Category Archives: Lifelong learning

Are you a technologically literate teacher?

blog post title against collage of technology graphics

Could you, for example, walk into the office of a typical small business somewhere in America — a construction company, for example, or an independently-owned convenience store with fewer than 10 workers — and begin work immediately doing routine work, such as answering the phone and taking messages, using the office computer for recording receipts and disbursements, and faxing documents to state agencies?

Naturally, you’ll say you’d need some training. That’s undoubtedly true.

What’s also true, however, is that small business people expect college-educated people to know or be able to pick up very quickly skills that people with a high school education do every day.

I believe that being able to pick up new skills quickly is going to be the most sought-after attribute of 21st century workers.

The last time I tried to hire an editorial assistant for my publishing business, I asked people who’d lived in this community all their lives for suggestions. An ex-teacher was highly recommended.

She was interested in the work and the pay until I told her we use Open Office rather than Microsoft products because that’s what my customers use.

That was a deal breaker.

“I’d have to go take a course to learn how to use it,” she said.

The woman might have been a wonderful teacher, but she didn’t have the technology skills for an entry-level job in a small business.

If you have to go take a training course in a software program before you can use it, you can’t handle an entry-level job in a small business.

Folks, one word processing program is pretty much like another.

And if your skills are up to the challenge of the entry-level work in 2017, can you honestly say you’re able to prepare your students for today’s workplace, let alone tomorrow’s?

Related reading:

Work Experience as Education

The Collaboration Model for Entry Level Jobs

Dear Applicant: The reason you weren’t hired.

 

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Filed under Educational technology, Lifelong learning

Required knowledge for 2037

What can we be sure students will need to know 20 years from now?

I’ve been working at revamping content from my “you can teach writing” website begun in 2008 — a date that seems like an eternity ago — I’ve been taking a hard look at what from that bygone time is still valid.

Obviously anything that has passed its sell-buy date in 2017 has to be scrapped.

I’ve deleted the “current events” references and the rotted links: Information expires.

Now what?

How do I decide what to keep?

Skills are more durable than information, so I’m starting by looking at them.
What skills will students need 20 years from now?

I’ve started making a list of what I’m pretty sure students will need to be able to do on their own without the benefit of a teacher/supervisor 20 years from now:

That seems to me to be a reasonable method of determining what of my 2008 website content (which, truth to tell, was the accumulation of 40 years of experience as a writer, editor, and writing teacher) is durable.

In 2037 students will need to be able to:

Here’s in the order in which I thought of them are my ideas of what students will certainly be required to do in 2037.

I invite you to share your reactions in the comments section.

  • learn by reading
  • write to communicate
  • communicate by speaking
  • learn from listening
  • learn by observing
  • formulate useful questions
  • translate information from one communication medium into another
  • read and write a language other than their native tongue (language here can include computer code)
  • communicate via images
  • curate content
  • control machines
  • collaborate to achieve goals
  • get along with people unlike themselves
  • learn without a live teacher present
  • adjust their behavior in response to their learning
  • identify problems
  • formulate solutions to problems in ways that are testable
  • distinguish between causation and correlation
  • find people able and willing to share their expertise
  • distinguish between essential and non-essential activities
  • distinguish between what people need and what they want
  • manage their time well

Help me out.

What have I missed that everyone will need to do? Math skills for sure, but which?
What are essential skills in the social sciences? in the fine arts?
What’s on the list that is dubious?

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Filed under Lifelong learning, Workforce readiness

Social media as a research tool

When I teach writing, one of the strategies I teach students is a procedure for identifying experts on a topic.

I call it ripple strategy. It is basically the process journalists use when they start to investigate a topic about which they have no real starting information.

Ripples spread out from a drop of water falling into a puddle.

Ripples on water help students visualize the process of finding experts.

I tell students to begin by seeing if they have personal expertise on the topic. They may not be an expert, but specifying what they know can help them in the search for expertise.

If they can’t think of anything they know from personal experience, they move a bit beyond themselves to people they know personally: family, friends, teachers, co-workers, the owner of the pizza place they patronize. Do any of those folks have expertise on the writing topic?

If no one comes to mind, they move to the next farthest ripple: People they don’t know personally but who are known by people they know personally. These are folks like Mom’s boss’s son or the mail carrier’s brother.

Finally, they come to the people they know about but to whom they don’t have any third party link.

Let’s say a student’s rippling has led him to think a good source on his topic would be someone who  manages a nursing home.

