LinkedIn Learning | What We're Learning About Learning

What We’re Learning About Learning Laurie Burruss | 03/02/2017

Education Innovation Advisor  Lynda.com, a LinkedIn Company  lburruss@linkedin.com Laurie Burruss

Today’s   agenda • About Laurie • Learning, Neuroscience & Cognitive Science • Nine Learning Strategies  1. Learning by Practice 2. Learning in Chunks 3. Cross-training when Learning 4. Frameworks for Learning 5. Learning Takes Effort 6. Making Learning that Sticks 7. Learning that Motivates 8. Engaging the Learner 9. Learning from Peers  • Learning Challenges • Future Trends in Learning • Q&A • Research & Resources

Learning, Neuroscience & Cognitive Science Advances in neuroscience and cognitive sciences now offer new clues as well as reinforce what we know from experience about how we learn. Whether learning is informal or formal, understanding the active nature of how people learn is a key competency academic institutions.

To make learning meaningful, understandable, and motivating requires continued exploration in learning principles.

The 3 Perspectives Concept Data Application

01: Learning by Practice 7

not cramming https://c3.staticﬂickr.com/4/3226/2703981626_a43de710bb_b.jpg

spaced repetition information retrieval

focused https://s-media-cache-ak0.pinimg.com/originals/95/30/f4/9530f48c50f4905dd2b2c7a6b8632cfb.jpg {A Mind for Numbers}, Barbara Oakley, 2014, p 15. diffuse

http://www.payscale.com/data-packages/job-skillsscottdmiller.com/wp-content/uploads/2008 Anders from ﬁlter shoot.JPG http://www.amazon.com/Peak-Secrets-New-Science-Expertise-ebook/dp/B011H56MKS Deliberate Practice

www.freeimages.com/photo/spotty-dotty-2-1170276http://www.freeimages.com/photo/marathon-rotterdam-2-1553221 Deliberate Practice • Change up the learning • Set new goals • Strain • Repeat, repeat, repeat • Seek constant critical feedback • Focus on where you need help Small Measures of Improvement

design 2 approach In-class activities Instructor poses question Answer alone Discuss in team Answer again Work on worksheet with team Explore concepts Discuss with staff bring device applyunderstandevaluate LC: Learning Catalytics 90 min Tutorial 60 min bring device Estimate quantities Develop individual strategy Discuss and solve as team Conduct experiment with team Take measurements Analyze data Carry out simulations EA: Estimation Activity 30 min EDA: Experimental Design Activity bring device Work problems alone BEFORE class Discuss with team, mark up Self-assess & turn in Part 1: solve problems alone Open book, open internet Part 2: solve with team Problem Set & Reflection 90 min RAA: Readiness Assurance Activity 90 min 90 min Peer Instruction, Eric Mazur, 1996 question think poll discuss • Directed by a goal • Repeated striving to reach beyond - “stretch” • A mixture of quality & quantity • Intervention, correction, & support by coach/teacher/facilitator • Mix up the practices • Practice like an expert • Practice with self-awareness - the idea of self-correcting and self-observing Deliberate PracticeIn-Class Activities understandapplyevaluate

design 2 approach In-class activities Instructor poses question Answer alone Discuss in team Answer again Work on worksheet with team Explore concepts Discuss with staff bring device applyunderstandevaluate LC: Learning Catalytics 90 min Tutorial 60 min bring device Estimate quantities Develop individual strategy Discuss and solve as team Conduct experiment with team Take measurements Analyze data Carry out simulations EA: Estimation Activity 30 min EDA: Experimental Design Activity bring device Work problems alone BEFORE class Discuss with team, mark up Self-assess & turn in Part 1: solve problems alone Open book, open internet Part 2: solve with team Problem Set & Reflection 90 min RAA: Readiness Assurance Activity 90 min 90 min Peer Instruction, Eric Mazur, 1996 question think poll discuss Deliberate PracticeIn-Class Activities understandapplyevaluate

20 MINUTES 40 MINUTES 60 MINUTES 90 MINUTES 120 MINUTES 2 WEEKS Brainstorm big ideas Determine app content Rough wireframes Reﬁned wireframes Interactive design thinking Final interactive prototype Evaluate Evaluate Evaluate Timeboxing for iPad App / 120 minutes creative workshop, by David Sheriwin - p. 5 Sketchbook Illustrator Keynote w/templates PDF/APP w/templates Whatever cognitive skills you are seeking to instill in your students, and that you will be assessing for a grade, the students should have time to practice in class. Small Teaching, James M. Lang, 2016, p 117. Timeboxing an iterative process iPad App Prototype art 154 Interaction Design Fundamentals

02: Learning in Chunks 15

scary, diﬃcult, unprepared I’m outta here!

