I am currently in a summer book study with fellow faculty discussing Teaching and Christian Imagination by David Smith and Susan M. Felch. Through my personal reading as well as group discussions, I’ve realized we need a significant reimagining in the way faculty and instructional designers view teaching and curriculum design in higher education.
Instead of providing a cookie-cutter process of how to teach and design curriculum, Smith and Felch invite readers to reimagine higher education through three metaphors: a pilgrimage, a garden, and a cathedral. In the wake of the many changes and uncertainties of COVID-19, I want to invite you to reimagine higher education through sharing some of the things I am learning from these metaphors and encourage you to begin taking steps toward making your reimagining a reality.
Continue reading “Preparing for Fall 2020: Reimagining Higher Education”
Three ways to move forward
It’s June 2020, and we just emerged from an unprecedented semester at the small midwestern university where I work as an Assistant Professor and Instructional Designer. Our semester-end faculty meeting brought together 90 professors who had just ended a semester of teaching they never in their wildest dreams could have imagined.
Continue reading “The COVID-19 Semester is Over: Now What?”
How do we prepare our learners to succeed in the 21st century? More to the point, how do we equip *adult* learners for ever changing careers, skills and needs when the traditional education system is behind them?
First, I want to outline three critical skills—then I’ll talk about an organization that I think does well in this area and how they are helping to promote that particular skill for any worker in their organization. There are more skills than these that are required, but these ones top my list.
Continue reading “3 Core Learning Skills for the 21st Century”
In 1959, Peter Drucker, a well-known and an influential thinker, coined the term “knowledge worker” and predicted the emergence of the information society with its necessity of lifelong learning. In many ways, his vision of lifelong learning forecast the rise of online learning and instructional design.
Continue reading “Are We There Yet? Peter Drucker, 2020 and the BOT”
Artificial Intelligence, or AI, has become a buzzword. Many label practically any decision made by machines as AI, and it becomes difficult to discern the difference between true AI innovation based on Deep Learning from the clever relabeling of existing capabilities. Many of these pseudo-AI efforts require massive investments of time and money to simulate an AI-like experience. This makes it vital for us to know how to spot true innovation.
Continue reading “New Generation of Learning Design”
If you’re like me, you may not have noticed the quantum leaps in technology over the past four years. Technology is so omnipresent in our lives we’re often not aware of some of the profound changes going on around us—until something draws our attention to it.
Continue reading “Why Deep Learning Will Change Instructional Design”
On occasion I have a problem associated with the firing of the neurons in my brain. Some event triggers my amygdala, releases dopamine stimulating my frontal lobe—and I enter into a state of hyperarousal. My thoughts go into hyperdrive, and I charge over the hill like I am Braveheart leading an uprising against Edward the Longshanks.
Some see this characteristic as me being overzealous. I prefer to think of myself as…enthusiastic. Either way—at some point I see a need to pause, reflect, and not lose a sense of balance.
Continue reading “Shift Doesn’t Just Happen: Breaking Out of Imaginative Gridlock”
In A Failure of Nerve; Leadership in the Age of the Quick Fix, Edwin H. Friedman tells a fascinating story.
In 1493, the publishers of the Nuremberg Chronicle stood on the brink of a transformation that would profoundly change the way they lived, worked, and related to one other. But they couldn’t see it coming. They were so paralyzed by the emotional bombardments of their time they even left several pages at the end of the book blank so their readers could record “the rest of the events until the end of the world.” Continue reading “Imaginative Gridlock”
Disclaimer: I’ve downloaded the UX + LX mobile app to my devices for personal use. I didn’t receive compensation for this review.
According to Pew Research Center, more people own smartphones than computers. When people don’t have anything to do, we pull out our ubiquitous devices. Imagine if we had as many learning apps as games and other apps—every moment would be an opportunity to learn (personalized learning, here we come!).
As Tara share in her post about universal design for learning, mobile learning, or mLearning, looms before us. Yet we still design learning within the confines of a learning management system (LMS) accessed by a computer.
UX + LX takes us outside of the traditional LMS and into a true mobile learning experience.
Continue reading “Review: UX + LX App (And a Look at the Future of Learning Design)”
On my journey to becoming an eLearning Expert I have taken the Gallup Clifton Strengths Survey several times to discover my Signature Themes. My top 5 are very consistent—I always get Futuristic. I nod in agreement as the Clifton Strengths survey says, “The future fascinates you.” I guess that explains why I‘m drawn to articles written by futurists.
I just read an interesting article by Kevin Drum in the July/August of Tech World “Welcome to the Digital Revolution.” Kevin challenges us that the best lens at gaining the elusive glimpse of the future may be the past. Continue reading “The Future from My Rearview Mirror”