and normalization of hybrid and online learning
  • Continued adoption and normalization of hybrid and remote work arrangements
  • Continued resignation and migration of leaders and staff from higher education institutions
  • Declining public funding for higher education
  • …and more
 

How to Communicate with Brevity — from qaspire.com by Tanmay Vora; with thanks to Roberto Ferraro for this resource
We live in a world of information overload. In such a world, communicating with brevity is a gift to others.

 

‘Press Play’ Isn’t a Teaching Strategy: Why Educators Need New Methods for Video — from edsurge.com by Reed Dickson

Excerpt:

As I prepared to teach my first educational videography course earlier this year, I found that we lacked a common vocabulary for talking about how we design learning with video in mind. Since then, I’ve been advancing the term “video paratext” to reflect the myriad ways that we design educational guidance, prompts, activities or interactive elements to surround or be included within a video.

I pulled the word “paratext” from the field of poetry translation because, personally, I love the “paratext” that precedes or follows a poem—or even interrupts it. At poetry readings in particular, I lean into the words that a poet shares before or after reading each poem. Paratext helps me connect with and make sense of the poem.

Likewise, I ask educators to consider how to help students connect with videos through various prompts and activities that surround, or are included within, the video.” Might such “paratext” inspire students to take a closer look at a video they’ve watched, the way I might want to reread a poem to see how it works or what it means?

Resources for Teachers of Psychology — from teachpsych.org; with thanks to Christine Renner for this resource

Excerpt:

The Society for the Teaching of Psychology (STP) curates and distributes teaching and advising materials to all teachers of psychology (e.g., 4-year instructors, 2-year instructors, and high-school teachers).  The resources available below are documents that can pertain to any aspect of teaching. (NOTE:  Syllabi have their own listings under Project Syllabus.)

Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more. Notations indicate those that developed from Instructional Resource Awards.

Strategies for Teaching Quantitative Concepts Online — from facultyecommons.com

Excerpt:

Collaborative learning is particularly helpful in statistics education. Technology can facilitate and promote collaborative exploration and inquiry allowing students to generate their own knowledge of a concept or new method in a constructivist learning environment. Group interactions have an important role in questioning and critiquing individual perspectives in a mutually supportive fashion so that a clear understanding of statistical concepts energy and knowledge of statistical ideas develops. Research has shown that it is important to discuss the output and results with the students and require them to provide explanations and justifications for the conclusions they draw from the output and to be able to communicate their conclusions effectively.

Worksheet to WOW: 10 ways to upgrade your worksheet — from ditchthattextbook.com by Matt Miller

Excerpt:

Can we turn a worksheet into a “WOW” experience?

We’re about to find out! Here are 10 ways your classroom technology can help transform your worksheet to “WOW” …

Which Blended Learning Model Should I Use? — from catlintucker.com by Dr. Catlin Tucker

Excerpts:

I get this question all the time in coaching and training sessions! First, let’s be clear about the definition of blended learning.

Blended learning is the combination of active, engaged learning online with active, engaged learning offline to provide students with more control over the time, place, pace, and path of their learning.

This graphic shows the different rotation models

Creating Classroom Camaraderie to Promote Learning: 3 Strategies — from scholarlyteacher.com by Donna Downs

Key Statement: Intentionally developing a welcoming classroom environment increases student engagement and cultivates meaningful classroom relationships.

Keywords: engagement, motivation, relationship

Although researchers suggest flipped classrooms, engaging humor, and online polling, I have found taking a more personal approach to engagement to be successful, specifically the following three guidelines: show your human side, share your professional experiences and wisdom, and admit your mistakes.


Somewhat related:

How to Receive Feedback With a Growth Mindset — from neuroleadership.com by the NeuroLeadership Institute

Excerpt:

A growth mindset can help us view feedback as a good thing, which ultimately makes performance reviews more effective. After all, we want to learn, grow, and improve our skills. People with a fixed mindset view criticism as an attack on their self-worth. Growth mindset, by contrast, leaves room for the possibility that we all have blind spots — and that your manager may have valuable insights on how you can hone your skills. Feedback, in other words, isn’t personal. A manager may critique our performance, but a growth mindset helps keep us from tying our performance to our identity.