Base Camp A Base Camp B Base Camp C SUMMIT With practice, with knowledge, with experience . . . In baby steps, I can do this!

art198_wk_01 long less hours The Long Playlist 100+ hrs THE REFERENCE BOOKSHELF To support & supplement deep learning & research 100s of hours of watching videos Example: Course playlist for an entire term

short more hours The Short Playlist PROJECT-BASED LEARNING To solve problems To learn by making To blur boundaries To foster systems design thinking To demonstrate subject expertise using interdisciplinary skills To take “smart” risks Example: Infographic/Data Viz Project 3 hrs

INFOGRAPHICS = data + visualization + intelligent design art 154 Interaction Design Fundamentals Student: Chris, Ishoo, Alex, Lisa Infographics/Data Viz To exceed expectations

Individual Course Length (decimal hours) 0 5 10 15 20 Region 1 Untitled 16 Untitled 33 Untitled 50 Untitled 67 Untitled 84 Untitled 101Untitled 118Untitled 135 < 2hrs 2 - 5 hrs 5+ hrs 33% 42% 25% University Statistics 1 Quarter/1 Division

https://cdtmicrographics.com/det-hela-festklanningar/ ungrouped randomly grouped rationally grouped Bread Parsley Milk Pasta Carrots Tomatoes Cream Beets Butter Flour Bread Parsley Milk 3 Dairy Milk Cream Butter Pasta Carrots Tomatoes Cream 4 Produce Parsley Carrots Tomatoes Beets Beets Butter Flour 3 Starches Bread Pasta Flour Make It Stick, Brown, Roediger, McDaniel, 2014, p 198 “When you work you learn something about what you are doing and you develop habits and procedures out of what you're doing..” –Jasper Johns Chunking + Grouping

03: Cross-train as you learn 22

Editing Playlists: http://www.lynda.com/MyPlaylist/Edit/3477861 Complex Problem Solving Pivot Table: How to Playbook Learning for contextual, “real world” workflow Contextual, “real world” learning

Editing Playlists: http://www.lynda.com/MyPlaylist/Edit/3477861 Pivot Table: How-to-Playlist: http://www.lynda.com/SharedPlaylist/ 9abb1b8f68c5485b88a75acfb9049eb4 Create & Watch Share & Learn Playlist Features • Add a Course, Chapter, or Movie • Search inline while editing • Add a Memo - description, meta data, annotations, hand-outs, examples & URLs) • Share to public, team/ class or individual with unique URL

http://www.aft.org/sites/default/ﬁles/resize/styles/content_area_full_width/public/periodicals/ fall2013_dunlosky_ﬁgure1-756x1090.jpg?itok=piroz3B4 Differences in performance when students used Massed vs Interleaved Practice 022.54567.590 Practice Test Massed Interleaved massed vs interleaved

Even after [the students] took the test and could have realized from their own performance that interleaving was the better strategy for learning, they clung to their beliefs that the concentrated viewing of paintings by one artist was better. http://www.aft.org/sites/default/files/resize/styles/content_area_full_width/public/periodicals/fall2013_dunlosky_figure1-756x1090.jpg?itok=piroz3B4 Complex Problem Solving How BEST to identify characteristics of different painters in a study practice? ✓One at a time in order ✓Mixed up and shuffled each time ✓Blind assumptions didn’t support the evidence Contextual, “real world” learning Make It Stick, Brown, Roediger, McDaniel, 2014, p 54.

