This ‘Need-to-Know’ blog post series features noteworthy stories that speak of need-to-know developments within higher education and K-12 that have the potential to influence, challenge and/or transform traditional education as we know it.
1. Takeaways from Career Planning App
College students are digitally connected and social media savvy. LinkedIn is also savvy, they’re capitalizing on this cultural phenomenon among college students with a newly launched app that helps graduating seniors with their career search—now, there’s an app for that. The LinkedIn Students app provides job search checklists, job postings, salary info, profiles of companies that hire from student’s school and profiles of alumni. A key feature—the app sends recommendations daily to the student’s phone.
LinkedIn’s app looks and feels much like other social media apps popular among the college-age demographic, such as Tinder; students can browse through LinkedIn info on their phones with an easy swipe. The marketing is strategic. LinkedIn highlights the app’s relevance, how it fits into students’ lives—conveniently:
You can chip away at your job search checklist in any of your in-between moments – walking between classes, waiting in line at the coffee shop or taking a study break. What initially felt like an insurmountable undertaking will morph into a manageable daily to-do list and, before you know it, you’ll no longer be asking “How do I find a job that’s a fit for me?,” but “Which of these jobs is the best fit for me?” — LinkedIn Official Blog, April 18, 2016
Insight: LinkedIn’s app is smart. It’s thoughtfully designed, meeting a need common to its target group—the career search process for busy, often overwhelmed college seniors. There are takeaways the education sector might consider and apply to online learning programs where retention and engagement is frequently a challenge. LinkedIn designed the app so it’s appealing, meets a need, and meets its users where they are→on their mobile device. Core principles could be applied by education institutions who by analyzing their student populations, can leverage technology and customize delivery of education components to meet the needs of their students. Instructors might also take advantage of existing technology to communicate with students, meeting them on their devices using apps such as ‘Celly’, communication via group text messages, collaborative bookmarking and annotation platforms (e.g. Diigo), or digital bulletin boards (e.g. Padlet)—all which can be tailored to a group or class.
- Introducing the LinkedIn Students App,(2016) Adu Yu, LinkedIn Official Blog
- LinkedIn Wants College Students to ‘Swipe’ Through Their Career Exploration, (2016) Kia Kokalitcheva, Fortune
2. Three years Later: Georgia Tech’s Master’s Degree MOOC
Readers may remember the launch of Georgia Tech’s radical and concerning to many, Online Master of Science in Computer Science (OMS CS) program in 2013. It was first of its kind—a master’s program from a prestigious university using the MOOC format (large classes, fully online) at a total cost to students for less than $7,000. Three years later Georgia Tech has graduated it’s first class last year, twenty in total, with another handful this year.
The program has fallen far short of its projected numbers, though Georgia Tech leaders are optimistic, calling it a success. Initially the goal of the program was to have 10,000 students by the third year, a number required to cover costs and generate a profit. The program’s business model was built on the program’s scalability.
“We will start another program,” Georgia Tech President G. P. Peterson said during a recent interview with Inside Higher Ed. “We’re very pleased with the success of the program, and we’re looking to expand it into other areas”. — Georgia Tech’s Next Steps, Inside Higher Ed
Insight: Georgia Tech (GT) is a pioneer. While others took a wait-and-see approach, Georgia Tech chose to lead. Education institutions can benefit from GT’s initiative if they examine GT’s program in light of advancing their own education programming. The profile of students, enrollment numbers, the cost of course development and technology used by GT can provide helpful insights. Analyzing other institutions digital education initiatives can inform decisions, help create effective and customized strategies that address our digital culture and student demand.
- Georgia Tech’s Next Steps, (2016) Carl Straumsheim, Inside Higher Ed
- One Down, Many to Go, (2014), Carl Straumsheim, Inside Higher Ed
3. Open Textbook – “Teaching in a Digital Age”
Tony Bates’ most recent book “Teaching in a Digital Age: Guidelines for designing teaching and learning” is published under the Open Ed textbook project; it’s free to download in a variety of formats and can be read online. Bates completed the book this April. I’ve read only two chapters to date, but don’t hesitate in recommending it highly, not only because of Bates expertise in the sector, but because of the books’ comprehensiveness, the breakdown of topics, the ease of navigation, the clean and streamlined interface, the writing tone and style. It’s approachable and accessible. Each subsection concludes with an activity, which usually includes questions to consider and prompts for further research.
Reading the book on my web browser I found several unexpected benefits. The format of open fosters an interactive experience; it allows for sharing on Social Media platforms (Twitter and Facebook), the ability to comment and interact with other readers, and to annotate individually or within groups using the hypothes.is platform. This could be the future for text books.