The student can ask people in his closest “ripples” if they know someone who manages a nursing home.

If they don’t have any luck, they can use social media as a research tool.

Each of the major social media networks has its own search functionality.

Written for business people seeking customers, this article from the Business 2 Community website, gives a pretty good introduction to using Facebook, Twitter, Pinterest, Instagram, YouTube, and Google+ to find people with interest or expertise in a given topic. Although the list doesn’t include LinkedIn, the six options it does discuss are probably more familiar to students grades 7 to 14.

The article isn’t a perfect answer to students’ find-an-expert questions, but it’s a good start.

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Filed under Lifelong learning, Teaching writing

Using MOOCs to get refugees into college

collage of refugee images with superinposed text

MOOCs, Massive Open Online Classes in which students could study college-level material for free, were initial seen as major disruptive force in education.

It didn’t happen.

Even when they were free, many students didn’t find them worth completing.

Higher ed has learned from the experience, and begun seeking better ways to use their assets—all those highly skilled professors—to greater advantage.

One of the most intriguing MOOC applications I’ve seen was reported in the March 1 Springwise.com weekly newsletter. Here’s what it says:

Berlin-based Kiron works with refugee students to put together an online course of study, rigorous enough to provide entry into a partner university’s second year of study. Using Massive Open Online Courses (MOOCs), Kiron helps students master their new country’s language while studying basic prerequisites for a chosen university degree. Already working with more than 1,500 students in Germany, Kiron recently expanded into France.

With less than one percent of all refugees able to access higher education, MOOCs help get new students to the necessary level of knowledge for in-person university study. Kiron also provides off-line support including study buddy programs and career guidance. Once a participant completes the two-year online program, he or she has the opportunity to enroll for free (as a second year student) in one of Kiron’s partner university’s programs.

If the model works for refugees who have to master another language in order to get maximum benefit from college-level work, it seems to me that pairing free online educational content suited to students’ career objectives along with off-line support might be a solution to some of America’s skill-gap problems.

What do you think?


Kiron offers internships and volunteer opportunities in Germany and the possibility for people with special skills such as tutoring or programming to volunteer remotely.

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Filed under Post-secondary education, Workforce readiness

Relationships and learning

Since I came across this image in a tweet, I’ve been trying to decide whether or not I agree with the quote, “No significant learning occurs without a significant relationship.”

I agree with the @teachergoals that relationships must be encouraged and maintained. I suspect the intent of the quote is to encourage teachers to interact with their students as people instead of as rectangles on a seating chart, which is a worthwhile aim.

What I’m not so sure about is the meaning of a “significant relationship” in the educational context.  (I’m sure, however, it’s not the meaning we occasionally hear about on TV newscasts, in which one of the parties wears a bright orange jumpsuit.)

Who are the parties to a significant relationship in which learning occurs?

In what way(s) must the relationship be significant to impact learning?

Do the learning and the relationship have to occur contemporaneously?

If all significant learning requires “a significant relationship,” is turning students into lifelong learners a pipe dream?

And, last but not least, I wonder if I the only person in the world whose most significant learning came from books?

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Filed under Lifelong learning, Teachers

Have a challenge? Need a challenge?

Challenge is a challenging word.

We in education most often use the singular noun to mean a task that demands special effort or dedication, but which is within the ability of the person who accepts the challenge.

We like kids who accept a challenge.

By contrast, we typically use the plural form, challenges, to mean things that require more ability than an individual has, as in “that kid has serious challenges.”

We prefer kids with challenges be in another teacher’s classroom.

I ran across two items today on Twitter that made me think about those two opposing usages.

Challenged workers

The first is a National Skills Coalition report showing roughly 20 million Americans employed in key service-sector industries lack basic skills in literacy, numeracy, or digital problem-solving.

These are people that we educators would probably say “have challenges.”

A large proportion of these people work in just three areas: retail, health care and social assistance, and in food services and accommodations. Surprisingly, 58 percent of them have been with their current employer at least three years, and 23 percent of them are supervisors.

Here’s the most astonishing fact about these workers:

More than one in three (39%) participated in a learning activity over the past 12 months, including 27% who are pursuing a formal degree or certificate.

Ignore for the moment the question of how all those people get into post-secondary education when they trouble with reading, writing, arithmetic, and problem solving: Think about how someone with challenges becomes someone who accepts a challenge.

Workers who take on challenges

There may be many factors the lead to someone accepting a challenge, but they certainly include:

  • Having a personal reason for accepting the challenge of learning.
  • Sensing that doing nothing will produce a bad outcome.
  • Believing the desired outcome is worth the effort it requires.