Project-based Learning Cross-disciplinary • Primary data • Evidence supported research • Data visualization • Design thinking • Browser ready 01 Infographic/Data Viz Project 01 Playlist/Design Brief http://www.lynda.com/ SharedPlaylist841c7b6a325142fea52a990a7ef3eea6

01_Infographic lynda.com!Online!Training!Library! —Infographics:!Planning!&!Wireframing(EX3Files3on3server)3 !!!!http://www.lynda.com/InfographicsBtutorials/InfographicsBPlanningBandBWireframing/89311B2.html3 3 —Infographics:!Area!Bubbles(EX3Files3on3server)3 333http://www.lynda.com/ExcelBCS4Btutorials/InfographicsBAreaBBubbles/89313B2.html33 —Infographics:!Visualizing!Relationships(EX3Files3on3server)3 &&&&http://www.lynda.com/InfographicsUtutorials/InfographicsUVisualizingURelationships/89312U2.html3 ! Infographics!or!Information!graphics:!(http://en.wikipedia.org/wiki/Infographic)6 6 Graphic&visual&representations&of&information,&data&or&knowledge.&These&graphics&present& complex&information&quickly&and&clearly,[1] &such&as&in&signs,&maps,&journalism,&technical&writing,& and&education.&& & Why!use!infographics?! To&communicate&a&message&or&“story”& To&present&large&amount&of&information&in&a&compact&and&easy&to&understand&way& To&reveal&the&data&–&discovering&cause&and&effect&relationships& To&over&time&show&the&evolution&of&certain&factors&and&issues& & An!Infographic:!Why!Infographics:&http://www.infographicsshowcase.com/wpB content/uploads/2010/03/UseBInfographics.jpg3 & Objective:&To&create&an&infographic&for&a&blog&site&that&shows&through&interpretation&of&data&4&–& 6&visualizations&of&relationships&around&one&theme&or&idea.& & Dimensions:&(for&a&blog&post)& Width:&850&px&& Height:&No&greater&than&5000&px& Scrolling:&vertical& & PART!I:!THE!WIREFRAME! 1. Target&and&describe&the&audience&for&this&infographic.&& & 2. Define&what&questions&can&be&answered&by&the&primary&data&sources&that&lends& Project-based Learning Cross-disciplinary • Primary data • Evidence supported research • Data visualization • Design thinking • Browser ready 01 Infographic/Data Viz Project 01 Playlist/Design Brief http://www.lynda.com/ SharedPlaylist841c7b6a325142fea52a990a7ef3eea6

Project-based Learning Cross-disciplinary • Primary data • Evidence supported research • Data visualization • Design thinking • Browser ready 01 Infographic/Data Viz Project 01 Playlist/Design Brief http://www.lynda.com/ SharedPlaylist841c7b6a325142fea52a990a7ef3eea6

https://www.ﬂickr.com/photos/x-ray_delta_one/5859223274 Word Wheel Template: Variety & Diversity CROSS-TRAIN

DESIGN BUSINESS DEVELOPMENT NEW TOOLS DesignThinking Protoyping jQuery Bootstrap MSSway DataViz PivotTables ProjMgmt SPIN Word Wheel Template: Variety & Diversity CROSS-TRAIN

04: Learning Frameworks

overwhelm

overwhelmorganize

my playlist  the big bucket Frameworks Add a framework Random learning is inefficient

A Bookshelf is a Framework

associative Frameworks Self-curated playlists Curated playlists Assigned playlists Learning Guides New Learning Paths - a playlist for a career Playlists are the new bookshelf

Self-curated Learning Playlists

learn your way 2 career Lynda.com   Learning Paths Data-driven skill sets defined Matched to library content Taught by expert practitioners

https://www.linkedin.com/groups/7022790 learn your way 2 career Lynda.com   Learning Paths Data-driven skill sets defined Matched to library content Taught by expert practitioners

WordPress ePortfolio Flowchart BRAINSTORM SESSION from concept WordPress ePortfolio Flowchart BRAINSTORM SESSION art198_lburrussfall_11 WordPress ePortfolio Flowchart BRAINSTORM SESSION WordPress ePortfolio Flowchart BRAINSTORM SESSION WordPress ePortfolio Flowchart BRAINSTORM SESSION Brainstorming Session

art198_lburrussfall_11 HOME (index.html) - Title - Byline - Everpresent Navigation -Visual Element(s) - Sidebar PORTFOLIO RESEARCH ABOUT CONTACT COMMUNITY PROJECTS 1 2 3 4 5 6 Categories, tags posts Optional: strategy to show professional experience Head shot Short Bio Link to Resume (pdf) Form - user ﬁrst name, user last name, user email, subject, message, submit button PARENT PAGES & POSTS Categories, tags Inspiration - URLs, books, movies (categories & tags) How I learn - URL links to tutorials (categories & tags) Favorite artists & designers (categories & tags) Process - project deconstruction, philoshophy CHILDREN TARGET AUDIENCE -Transfer to college - New clients/job opps - Current clients - share work - Self-promotion - Marketing TARGET JOB POSITION - http://www.indeed.com - Keywords - Geographic location - Compare job requirements • Personal/Communication skills (soft skills) • Design skills • Technology skills WordPress ePortfolio Flowchart to organized framework

