Tuesday, June 28, 2022

A world of disruption awaits: Are all universities ready? - Gary Bolles and Alejandro Caballero, University World News

When the pandemic era ends, a return to old models may work for some institutions in some economies. What is more likely is that educational institutions that don’t start transforming now may become obsolete in the future. Hybrid models, bundling of learning content, crowdsourcing platforms and other educational shifts will continue to threaten traditional players if they don’t start to adapt. The market dynamics between developed and emerging countries might be different, but the purpose of secondary and tertiary education is ubiquitous: to prepare as many people as possible for a world of disruptive change. That outcome will lead to citizens who are better parents, spouses and partners, workers and community members.

Monday, June 27, 2022

How Can E-Learning Benefit From Using Gamification? - Mohd Sohel Ather, ATD Blog

Over the past several years, gamification has become a buzzword, used in everything from driving engagement at conferences to use cases in e-learning. Gamification helps in e-learning because it allows you to leverage the competitiveness to make training more dynamic. Over the years, researchers have identified how the interactive learning process benefits humans and how it can be implemented in teaching. Part of that process has evolved into using gamification in e-learning. Gamification in learning can be explained as implementing the gaming elements like the point system, badges, leader boards, awards, and graduating from one level to the other in a non-gaming environment.


Sunday, June 26, 2022

How technology is shaping learning in higher education - Claudio Brasca, et al; McKinsey

In an earlier article, we looked at the broader changes in higher education that have been prompted by the pandemic. But perhaps none has advanced as quickly as the adoption of digital learning tools. Faculty and students see substantial benefits, and adoption rates are a long way from saturation, so we can expect uptake to continue. Institutions that want to know how they stand in learning tech adoption can measure their rates and benchmark them against the averages in this article and use those comparisons to help them decide where they want to catch up or get ahead.


Saturday, June 25, 2022

Coursera Global Skills Report 2022 Reveals Decline in U.S. Technology and Data Science Skills - Coursera

The acceleration of digital transformation, inflation, and global instability are driving increased demand for digital and human skills needed to thrive in the new economy, according to Coursera’s latest Global Skills Report. The report shows U.S. proficiency in technology and data science skills are declining and lag behind countries in Asia-Pacific, Europe, and the Middle East. However, U.S. learners showed higher proficiency in essential business skills including marketing, leadership and management, and strategy and operations. “The Great Resignation and automation are mandating stronger investments in human capital, as institutions must prioritize developing the high-demand digital and human skills required to build a competitive and equitable workforce,” said Jeff Maggioncalda, Coursera CEO.


Friday, June 24, 2022

Taking Ownership of Your Professional Learning with Twitter - Tolulope Noah, Faculty Focus

At the time the pandemic hit, I was an associate professor in an undergraduate teacher education program, and I had only ever taught face-to-face. I was desperate for resources, advice, and anything else that would help make the quick transition to remote instruction smoother. One of the first places I turned to for help was Twitter. There, I found an incredible community of brilliant and caring professors, faculty developers, educational technology specialists, and others who guided me through that challenging transition by sharing their expertise about online instruction, their experiences adapting courses for remote teaching, and their resources for supporting students. 

Thursday, June 23, 2022

The Future of Higher Ed Immersed in Web 3.0 - Ray Schroeder, Inside HIgher Ed

Not everyone agrees about what Web 3.0 will be, let alone how it will impact higher education, but the time to begin preparing is now. It does not yet exist, even in a single sandbox model. Yet it is hugely important for the future of higher education to prepare for, and lead, in creating the new platform. The log-ins and authentications for most every site will be long gone. Websites, as we know them now, will also be gone. Artificial intelligence (AI), virtual reality (VR), augmented reality (AR), mixed reality (XR), nonfungible tokens (NFTs) and decentralized autonomous organizations (DAOs) will run on a blockchain backbone that will enable privacy, security, smart contracts and a host of relationships that are not possible today. 

Wednesday, June 22, 2022

E-learning Statistics 2022: Surprising Facts About Online Learning Statistics - Pramod Pawar, Enterprise Apps Today

Amazing E-learning Statistics
The worldwide market for mobile learning could reach $80.1 billion by 2027.
The massive open online courses market could reach $25.33 billion by 2025.
Approximately 98% of Coursera Company students are enrolled in 4-star or higher rated courses.
Key trends in e-learning that could propel the sector forward over the next few years are virtual reality and augmented reality (VR/AR).
IBM, a multinational technology company in the US, has saved nearly $200 million since switching to e-learning.