 

Understanding the Overlap Between UDL and Digital Accessibility — from boia.org

Excerpt:

Implementing UDL with a Focus on Accessibility
UDL is a proven methodology that benefits all students, but when instructors embrace universal design, they need to consider how their decisions will affect students with disabilities.

Some key considerations to keep in mind:

  • Instructional materials should not require a certain type of sensory perception.
  • A presentation that includes images should have accurate alternative text (also called alt text) for those images.
  • Transcripts and captions should be provided for all audio content.
  • Color alone should not be used to convey information, since some students may not perceive color (or have different cultural understandings of colors).
  • Student presentations should also follow accessibility guidelines. This increases the student’s workload, but it’s an excellent opportunity to teach the importance of accessibility.
 

How to Stanch Enrollment Loss — from chronicle.com by Jeff Selingo
It’s time to stop pretending the problem will fix itself.

Excerpt:

The latest enrollment numbers from the National Student Clearinghouse Research Center, for the fall of 2022, paint an ominous picture for higher education coming out of the pandemic. Even in what many college leaders have called a “normal” fall on campuses, enrollment was down 1.1 percent across all sectors. And while the drop was smaller than the past two Covid-stricken fall semesters, colleges across every sector still have lost more than a million students since the fall of 2019.

At some point, colleges need to stop blaming the students who sat out the pandemic or the economic factors and social forces buffeting higher education for enrollment losses. Instead, institutions should look at whether the student experience they’re offering and the outcomes they’re promising provide students with a sense of belonging in the classroom and on campus and ultimately a purpose for their education.


The Key Podcast | Ep.91: The Pros and Cons of HyFlex Instruction — from insidehighered.com with Doug Lederman, Enilda Romero-Hall and Alanna Gillis

Excerpt:

During the pandemic, many colleges and universities embraced a form of blended learning called HyFlex, to mixed reviews. Is it likely to be part of colleges’ instructional strategy going forward?

This week’s episode of The Key explores HyFlex, in which students in a classroom learn synchronously alongside a cohort of peers studying remotely. HyFlex moved from a fringe phenomenon to the mainstream during the COVID-19 pandemic, and the experience was imperfect at best, for professors and students alike.

This conversation about the teaching modality features two professors who have both taught in the HyFlex format and done research on its impact.

From DSC:
When I worked for a law school, we had a Weekend Blended Learning Program.  Student evaluations of these courses constantly mentioned that these WBLP-based courses saved many students hundreds of dollars for each particular class that we offered online (i.e., cost savings in flights, hotels, meals, rental cars, parking fees, etc.).

Another thought/idea:

  • What if traditional institutions of higher education were to offer tiered pricing? That is, perhaps students participating remotely could listen in and even audit classes, but pay less.

Colleges should use K-12 performance assessments for course placement, report says — from highereddive.com by Jeremy Bauer-Wolf

Dive Brief:

  • Colleges should use K-12 performance assessments like capstone papers or portfolios for student course placements and advising, according to a recent report.
  • Typical methods of determining students’ placement in early college classes — like standardized tests — don’t fully illustrate their interests and academic potential, according to the report, which was published by postsecondary education access group Complete College America. Conversely, K-12 performance assessments ask students to demonstrate real-world skills, often in a way that ends with a tangible product.
  • The organizations recommend colleges and K-12 schools mesh their processes, such as by mutually developing a high school graduation requirement around performance assessments. This would help strengthen the K-12 school-college relationship and ease students’ transition from high school to college, the report states.

From DSC:
I post this particular item because I like the tighter integration that’s being recommended between K12 and higher education. It seems like better overall learning ecosystems design, design thinking, and on-ramping.

Along these lines, also see:

How Higher Ed Can Help Remedy K-12 Learning Losses — from insidehighered.com by Johanna Alonso
Low national scores have spurred discussion of how K-12 schools can improve student performance. Experts think institutions of higher education can help.