Rubric Framework Assessment Iterative process Art 64: Interaction Design Fundamentals

05: Learning takes Effort

Too Little Just Right! Too Much Effort  Goldilocks tasks Not too easy . . . Not too hard . . .

http://wistia.com/blog/does-length-matter-it-does-for-video-2k12-edition/

http://mindsetonline.com/ Test Your Mindset:http://mindsetonline.com/testyourmindset/step1.php FIXED GROWTH http://files.pressible.org/267/files/2014/04/MindsetBook.jpeg

Test Your MindsetFixed Mindset Growth Mindset Group Mindset Fixed traits, focus on success. Your basic qualities are things you can cultivate through your efforts Experience, training and personal effort in purposeful engagement Being right; getting the top score; not failing. Desires the “stretch” Thrives on challenge(s) Recognizes self-development, self-motivation, and self-responsibility Advocacy for drive & enthusiasm I am comfortable with “effortless success.” “This is hard, but this is fun.” “The growth mindset does allow people to love what they’re doing — and to continue to love it in the face of difﬁculties.” http://mindsetonline.com/testyourmindset/step1.php https://upload.wikimedia.org/wikipedia/commons/c/c3/Seabiscuit_winning_1940_SAH.jpg http://mindsetonline.com/

–Johnny Appleseed “Type a quote here.” Baby Steps: Incremental Learninghttps://www.youtube.com/watch?v=IcA0Z6XPAmc Growth Mindset Actions  • Develop a practice • Feel comfortable with confronting challenges • Aim for a sense & feeling of making progress • Love what you do • Continue in the face of difﬁculties “. . .the transformative power of effort — the power of effort to change your ability and to change you as a person.”

Effort  Challenges A one-sentence problem One online movie Many possible solutions 21-day Drawing Challenge with Von Glitschka http://www.lynda.com/Design-Illustration-tutorials/21-Day- Drawing-Challenge/164144-2.html

4 Continuous Line Drawings Man’s Face Hand holding bottle Man on unicycle Dog Effort  Challenges A one-sentence problem One online movie Many possible solutions 21-day Drawing Challenge with Von Glitschka http://www.lynda.com/Design-Illustration-tutorials/21-Day- Drawing-Challenge/164144-2.html

art 31a: The Human Color Wheel Collaborative Team BuildingThe Human Color Wheel

THE “FOUND” ALPHABET, COOKIE COLOR WHEEL, EMOJI SELF-PORTRAIT, DAILY TEAMS . . .

06: Learning that Sticks

make it stick to learn something new The Science of Successful Learning http://makeitstick.net/ Peter C. Brown, Henry L. Roediger III and Mark A McDaniel

for 45 - 50 min + = 3X per week to make it stick University Statistics:1 Quarter/1 Division

for 45 - 50 min 20% 80% + = 3X per week to make it stick University Statistics:1 Quarter/1 Division

for 45 - 50 min 20% 80% + = 3X per week to make it stick interval spaced practice for new learning University Statistics:1 Quarter/1 Division

http://www.edpsoftware.com/images//2013/12/pomodoro1.jpg http://pomodorotechnique.com/ 25 min Sticky  Not Stuck PROCRASTINATION • First, unhappy • Then, trying to shift the attention elsewhere • More painful (like arsenic) - a sense of guilt but no action Alleviate procrastination (the poison) with The Pomodoro Technique

context http://www.edpsoftware.com/images//2013/12/pomodoro1.jpg top down bottom up • THE BIG IDEA - get the “gist” of basic concepts • CONTEXT - connects and glues it all together • BOTTOM UP - the learner asks  “Where and how does this all ﬁt?” • MASTERY- the Final Stage  “Can I do it myself?”- Always test the DO!

