Tag: higher education

Violets are blue

When I pressed the Publish button on Roses are red, it capstoned a year of semantics for me which spilled over into this year.

In addition to my annual list of conferences in Australia for digital educators, I applied my cognitive surplus to another nine posts that dive deeper into the murky waters of meaning.

Purple petals scattered on the pages of an open book.

Bunch of pansies.

I’m keen to hear your views among mine, so feel free to add a comment to each of the conversations.

If you already have, I salute you!

Higher Assessment

I find it strange when a blogger doesn’t approve my comment.

I consider comments the life blood of my own blog, and whether they be positive or negative, classy or rude, they all add to the diversity of the conversation. If your fragile ego can’t handle that, don’t blog.

I recently submitted a constructive comment to a particular blog post, twice, and it never eventuated. A later comment by someone else has.

Right, rather than waste my thought bubble, I’ve decided to reproduce the thrust of it here…

Looking up at Mannheim City Water Tower

The OP was about the future of Higher Education being modular and flexible, which I agreed with. However something that caught my eye was the author’s observation about the assessment of prior learning via an essay or exam defeating the point of documentary evidence of previous course content or work experience.

Yet I feel that assessment via an essay or exam or some other means is the point. We needn’t rely so much on the bureaucracy if we could simply demonstrate what we know – regardless of how we came to know it.

When accrediting prior learning, a university needn’t get bogged down with evaluating myriad external permutations that may be worthy of credit, because what matters is the outcome of those permutations.

Similarly from the student’s point of view, it wouldn’t matter if they’ve done a mooc but not paid for the certificate, or if they did a course many years ago and worked in the field thereafter. What matters is the knowledge they can demonstrate now.

As a bastion of education, the university is losing ground to external competitors. Yet it maintains a certain gravitas that I suggest can be channelled into more of an assessment-driven role for society, whereby it validates knowledge at a certain standard and awards its qualifications accordingly.

It’s role in teaching and learning is retained, of course, to fill in the gaps; powered by research to keep it at the forefront of the science.

Semantics, semantics

I dislike grammar jokes, pedants, and Oxford commas.

That’s my jovial way to end a year that will be remembered as a tough one for a long time to come.

I found blogging a welcome distraction, so much so that in addition to my annual list of e-learning conferences in Australia (which took a beating!) I churned out no fewer than ten thought pieces.

My joke at the start of this summary is a nod to the theme of semantics, which I maintain are important in the L&D profession. Because it is with shared meaning that we do our best work.

I invite you to share your own views on each piece, so feel free to drop me a like and contribute a comment or two…

A vintage poster depicting a group of dogs of different breeds

I hope you find my articulations helpful.

In the meantime, I wish that for you and your family the Christmas season will be a time of healing, rest and renewal.

Academic deflation

I once had a conversation with a man who scared me.

It was over 20 years ago, and I remember him being quite a lovely fellow. He was simply proud of his son earning his PhD.

What scared me was his conviction that in order to keep up in the imminent future, an undergraduate qualification would not be enough; one must earn a postgraduate qualification. Not to get ahead, but to remain competitive.

With the ink still drying on my Bachelor of Science degree, my heart sank at the prospect of several years’ more slog.

The man was describing academic inflation and upon reflection, I realised I had experienced it already. Only a few years prior, as I was studying my high school diploma, “going to uni” was all the rage. Accounting was inexplicably popular, and competition for the trendiest major – Communication – drove its course entry score to the dizzying heights of Medicine and Law.

Not going to uni was seriously uncool, which no doubt contributed to a shortage of tradies such as plumbers, who to this day can charge a fortune for changing a washer.

The parallels to Dr. Seuss’s The Sneetches are uncanny. This is a story about creatures called Sneetches, some of whom have a green star on their belly, some of whom do not. Of course the latter group covets those little status symbols, and their envy is duly exploited by an entrepreneur who invents a Star-On machine.

After the plain-bellies eagerly pay to get their own stars, the elitism of the original star-bellies wanes, and so the entrepreneur invents a Star-Off machine. The former elites pay an inflated price to reclaim their privilege, and so the pendulum swings back and forth with stars going on and off bellies until all the Sneetches run out of money.

Star confetti

Back in the real world which recently declared Australia’s most educated generation faces the worst job prospects in decades, I wonder: is academic inflation undergoing a Sneetch-like reversal?

