New Directory of Innovative School Models Aims to Encourage Experimentation — from edsurge.com by Daniel Mollenkamp

Excerpt:

A new online library called the “Innovative Models Exchange,” unveiled Monday, hopes to give educators an easy place to quickly consider some possibilities. The exchange—developed by the nonprofit Transcend Education with funding from the Gates Foundation—allows schools to search through a database of “innovative” models that Transcend says are ready to be adopted by schools.

The nonprofit hopes that the database will shake up the education system.

 

New Salary Survey to Showcase the Promise of Horticulture Careers | Industry Participation Needed!— from research.seedyourfuture.org; with thanks to Jazmin Albarran for this resource

Excerpt:

Alexandria, VA – September 1, 2022 – Seed Your Future (SYF) and the American Floral Endowment (AFE) are launching an in-depth survey that promises to shed light on the salary potential in horticulture jobs. The Industry Salary Survey for Horticulture Sectors is designed to expand the understanding of wages and benefits in horticultural sectors ranging from floriculture, public gardens, garden centers, and landscape to fruits and vegetables.

“As Seed Your Future continues to work to promote horticulture careers to students and their families, we often run into a roadblock — the perception that all horticulture and related sector jobs are low paying,” says Seed Your Future Executive Director, Jazmin Albarran. “While entry-level positions, can be low paying, there are many more horticulture and horticulture-related careers that have robust salaries. This survey will give us a better understanding of which positions are providing living wages and higher.”

Culinary school enrollment drops even as need soars at restaurants — from washingtonpost.com

 

From DSC:
Below are some reflections based on an article entitled, Understanding learning transfer through Archwell Academies. It’s from chieflearningofficer.com and was written by Erin Donovan and Keith Keating.

Excerpt:

To capitalize on learning transfer and extend learning beyond traditional training periods, practitioners have established capability academies. According to Josh Bersin, capability academies are the evolution of traditional training and self-directed learning. Bersin posited:

Capability academies are business-driven, collaborative learning environments that facilitate learning retention. . . . Going beyond rote lessons, capability academies help companies prepare for transformation by helping employees develop complex skills and providing guidance on how to apply them in the context of the business.

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

From DSC:
First of all, I have a lot of respect for the people that this article mentions, such as Josh Bersin and Will Thalheimer. So this article caught me eye.

It seems to me that the corporate world is asking for institutions of traditional higher education to deliver such “capability academies.” But that makes me wonder, could this even be done? Surely there aren’t enough resources to develop/deliver/maintain so many environments and contexts, right? It took Archwell, a global mortgage services outsourcing provider, an entire year to systematically design and develop such customized capability academies — just for their clients’ businesses. 

The article goes on:

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

Context. Skills. Acquiring knowledge. Being able to apply that knowledge in a particular environment. Wow…that’s a lot to ask institutions of traditional higher education to deliver. And given the current setup, it’s simply not going to happen. Faculty members’ plates are already jammed-packed. They don’t have time to go out and collaborate with each business in their area (even with more sabbaticals…I don’t see it happening).

I’m sure many at community colleges could chime in here and would likely say that that’s exactly what they are doing. But I highly doubt that they are constantly delivering this type of customized offering for all of the businesses in each major city in their area.

I can hear those in corporate training programs saying that that’s what they are doing for their own business. But they don’t provide it for other businesses in their area.

So, what would it take for higher education to develop/offer such “capability academies?” Is it even possible?

We continue to struggle to design the ultimate learning ecosystem(s) — one(s) whereby we can provide personalized learning experiences for each person and business. We need to continue to practice design thinking here, as we seek to provide valuable, relevant/up-to-date, and cradle-to-grave learning experiences.

The problem is, the pace of change has changed. Institutions of traditional higher education can’t keep up. And frankly, neither can most businesses out there.

I keep wondering if a next-generation learning platform — backed up by AI but delivered with human expertise — will play a role in the future. The platform would offer products and services from teams of individuals — and/or from communities of practices — who can provide customized, up-to-date training materials and the learning transfers that this article discusses.

But such a platform would have to offer socially-based learning experiences and opportunities for accountability. Specific learning goals and learning cohorts help keep one on track and moving forward.

 

Teens Have Changed Their Higher Ed Plans — Survey Shows They May Never Go Back — from the74million.org by John Kristof & Colyn Ritter
Kristof & Ritter: COVID-19 forced HS students to re-evaluate their learning plans. If colleges want enrollment to recover, they must adapt

Excerpt:

Each of the nearly 4 million students who graduated high school this spring faces major decisions this summer. Do they want to pursue further education? If so, what do they want to study and where? How will they afford it? Will they begin working immediately? If so, are they moving out of their family home? Are they prepared for the hassles of adulthood?

According to a recent survey we at EdChoice conducted in conjunction with Morning Consult, teenagers are embracing their agency in an increasingly broad array of choices. What they told us might worry institutions of higher education — because the next generation appears less interested in the traditional college pipeline.

 

Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org

Introduction:

It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.

To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.

Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.

 


From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.