07: Learning Motivates

http://samara.gup.ru/pic/glavnaya/dod.jpg 1 2 3 Practice Retrieval Extrinsic Intrinsic Just-in-Time On task problem solving Detour/Roadblock Quick ﬁx - back to problem at hand Compare spellcheck or speed dial No need to memorize - just look up Outer driven For work, for position in world For up-skilling and renewing skills For new position For raise in salary For grade/course requirement Inner driven Passionate about subject/area of expertise Favorite author/instructor Love to learn about __________ Insatiable appetite for learning “X” PassionHelp Desk 30 min or less 30 - 90 min 90 min +++

Viewing Sessions per Course 0 4.5 9 13.5 18 Region 1 Untitled 18 Untitled 36 Untitled 54 Untitled 72 Untitled 90 Untitled 108 Untitled 126 Untitled 144 < 30 min 30-60 min 1 hr + 55% 22% 23% Stanford University School of Medicine 45%55% University Statistics 1 Quarter/1 Division

On-your-own F2F Specialized Training 24/7/365 Scheduled workshops Need/problem driven 1 32 Strategic Planning & Budget

Motivation & Learning Intrinsic motivation - Informal learning Extrinsic motivation - Formal learning Recognition for achievement http://www.freeimages.com/photo/coffee-2-1327659 Reward yourself and others Representation of midbrain dopamine neurons responding to reward that is probabilistically predicted by distinct visual cues. Based on Fiorillo et al., 2003; Morris et al., 2004. http://www.princeton.edu/~ndaw/ds08.pdf Reward Reward Reward Reward No Reward Reward p = 0.21 p = 0.25 p = 0.50 p = 0.75 p = 1.0

08: Learning Engages

11courses in which one learner watched longer than length of course Acqua = University Migration to Oﬃce 365 University Statistics: 1 Quarter/1 Division Engagement RETURN TO LEARN REPEAT TO LEARN DEEPER LEARNING

PCC students watch a project-based course an average of 3X 1. To get the big idea 2. To follow the discreet steps 3. To work along and do the project

http://www.freeimages.com/photo/spirals-1-1192883 Iterative Engagement  The Spiral Effect ACQUISITION OF KNOWLEDGE  Connecting (between disparate sets of concepts & skills) Practicing (building comprehension & experiences) Self-explaining (reflection & understanding)

✓ Understand the text ✓ Work with others (before or after class) ✓ Outline - create your own framework ✓ Actively participate ✓ Consult with the teacher & others ✓ Develop a study guide ✓ Organize a review session ✓ Sleep - so your brain works right! Self-Test Checklist

09: Learning from Peers

Peer Learning Birds of a Feather Follow your tribe Learn from others Old Welsh Proverb "people having similar characters, backgrounds, interests, or beliefs"

What are the TOP 20 lynda.com courses @MyUniversity? http://www.freeimages.com/photo/mellon-institute-1229549

1 Drupal 7 Essential Training 2 Dreamweaver CC Essential Training 3 Project Management Fundamentals 4 PremierePro CC Essential Training 5 Outlook Web App (OWA) 2013 Essential Training 6 ITIL Foundations 7 Foundations of Programming: Fundamentals 8 Excel 2007 Essential Training 9 Drupal 7: Creating and Editing Custom Themes 10 Website Planning & Wireframing: Hands-on Training 11 Writing for the Web 12 Objective-C Essential Training 13 HTML Essential Training 14 iOS App Development Essential Training Communication Tips Fixing Video Exposure Problems in PremierePro CC Google Docs Essential Training 15 The Practicing Photographer 16 Lightroom 6 Essential Training Foundations of Programming: Databases 17 Marketing Research Fundamentals Swift Programming Language First Look Practical Cybersecurity 18 3D Printing on Shapeways Using Maya Office 365 Outlook Essential Training Office 365 Word Essential Training 19 Drupal 6: Online Presentation of Data Excel 2013 Essential Training Solving Optimization & Scheduling Problems in Excel 20 Writing Email 21 InDesign CC: Interactive Document Fundamentals 22 Core Data for iOS and OSX C++ Essential Training Photoshop CS2 Actions and Automation 23 Office 365: Access Essential Training Marketing Fundamentals 24 Creating PDF Forms with InDesign Captivate 8 Essential Training Personal Branding Basics Modeling a Cartoon Character in Maya 25 SOLIDWORKS 2014 Essential Training Body Language for Leaders Value-Based Pricing 26 Excel Tips Creating an Effective Content Strategy for Your Website Premiere Pro CS6 Essential Training Acrobat XI: Creating Forms 27 Excel for Mac 2011 Tips and Tricks Final Cut Pro X 10.2 Essential Training Learning to Be Assertive Organizing Your Office for Maximum Efficiency 28 Exploring Photography: Exposure and Dynamic Range Cisco Certified Entry Networking Technician Esst Training R Statistics Essential Training Captivate Advanced Techniques 29 Google Analytics Essential Training Presentation Fundamentals Public Relations Fundamentals TOP20@MyUniversity