Excerpt:

Now educators at all levels are talking about ways to reverse the declines. Higher education leaders have already added supports for college students who suffered pandemic-related learning losses; many now aim to expand their efforts to help K-12 students who will eventually arrive on their campuses potentially with even more ground to make up.

It’s hard to tell yet what these supports will look like, but some anticipate they will involve strengthening the developmental education infrastructure that already exists for underprepared students. Others believe universities must play a role in the interventions currently ongoing at the K-12 level.


Also see:

CIN EdTech Student Survey | October 2022 — from wgulabs.org

Excerpt:

Our report shares three key takeaways:

  1. Students’ experiences with technology-enabled learning have improved since 2021.
  2. Students want online learning but institutions must overcome perceptions of lower learning quality.
  3. Students feel generally positive about an online-enabled future for higher education, but less so for themselves..

5 things colleges can do to help save the planet from climate change — from highereddive.com by Anthony Knerr
A strategy consultant explores ways colleges can improve sustainability.

Overwhelming demand for online classes is reshaping California’s community colleges — from latimes.com by Debbie Truongs; with thanks to Ray Schroeder out on LinkedIn for this resource

Excerpt:

Gallegos is among the thousands of California community college students who have changed the way they are pursuing higher education by opting for online classes in eye-popping numbers. The demand for virtual classes represents a dramatic shift in how instruction is delivered in one of the nation’s largest systems of public higher education and stands as an unexpected legacy of the pandemic.

Labster Hits Milestone of 300 Virtual Science Lab Simulations — from businesswire.com
Award-winning edtech pioneer adds new STEM titles and extensive product enhancements for interactive courseware for universities, colleges, and high schools

Excerpt:

Labster provides educators with the ability to digitally explore and enhance their science offerings and supplement their in-classroom activities. Labster virtual simulations in fields such as biology, biochemistry, genetics, biotechnology, chemistry, and physics are especially useful for pre- and post-lab assignments, so science department leads can fully optimize the time students spend on-site in high-demand physical laboratories.

AAA partners with universities to develop tech talent — from ciodive.com by Lindsey Wilkinson
Through tech internships and for-credit opportunities, the auto club established a talent pipeline that has led to new feature development.

5 enrollment trends to keep an eye on for fall 2022 — from highereddive.com by Natalie Schwartz
Although undergraduate and graduate enrollment are both down, some types of institutions saw notable increases, including HBCUs and online colleges.

 

How Might Engineering Education Transition From In-Person To Hybrid and Online Modalities? — from insidehighered.com by Joshua Kim
Three questions for Rick Hill, professor of mechanical engineering at the University of Detroit Mercy.

Excerpts:

Tools I use in my classroom, including MATLAB and Simulink, are key to recreating the in-person lab experience and giving engineering students access to the same equipment as engineers in the field. Students can gain experience analyzing data, developing algorithms and creating models. They’re developing skills in the design of systems with multidomain models, simulation and deployment without the need for code.

Virtual labs allow an instructor to easily introduce “experiments” into nonlab classes, either in the middle of a lecture or in homework. I do this with live scripts and simulation models. It saves me and the students the time of having to set up and debug the lab hardware and saves the cost and space of the physical laboratory while providing a very quick and controlled environment for doing experiments.

 

Higher Education in Motion: The Digital and Cultural Transformations Ahead — from er.educause.edu by John O’Brien

Excerpts (emphasis DSC):

In 2015 when Janet Napolitano, then president of the University of California, responded to what she saw as a steadily growing “chorus of doom” predicting the demise of higher education, she did so with a turn of phrase that captured my imagination and still does. She said that higher education is not in crisis. “Instead, it is in motion, and it always has been.”

A brief insert by DSC:
Yes. In other words, it’s a learning ecosystem — with constant morphing & changing going on.