Tuesday, June 21, 2022

Microcredentials are poised for great growth in the global economy - Laura Ascione, eCampus News

Microcredentials aren’t new, but their potential is growing–and, in some cases, they may grow to be a preferred form of postsecondary education and training. Microcredentialing is among one of EDUCAUSE’s six key technologies and practices identified in its 2022 Horizon Report as having a significant impact on the future of postsecondary teaching and learning.   The demand for upskilling and reskilling, driven in part by the growth of data- and analytics-based jobs, is also supporting the potential of microcredentials‘ impact.

Monday, June 20, 2022

The macro impact of microcredentials - Susan Manning, eCampus News

The workforce is facing a shift in the recognition of skills and experiences as many individuals have left their jobs and are trying to switch roles completely, alongside millions of open job roles waiting to be filled by qualified candidates. The ability to demonstrate transferable skills provides immense value to individuals and their career path. This shift in the workforce emphasizes the need for intertwining learning, employment, and advancement opportunities more than ever before.


Sunday, June 19, 2022

Virtual TA Boosts Student Success at Georgia State University - Rhea Kelly, Campus Technology

In a recent study at Georgia State University, students who received timely messages about their coursework from a virtual teaching assistant demonstrated significant improvement in their academic success. Researchers conducted a randomized controlled trial using artificial intelligence chatbot technology from Mainstay (formerly AdmitHub) in an Introduction to Government course to provide students with reminders about course requirements and deadlines; customized feedback on their progress; weekly digests with upcoming due dates and estimated time to complete tasks; practice quizzes; coaching and encouragement; and information on campus support systems, tools and resources.  


Saturday, June 18, 2022

21st Century Skills: Preparing Students for Future Workforce Needs - Susan Fourtané, Fierce Education

College education should contribute to the development of the right skill set. Such a skill set has been identified by executives and hiring managers across a wide range of industries as necessary for on-demand careers today and in the future. Skills such as creativity and critical thinking are increasingly sought after by employers. But, is the current higher education offer in sync with these and other 21st century skills which are what the future workforce needs? 

Friday, June 17, 2022

Everything Old is New Again: Rethinking the Socratic Method for the 21st Century - Jeremy Van Hof, Faculty Focus

Using technology for technology’s sake is rarely a path to deeper learning. It’s pedagogical practices that drive student engagement and student learning outcomes; edtech is successful when it complements best teaching practices. In fact, the most effective edtech tools are the ones that put a 21st-century spin on principles that have been the bedrock of education for centuries—or even longer. The Socratic method, for instance, is a 3,000-year-old teaching strategy that involves carefully questioning students until they discover answers on their own. A professor might ask, “How did you arrive at that answer?” Or “What could we assume instead?” Ideally, the questions prompt students to explore their own thought processes while they’re coming up with the answers.


Thursday, June 16, 2022

A Radical Change for Admissions - Scott Jaschik, Inside Higher Ed

Students don’t even fill out applications in this “flipped” system. And this system doesn’t really want the students bound for Harvard or its ilk. Imagine a new way for colleges to admit students: students don’t apply. They just create a single, basic portfolio, showing their grades, their interests and relevant information. They can include their test scores if they want to. Colleges would then look at the portfolios and make offers of admission, without even knowing the names of the students. And what about those students who want to go to Harvard University (or equally competitive colleges)? They would go on using the current system. This is not an admissions system for them.


Wednesday, June 15, 2022

Survey: The Majority of Faculty Keen to Use Technology - Liann Herder, Diverse Education

To find out how faculty felt about and used technology, CIN interviewed 402 faculty members at a range of higher education institutions and found that only 11% expressed a resistance to technology, the rest identifying as either EdTech leaders or enthusiastic followers. The majority of faculty (81%) said they felt confident adapting EdTech for their courses, and 88% of faculty said they anticipate teaching or leading more courses online in the future.