10COURSESwatched by 3 or more LOOKING FOR TRIBES 2 or more watching same course 3 average - teams of 3? sharing learning, sharing insights IT, University School of Medicine Data tells us the migration to Microsoft 365 is essential to support! University Statistics 1 Quarter/1 Division

syllabus: ﬁrst day of class with instructor & students art198: web design & development

Digital Tool Survey Our “digital” smartboard - a whiteboard + cellphone photo capture COST = $0 Peer2Peer Learning Input from students day 1 Ask why they signed up for course Ask what they want to learn on exit Create a list of topics/skills My input as well Agreement going forward Discussion time management Expectation for inside/outside workload On-your-own learning What it will take - the trade-oﬀs SURVEY: immediate digital tools available GUARANTEE: each student will leave with something he/she wants

https://en.wikipedia.org/wiki/A_picture_is_worth_a_thousand_words If a picture is worth a 1,000 words, a GOOD Learning Story is worth a 100 phone calls. Tell & share   your stories

Spider Graph Template: Recognizing your strengths & weaknesses Use of data from my course history. Plotting number of courses watched vs number of hours watched. My peak areas of interest = Web, Biz, Design, & Dev. Knowing my “core” or strength areas, I can recognize my weaknesses. Areas of improvement: Business courses around Productivity & Soft Skills. Added to my Learning Roadmap: Design Thinking and Writing WEB BIZ DESIGN DEV ED VIDEO PHOTO 3D IT AUDIO MKTG CAD # of Courses Watched # of Hours Watched Core strengths Flat = weak Pointed = strength

Laurie Burruss: Hours/Content Area 0 25 50 75 100 Web Biz Design Dev Ed Video Photo 3D IT Audio Mktg CAD 173h 29m of content watched Number of Courses Watched in a Content Area Not much to learn here. . .Just buckets of clicks

Laurie Burruss: Courses & Hours/Content Areas 0 40 80 120 160 Web Biz Design Dev Ed Video Photo 3D IT Audio Mktg CAD Courses Time (hr) My Learning Stats 338 courses watched 2455 videos watched 173h 29m of content watched 386 courses in playlists 31 certificates of completion Anomaly Business Courses are SHORTER New Content Areas lynda.com Now a learning story that compares data sets: Courses + Hours + Content

Laurie’s Engagement All courses 11% 89% Web 18% 82% Web Laurie Developer 12% 88% Design 11% 89% Education 17% 83% Wow, Laurie! You’ve watched 18% of the current WEB courses. You’ve watched 11% of ALL courses (3396). 3/17/2015 Engagement Dashboard: The big learning picture revealed with visualization

Start with a story Empathy Visualization Metaphor & analogy Expression Make it social. . .

Design Thinking   Workshop Empathy Visualization Metaphor & analogy Expression Make it social. . . Gift giving   @Houston Community College

Learning Challenges 79

Learner’s Obstacles TOP 5 1. Not enough time 2. Not enough guidance or direction 3. Not enough recognition or reward 4. Not engaging enough 5. Too hard to ﬁnd https://upload.wikimedia.org/wikipedia/commons/8/8f/ Zan_Zig_performing_with_rabbit_and_roses,_magician_poster,_1899-2.jpg

Illusions of Competence ANECDOTES • recall - mental retrieval • testing/quizzing - mini-testing, self-test, compare • change up locations • interleaved learning • peer learning & role playing • simulations & “real world” doing & making • reﬂection https://upload.wikimedia.org/wikipedia/commons/8/8f/ Zan_Zig_performing_with_rabbit_and_roses,_magician_poster,_1899-2.jpg