“We insisted then, and we continue to insist now, that digital transformation amounts to deep and coordinated change that substantially reshapes the operations, strategic directions, and value propositions of colleges and universities and that this change is enabled by culture, workforce, and technology shifts.

The tidal movement to digital transformation is linked to a demonstrably broader recognition of the strategic role and value of technology professionals and leaders on campus, another area of long-standing EDUCAUSE advocacy. For longer than we have talked about digital transformation, we have insisted that technology must be understood as a strategic asset, not a utility, and that senior IT leaders must be part of the campus strategic decision-making. But the idea of a strategic role for technology had disappointing traction among senior campus leaders before 2020.

From DSC:
The Presidents, Provosts, CIO’s, board members, influential faculty members, and other members of institutions’ key leadership positions who didn’t move powerfully forward with online-based learning over the last two+ decades missed the biggest thing to hit societies’ ability to learn in 500+ years — the Internet. Not since the invention of the printing press has learning had such an incredible gust of wind put in its sails. The affordances have been staggering, with millions of people now being educated in much less expensive ways (MOOCs, YouTube, LinkedIn Learning, other). Those who didn’t move forward with online-based learning in the past are currently scrambling to even survive. We’ll see how many close their doors as the number of effective alternatives increases.

Instead of functioning as a one-time fix during the pandemic, technology has become ubiquitous and relied upon to an ever-increasing degree across campus and across the student experience.

Moving forward, best of luck to those organizations who don’t have their CIOs at the decision-making table and reporting directly to the Presidents — and hopefully those CIO’s are innovative and visionary to begin with. Best of luck to those institutions who refuse to look up and around to see that the world has significantly changed from the time they got their degrees.

The current mix of new realities creates an opportunity for an evolution and, ideally, a synchronized reimagination of higher education overall. This will be driven by technology innovation and technology professionals—and will be made even more enduring by a campus culture of care for students, faculty, and staff.

Time will tell if the current cultures within many traditional institutions of higher education will allow them to adapt/change…or not.


Along the lines of transformations in our learning ecosystems, also see:


OPINION: Let’s use the pandemic as a dress-rehearsal for much-needed digital transformation — from hechingerreport.org by Jean-Claude Brizard
Schools must get ready for the next disruption and make high-quality learning available to all

Excerpts:

We should use this moment to catalyze a digital transformation of education that will prepare schools for our uncertain future.

What should come next is an examination of how schools can more deeply and deliberately harness technology to make high-quality learning accessible to every learner, even in the wake of a crisis. That means a digital transformation, with three key levers for change: in the classroom, in schools and at the systems level.

Platforms like these help improve student outcomes by enhancing teachers’ ability to meet individual students’ needs. They also allow learners to master new skills at their own pace, in their own way.

As Digital Transformation in Schools Continues, the Need for Enterprising IT Leaders Grows — from edtechmagazine.com by Ryan Petersen

K-12 IT leaders move beyond silos to make a meaningful impact inside and outside their schools.According to Korn Ferry’s research on enterprise leadership, “Enterprise leaders envision and grow; scale and create. They go beyond by going across the enterprise, optimizing the whole organization and its entire ecosystem by leading outside what they can control. These are leaders who see their role as being a participant in diverse and dynamic communities.”

 

 

How Long Should a Branching Scenario Be?— from christytuckerlearning.com by Christy Tucker
How long should a branching scenario be? Is 45 minutes too long? Is there an ideal length for a branching scenario?

Excerpt:

Most of the time, the branching scenarios and simulations I build are around 10 minutes long. Overall, I usually end up at 5-15 minutes for branching scenarios, with interactive video scenarios being at the longer end.

From DSC:
This makes sense to me, as (up to) 6 minutes turned out to be an ideal length for videos.

Excerpt from Optimal Video Length for Student Engagement — from blog.edx.org

The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content. Finally, certificate-earning students engaged more with videos, presumably because they had greater motivation to learn the material. (These findings appeared in a recent Wall Street Journal article, An Early Report Card on Massive Open Online Courses and its accompanying infographic.)