The UK office of Ernst & Young ruffled a few feathers when they dropped the degree requirement for their entry-level jobs, while Elon Musk famously maintains that you don’t need a degree to work at Tesla.

I admit to not taking too much notice of this trend until Google launched its Career Certificates. Their courses can be completed online over several months, and they cover red hot topics such as data analytics and UX design. Their website says it all:

Learn job-ready skills to start or advance your career in high-demand fields. These certificates developed by Google connect you to top national employers who are hiring for related roles.

Furthermore, the tech giant’s SVP of Global Affairs claims we will consider our new career certificates as the equivalent of a four-year degree for related entry-level roles.

Wow… if it’s good enough for Google, then “top national employers” isn’t an empty promise. Suddenly that little green star doesn’t shine so bright.

Perhaps after years of academic inflation, the pendulum is swinging back towards academic deflation. The prospect should sound alarm bells for a sector that’s already reeling from the impact of COVID-19.

If the trend towards short, practical, employer-sanctioned courses continues, one day of course we’ll collectively realise that the way to get ahead of the pack will be to embark on a longer, deeper dive that leads to a qualification with scholarly gravitas.

Hence the next generation of students going to university may no longer be doe-eyed teenagers craving a foot in the door, but experienced operators seeking to enhance their careers.

Which will in turn attract the young ones back when they realise they’re missing out on all the best jobs.

That is until everyone, once again, has stars upon thars.

Our secret world of learning

One of my peers in Australia, Arun Pradhan, is developing an app to help us learn smarter, faster and deeper.

To gain insight on how we learn in the real world, he’s reaching out to L&D professionals, CEOs, entrepreneurs, actors and artists who have mastered complex skills, with the aim of uncovering our “learning secrets”.

Arun asks 4 specific questions and my answers are as follows…

Pop art illustration of a woman telling another woman a secret.

Q1. In your working life, how have you learned effectively from experience, please provide an example if possible? (e.g. how have you used intentional practice, learned from failure, learned from ambitious projects and/or used reflection)

When I first got into e-learning, it was all very new for everyone. Of course computer-based training had been around for decades, but when the World Wide Web took off in the 1990’s, it transformed education.

When I assumed my first role in this space, I learned mostly through experience because there weren’t many alternatives available. I would learn what I needed to “on the go” or just in time, immediately putting it into practice and seeing how it went – whether that be the design of a web page by tinkering with HTML and JavaScript, or the production of a saleable product by getting onto the platform and just working it out.

Q2. In your working life, how have you learned effectively from people, please provide an example if possible? (e.g. how have you learned from project teams, mentors, coaches and/or broader social networks)

Over time I’ve realised that learning from other people is not only important but crucial to my professional development. Conferences get a bit of a beat-up these days, but I always learn something useful from seeing what other people have done. I also like meetups, and social media has taken my peer-to-peer networking to a whole new level.

I think it’s important to maintain relationships with people who are not only knowledgeable and experienced, but also open and generous; these relationships are two-way streets as you learn from each other. I also know someone whom I respect immensely and whom I consider a mentor; I seek his insight on matters that I’m thinking about, and I’ll bounce ideas off him to get his perspective.

So my recommendation is to actively engage with other people, utilising all the various means of doing so.

Q3. In your working life, how have you learned effectively from courses, research or investigation, please provide an example if possible? (e.g. how have you learned from reading on the web, reading books or attending conferences/courses)

It’s all very well to learn from experience and roll with the punches as you go along, but you have to beware not knowing what you don’t know.

When I decided to make e-learning my career, I went back to university to do a Masters in Learning Sciences & Technology. This course opened up my eyes to concepts that I would never have appreciated otherwise, such as learning theory, and raised my awareness of important empirical research.

Post-uni, I read lots of blogs and keep an eye on the academic journals. I also like to run my own “mini” research studies at work by trialling something new and seeing how it goes.

Q4. What’s your top advice for someone who wishes to develop faster and learn complex skills in modern workplaces?

You have to do it. Yes, read widely and talk to lots of people, but not at the expense of giving it a go. Only then can you gain the insights you really need and appreciate the nuances of real-life application.

The workplace is only ever going to get more VUCA, so by maintaining an experimental mindset you can be confident to take on whatever comes.

Blue dot   Blue dot   Blue dot

If you would like to respond to Arun’s questions, he invites you to do so here.