Each student filled out the rubric and then had 3 other people fill out the rubric. Complex Problem-Solving Interdisciplinary Problem driven Unknown solutions Multimodal literacies applied Data infused research http://www.forbes.com/sites/susanadams/2014/11/12/the-10- skills-employers-most-want-in-2015-graduates/ http://www.lynda.com/articles/top-skills-employers-want-2015

Skill 1 2 3 4 5 Evidence 1.1Ability1to1work1in1a1team1 structure 2.1Ability1to1make1decisions1 and1solve1problems1(?e) 3.1Ability1to1communicate1 verbally1with1people1inside1&1 outside1an1organiza?on 4.1Ability1to1plan,1organize1and1 priori?ze1work 5.1Ability1to1obtain1and1process1 informa?on 6.1Ability1to1analyze1 quan?ta?ve1data 7.1Technical1knowledge1related1 to1the1job 8.1Proﬁciency1with1computer1 programs 9.1Ability1to1create1and/or1edit1 wriQen1reports 10.1Ability1to1sell1and1inﬂuence1 others SUBTOTAL GRAND1TOTAL: h"p://www.forbes.com/sites/susanadams/2014/11/12/the:10:skills:employers:most:want:in:2015:graduates/ The 10 Skills Employers Most Want In 2015 Graduates *5A:ApointAscale,AwhereA1=ANotAapplicable,A2A:ANotAmuch,A3A:ASomewhat,A4A:AVeryAmuch,A5A:AExtremelyAapplicableAEach student filled out the rubric and then had 3 other people fill out the rubric. Complex Problem-Solving Interdisciplinary Problem driven Unknown solutions Multimodal literacies applied Data infused research http://www.forbes.com/sites/susanadams/2014/11/12/the-10- skills-employers-most-want-in-2015-graduates/ http://www.lynda.com/articles/top-skills-employers-want-2015

Final Project: Interactive PDF

The Top 10 Skills Employers Want in 2015 Grads http://www.lynda.com/SharedPlaylist/8ﬀa48c8c39e49e7b049b6ec07377569 Survey Monkey Canva Product Analysis: (Teams of 4 - Oral/Written Presentation)

Future Trends in Learning 85

PRINCIPLE 1 SIMPLE PRINCIPLE 2 UNEXPECTED PRINCIPLE 3 CONCRETE PRINCIPLE 4 CREDIBLE PRINCIPLE 5 EMOTIONAL PRINCIPLE 6 STORIES © 2008 by Chip and Dan Heath. All rights reserved. Do not replicate without written permission. http://heathbrothers.com/download/mts-made-to-stick-model.pdf SUCCESs Model Made to Stick, Heath & Heath, 2007.

• Give feedback that promotes learning and future success.  • Identify managers/deans/ instructors as resources for learning about learning within your institution.  • Teach others how to learn to attain high standards and promote your campus’ learning strategies.  • You are the drivers of enthusiasm & advocacy. http://www.freeimages.com/photo/future-1239052 Future Trends

http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf To be successful in the next decade, individuals will need to demonstrate foresight in navigating a rapidly shifting landscape of organizational forms and skill requirements. They will increasingly be called upon to continually reassess the skills they need, and quickly put together the right resources to develop and update these. Workers in the future will need to be adaptable lifelong learners. & educators http://www.freeimages.com/photo/brain-coral-1198003

Questions & Answers

Laurie Burruss Education Innovation Advisor lburruss@linkedin.com

Research & Resources

• How We Learn, Benedict Carey, 2015, Random House • A (Mind) for Numbers, Barbara Oakley, PhD., 2014, Penguin Group. • Peak, Anders Ericsson and Robert Pool, 2016, Houghton Mifflin Harcourt. • Made to Stick, Chip Heath and Dan Heath, 2007, Random House. • Make It Stick, Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel, 2014, Belknap Press of Harvard University • Mindset: The New Psychology of Success, Carol S. Dweck, 2007,Ballantine Books. • Peer Instruction: A User’s Manual, Eric Mazur, 1996, Pearson. • Small Teaching, James M. Lang, 2016, Jossey-Bass, a Wiley Brand.

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