The take-home message for instructors is that, to maximize student engagement, they should work with instructional designers and video producers to break up their lectures into small, bite-sized pieces.

 

Creating a Culture to Support Student Voice & Choice — from techlearning.com by Matthew X. Joseph
Encouraging student voice and choice helps foster a more engaging learning environment

Excerpt:

During my time as a district and school leader, I observed and conferenced with students entering high school, and only about a third of those reported feeling engaged with their education. I believe education should provide students with meaningful learning experiences in a classroom of engaged learners.

One way to enhance student engagement is to allow for student voice. Students who feel their voices are heard are more likely to feel academically engaged and respected in the school community. In addition, students feel valued when they feel heard. Students learn for someone, not just from someone. Thus, feeling valued is essential in creating a safe culture for students to share their voice.

Providing students with multiple options for an assignment helps them choose the content that is relevant, meaningful, and exciting to them. As a result, they are a part of their own learning process, rather than having to move through assignments that are not engaging.

 

 

What might the ramifications be for text-to-everything? [Christian]

From DSC:

  • We can now type in text to get graphics and artwork.
  • We can now type in text to get videos.
  • There are several tools to give us transcripts of what was said during a presentation.
  • We can search videos for spoken words and/or for words listed within slides within a presentation.

Allie Miller’s posting on LinkedIn (see below) pointed these things out as well — along with several other things.



This raises some ideas/questions for me:

  • What might the ramifications be in our learning ecosystems for these types of functionalities? What affordances are forthcoming? For example, a teacher, professor, or trainer could quickly produce several types of media from the same presentation.
  • What’s said in a videoconference or a webinar can already be captured, translated, and transcribed.
  • Or what’s said in a virtual courtroom, or in a telehealth-based appointment. Or perhaps, what we currently think of as a smart/connected TV will give us these functionalities as well.
  • How might this type of thing impact storytelling?
  • Will this help someone who prefers to soak in information via the spoken word, or via a podcast, or via a video?
  • What does this mean for Augmented Reality (AR), Mixed Reality (MR), and/or Virtual Reality (VR) types of devices?
  • Will this kind of thing be standard in the next version of the Internet (Web3)?
  • Will this help people with special needs — and way beyond accessibility-related needs?
  • Will data be next (instead of typing in text)?

Hmmm….interesting times ahead.

 

2022 Students and Technology Report: Rebalancing the Student Experience — from library.educause.edu by Jenay Robert

2022 Students and Technology Report: Rebalancing the Student Experience

Excerpt:

In this report, we describe the findings of the survey in four key areas:

Key Findings

  • Educational technology impacts student wellness.
  • Physical campus spaces continue to play an important role in students’ access to education.
  • The online versus face-to-face dichotomy is being disrupted.
  • Device access is not a simple issue when examined through an equity lens.
  • Assistive technology can help all students.
  • Students are whole people with complex learning needs and goals.
 

What researchers learned about online higher education during the pandemic — from hechingerreport.org by Jon Marcus
Its massive expansion created a worldwide laboratory to finally assess how well it works

Excerpts:

Now the results of this experiment are starting to come in. They suggest that online higher education may work better than pre-pandemic research showed, and that it is evolving decisively toward a combination of in-person and online, or “blended,” classes.

“Initially when we were doing that research it was always on the class or the course level and very rarely were you able to see how online education worked across programs and across institutions,” never mind across the world, said Michael Brown, assistant professor of higher education and student affairs at the Iowa State University School of Education.

By last year, more than half of all faculty said they “agreed” or “strongly agreed” that they wanted to combine online with face-to-face instruction, a Bay View Analytics survey found. A Harvard University task force found that 82 percent of faculty there were interested in adding digital tools they adopted while teaching remotely to their in-person classes.

“It’s going to take years for us to really be able to see, out of the things coming out of the pandemic, what works well, what works well in some settings and what works well for some students and not for others,” Hart said.


Also from hechingerreport.org by Jon Marcus, see:


 
© 2022 | Daniel Christian