 

 

Taking construction education into a new age — from highereddive.com by Jonathan Arnholz

Excerpt:

In 2021, the sixth edition of our top textbook, Core: Introduction to Basic Construction Skills was released in collaboration with our publishing partner Pearson. In addition to the standard updates to the content, this new edition introduced QR codes to our textbooks, directing students to digital resources to reinforce the material found in the book. In conjunction with the release of the printed book came a new Core eText and a fully re-imagined NCCERconnect online course with integrated augmented reality lessons, dozens of videos on performance tasks, construction math and employability skills, dynamic presentations to support classroom engagement, project-based learning assignments and more.


Addendum on 7/21/22:

Skilled Trades Labor Scarcity: Workforce Aging as Fewer Recruits Enter Trades — from finance.yahoo.com

Excerpt:

TACOMA, Wash., July 19, 2022 /PRNewswire/ — The skilled trades industry is proving to be one of the hardest hit by worker scarcity. According to a new analysis by PeopleReady Skilled Trades, a specialized division of staffing giant PeopleReady, the COVID-19 pandemic resulted in a skilled labor shortage that companies are still struggling with today. In the period from March 2020 to December 2021, four million jobs were open in key skilled trades industries like construction—more than double the amount of vacancies pre-pandemic.

 

The Path Ahead for Community Colleges — from chronicle.com by Lee Gardner; PDF file here
3 ways to reset and succeed.

Excerpts:

This country often underappreciates its community colleges, but there’s no question that it needs them and the job they do. Here are three specific areas that scholars, advocates, and community-college leaders say are vital to future success for two-year institutions, and some examples of those that are trying new strategies to help themselves reset and rebuild.

  1. Rethink Enrollment
  2. Cater to Adults
  3. Look for New Leadership

 

 

Blurring the lines between education and workforce — from hechingerreport.org by Javeria Salman
A proposition to ‘blur’ the boundaries between K-12, higher ed, and the workforce industry

Excerpts:

One idea that’s been gaining steam since last year is to break down barriers between high school, college and career to create a system that bridges all three.

The concept is called the “Big Blur.”

“What would it look like to change the typical, or what we think of as the conventional high school experience and instead design something that was built for the modern economy?” said Vargas.

Vargas said that JFF is arguing for new programs or institutions that serve students in grades 11 through 14 (grades 13 and 14 being the first two years of college, under our current configuration). The institutions would be co-designed with regional employers so that all students get work-based learning experiences and graduate — without tuition costs — with a post-secondary credential that has labor market value.

 

Meet the metaverse: Creating real value in a virtual world — from mckinsey.com with Eric Hazan and Lareina Yee

Excerpt (emphasis DSC):

Welcome to the metaverse. Now, where exactly are we? Imagine for a moment the next iteration of the internet, seamlessly combining our physical and digital lives. It’s many things: a gaming platform, a virtual retail spot, a training tool, an advertising channel, a digital classroom, a gateway to entirely new virtual experiences. While the metaverse continues to be defined, its potential to unleash the next wave of digital disruption is clear. In the first five months of 2022, more than $120 billion have been invested in building out metaverse technology and infrastructure. That’s more than double the $57 billion invested in all of 2021.

How would you define the metaverse?
Lareina: What’s exciting is that the metaverse, like the internet, is the next platform on which we can work, live, connect, and collaborate. It’s going to be an immersive virtual environment that connects different worlds and communities. There are going to be creators and alternative currencies that you can buy and sell things with. It will have a lot of the components of Web3 and gaming and AR, but it will be much larger.

Also relevant/see:


Also relevant/see:


 

 

The Science of Learning: Research Meets Practice — from the-learning-agency-lab.com by Alisa Cook and Ulrich Boser; with thanks to Learning Now TV for this resource
Six Research-Based Teaching Practices Are Put Into Practice

Excerpt:

For the nation’s education system, though, the bigger question is: How do we best educate our children so that they learn better, and learn how to learn, in addition to learning what to learn? Additionally, and arguably just as challenging, is: How do we translate this body of research into classroom practice effectively?

Enter the “Science of Learning: Research Meets Practice.” The goal of the project is to get the science of learning into the hands of teaching professionals as well as to parents, school leaders, and students.

 

Inside Microsoft’s new Inclusive Tech Lab — from engadget.com by C. Low; with thanks to Nick Floro on Twitter for some of these resources
“An embassy for people with disabilities.”

Increasing our Focus on Inclusive Technology — from mblogs.microsoft.com by Dave Dame

Excerpt:

In recent years, tied to Microsoft’s mission of empowering every person and organization on the planet to achieve more, teams from across Microsoft have launched several products and features to make technology more inclusive and accessible. [On May 10, 2022], as part of the 12th annual Microsoft Ability Summit, we celebrate a new and expanded Inclusive Tech Lab, powerful new software features, and are unveiling Microsoft adaptive accessories designed to give people with disabilities greater access to technology.

Microsoft’s Latest Hardware Is More Accessible and Customizable — from wired.com by Brenda Stolyar
The wireless system—a mouse, a button, and a hub—is designed to increase productivity for those with limited mobility.