Tuesday, June 14, 2022

Dropping the Degree as a Hiring Requirement - Doug Lederman, Inside Higher Ed

The state of Maryland joins numerous employers in no longer requiring a bachelor’s degree for many jobs. What are the implications for colleges and universities?  Bridgette Gray, chief customer officer at the nonprofit group Opportunity@Work, which is helping Maryland identify nondegreed workers to fill jobs in technology, administration and customer service, describes the market conditions that prompted the state’s decision and why equity was a primary factor behind its move. Maryland found itself now in the same space where degree inflation is happening. Think in terms of roles of end-user support roles in tech. It’s an entry-level role. It doesn’t need a bachelor’s degree, but you may need a credential.”


Monday, June 13, 2022

How to Really Fix Higher Ed - Ben Sasse, the Atlantic

Rather than wiping the slate clean on student debt, Washington should take a hard look at reforming a broken system. Most young Americans never earn a college degree, and far too many of those who do are poorly served by sclerotic institutions that offer regularly overpriced degrees producing too little life transformation, too little knowledge transmission, and too little pragmatic, real-world value. Well-meaning and incredibly gifted members of faculties, administrations, and boards of trustees genuinely want to help students move up the ladder, but the current incentives don’t encourage the kind of programmatic innovation and pluralism that can help poor and middle-class Americans build a sufficiently durable foundation.

Sunday, June 12, 2022

Is total in-person learning a thing of the past? - Laura Ascione, eCampus News

Fewer than 1 percent of higher ed leaders envision a return to only in-person learning, and they see socioeconomic barriers as one of the greatest obstacles for at-risk students, according to a new survey. Global learning technology company D2L‘s March 2022 Future of Education Reimagined webinar survey polled 346 higher education leaders across North America–including professors, deans, student success advisors, IT executives–to discuss challenges and opportunities with respect to the future of higher education during the COVID-19 pandemic.


Saturday, June 11, 2022

3 tips to align your microcredential programs to the remote workforce - Cecil Banhan, eCampus News

In this variable market, employees and employers are finding value in upskilling rather than the traditional route of a four-year degree or a master’s program — and many are turning to microcredential programs that can provide in-demand skills in a short period of time. Non-academic courses, trainings or certifications are the most popular options for adults considering additional education, according to the Strada Education Network — 36 percent of adults plan to enroll in such programs within the next five years. The demand for microcredentials presents a golden opportunity for higher education, but institutions need to catch up with changing skill sets or risk losing out on this growing market segment.


Friday, June 10, 2022

Has the ‘great resignation’ hit academia? - Virginia Gewin, Nature

A wave of departures, many of them by mid-career scientists, calls attention to widespread discontent in universities. The level of unhappiness among academics was reflected in Nature’s 2021 annual careers survey. Mid-career researchers were consistently more dissatisfied than were either early- or late-career academics (see ‘Mid-career malcontent’). In the United Kingdom, pension cuts have worsened ongoing university-faculty strikes. Now, researchers in secure, long-term posts are quitting. “For mid-career individuals, it says something much more significant if they have got a mortgage, car and kids — and still are leaving,” Jackson adds.


Thursday, June 9, 2022

One university has a new college specifically to re-enroll adults who had dropped out - Olivia Sanchez, Hechinger Report

Morgan State’s applied liberal studies major targets adult students who have taken some college courses but dropped out before finishing. Begun five years ago, it has spurred the development of the College of Interdisciplinary and Continuing Studies, which launched this spring. It will offer many of the same things that helped adult students succeed after time away, but will now operate as an independent sector of the college, open to students from all over the country at in-state tuition prices. Many programs across the country are targeting the 39 million people who have taken some college classes but never finished. 


Wednesday, June 8, 2022

A federal watchdog said OPMs need more oversight. Here’s how that will affect colleges and companies. - Natalie Schwartz, Higher Ed Dive

“Perhaps some people were hoping there would be a blockbuster GAO report, finding fault with the OPM industry, but the GAO answers the specific questions that Congress asks it to answer,” said Kevin Carey, vice president for education policy and knowledge management at New America, a left-leaning think tank, and one of the most prominent critics of the college-OPM complex. “It’s a neutral, analytic and investigatory body that acts within the mandate that it’s given, and I think that’s what it did in this case.” Still, the report will likely kick off heightened monitoring of the sector and suggests regulatory changes are coming that could affect how OPMs work with colleges. And it remains to be seen how much any such changes would affect companies’ ability to use tuition-share agreements, the bedrock of some of their business models.