Excerpt:

Microsoft if expanding its lineup of accessibility hardware. During its annual Ability Summit—an event dedicated to disability inclusion and accessibility—the company showed attendees some new PC hardware it has developed for users with limited mobility. Available later this year, the wireless system will consist of an adaptive mouse, a programmable button, and a hub to handle the connection to a Windows PC. Users set up the devices to trigger various keystrokes, shortcuts, and sequences. These new input devices can be used with existing accessories, and they can be further customized with 3D-printed add-ons. There are no price details yet.

Along these lines, also see:

  • 14 Equity Considerations for Ed Tech — from campustechnology.com by Reed Dickson
    Is the education technology in your online course equitable and inclusive of all learners? Here are key equity questions to ask when considering the pedagogical experience of an e-learning tool.
 

A Turning Point for Prison Education — from chronicle.com by Taylor Swaak
With reinstatement of Pell Grants imminent, the programs weigh technology’s long-term role.

Excerpts:

Incarcerated people who participate in postsecondary-education programs are 48 percent less likely to return to prison, according to a 2018 study from the RAND Corporation.

Three colleges that The Chronicle spoke with are in varying stages of adding technology to their prison-ed programs.

Addendum on 5/11/22:

It was a proud, and somewhat routine commencement ceremony for Calvin University on Monday, May 9, though held in the confines of a state prison.

Calvin University and Calvin Theological Seminary joined the Michigan Department of Corrections Monday to host the graduation ceremony for Calvin Prison Initiative (CPI) students at the state’s Richard A. Handlon Correctional Facility in Ionia.

Addendums on 5/16/22:

 

From DSC:
For the last few years, I’ve been thinking that we need to make learning science-related information more accessible to students, teachers, professors, trainers, and employees — no matter what level they are at.

One idea on how to do this — besides putting posters up in the hallways, libraries, classrooms, conference rooms, cafeterias, etc. — is that we could put a How best to study/learn link in all of the global navigation bars and/or course navigation bars out there in organizations’ course management systems and learning management systems. Learners of all ages could have 24 x 7 x 365, easy, instant access as to how to be more productive as they study and learn about new things.

For example, they could select that link in their CMS/LMS to access information on:

  • Retrieval practice
  • Spacing
  • Interleaving
  • Metacognition
  • Elaboration
  • The Growth Mindset
  • Accessibility-related tools / assistive technologies
  • Links to further resources re: learning science and learning theories

What do you think? If we started this in K12, kept it up in higher ed and vocational programs, and took the idea into the corporate world, valuable information could be relayed and absorbed. This is the kind of information that is highly beneficial these days — as all of us need to be lifelong learners now.

 

From DSC:
There are many things that are not right here — especially historically speaking. But this is one WE who are currently living can work on resolving.

*******

The Cost of Connection — from chronicle.com by Katherine Mangan
The internet is a lifeline for students on far-flung tribal campuses. Too often, they’re priced out of learning.

Excerpt:

Affordable and reliable broadband access can be a lifeline for tribal colleges, usually located on or near Native American reservations, often in remote, rural areas across the Southwest and Midwest. Chartered by their respective tribal governments, the country’s 35 accredited tribal colleges operate in more than 75 campus sites across 16 states, serving more than 160,000 American Indians and Alaska Natives each year. They emphasize and help sustain the culture, languages, and traditions of their tribal communities and are often the only higher-education option available for Native students in some of the nation’s poorest rural regions.

Also relevant/see:

Tribal Colleges Will Continue Online, Despite Challenges — from chronicle.com by Taylor Swaak
Other institutions could learn from their calculus.

Excerpt:

Two years after tribal colleges shuttered alongside institutions nationwide, many remain largely, if not fully, online, catering to students who’ve historically faced barriers to attending in person. Adult learners — especially single mothers who may struggle to find child care, or those helping to support multigenerational households — make up the majority of students at more than half of the 32 federally recognized institutions in the Tribal Colleges and Universities Program. These colleges are also often located in low-income, rural areas, where hours of daily commute time (and the cost of gas) can prove untenable for students simultaneously working part- or full-time jobs.

Also relevant/see:

Why Tribal Colleges Struggle to Get Reliable Internet Service — from chronicle.com by Katherine Mangan and Jacquelyn Elias
For tribal colleges across the country, the pandemic magnified internet-access inequities. Often located on far-flung tribal lands, their campuses are overwhelmingly in areas with few broadband service providers, sometimes leaving them with slow speeds and spotty coverage.

“You can be driving from a nearby town, and as soon as you hit the reservation, the internet and cellphone signals drop off,” said Cheryl Crazy Bull, president of the American Indian College Fund and a member of the Sicangu Lakota Nation. “Students would be in the middle of class and their Wi-Fi access dropped off.”

Worsening matters, many students have been limited by outdated equipment. “We had students who were trying to take classes on their flip phones,” Crazy Bull said. Such stories were cropping up throughout Indian territory.

 
© 2022 | Daniel Christian