At some point, we educators have to start figuring out how to get those “kids with challenges” to accept the challenge of learning how to learn what they will need to know in their work and in their lives. It’s particularly important for us to do that for the students who aren’t natural, book-learning scholars: the hands-on, vocational, CTE students.

They crave a challenge, too, and they deserve it.

What else could we be doing to see that all students have opportunities to take on challenges?

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Filed under Lifelong learning, Workforce readiness

Informal education can transform lives

quote from Seth Godin set against cement block foundation: "Formal education is a foundation but lifelong, informal education can transform our lives."

Education is the answer

It almost doesn’t matter what the question is, really.

Everyone is an independent actor, now more than ever, with access to information, to tools, to the leverage to make a difference.

Instead of being a cog merely waiting for instructions, we get to make decisions and take action based on what we know and what we believe.

Read the rest of this Seth Godin post.

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Filed under Lifelong learning

Learning to relearn in a digital world

There are three main types of knowledge that can be taught and learned in schools:

  • Content: facts, concepts, and processes that are the stuff of instruction
  • Tools: classes of devices (including software) used to manipulate, remodel, re-purpose, and re-imagine facts, concepts, and processes.
  • Skills: procedures required to use those tools efficiently and effectively.

Of the three types of knowledge, skills are the most important for teachers to teach and students to learn.

Content expires quickly

Having content at one’s fingertips is probably useful for people who create bubble tests, but for most people remembering the factual material taught in school isn’t useful in the long term.

Content is primarily information we can look up as needed. Content is just stuff: It comes and becomes obsolete faster than entries in the Urban Dictionary.

For example, for decades there were nine planets. Then Pluto was demoted for not being good enough, and we bought T-shirts saying “In my day there were nine planets.”  Two years later, scientists found what they think may be a genuine planet at the edge of our solar system. Overnight our knowledge and our T-shirts were obsolete.

Similarly, this years’ PD on mindfulness and PBL will be replaced by PD on some other buzzwords and acronyms next year.

Tools become obsolete

In the last 30 years, the tools we’ve used to work with facts, concepts, and processes have become outdated almost as quickly as our content.

For example, the entire tool class known as word processors emerged and disappeared in a quarter of a century.  (If you remember using stand-alone word processors, you probably should be reviewing your Medicare coverage options for 2017 instead of reading this post)

Search engine AltaVista  and web host GeoCities—big names in the information sector 20 years ago—have become Jeopardy questions for nerds. Yahoo, which purchased both companies, seems to also be disappearing into technology’s sinkhole.

In five years we may be asking each other, “Do you remember when we used Twitter and Canva?”

Skills have durability

In the midst of all the degradable knowledge in our information age, skills still have remarkable staying power.

Chances are, if you learned how to use AltaVista in the ’90s, you learned how to use at least one other search engine since then.

If you created websites with GeoCities back in the ’90s, you probably have learned how to use several tools for creating websites and digital presentations since then.

Certainly, many tool-specific skills that were essential 20 years ago have practically disappeared—using a card catalog, writing a paper check, or operating a mimeograph machine are skills the under-20 population has not experienced—but the meta skills for retrieving information, transferring money, and making printed duplicates of written material have not changed.

Twitter may die off, but people will still use tools for interpersonal communication across distances.

The ability to learn to use a new digital tool with which to manipulate content to produce original outputs is a learning skill that can transfer from old tool to emerging tool and from old content to new content.

In my next post, I’ll explore what we need to teach (and what we shouldn’t bother to teach) to enable students to become good re-learners.


If you’re one of the 1,200+ people who subscribe to this blog by email (you wonderful people!) or one of the equally wonderful people who pick it up through RSS or through postings on Twitter or LinkedIn, you know that skill learning is one of my soapbox issues. Here are some of my earlier posts on the topic:

Reflections on learning from work experiences

Learning when those who can, teach

Work experience as education

Use your bloomin’ mind; get some bloomin’ skills

 

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Filed under Lifelong learning

Reading, readiness, and unreadiness

I sat down to write a bit about three nonfiction books I’m reading.

That led me to wonder if there is a word that means the state of having started, but not yet finished, reading a book.  Unreadiness gets things wrong end round; nonreadiness is no better.

Probably the Germans or Japanese have a word for it that an alert reader will share.

But I digress.

3 books: Why Rural Schools Matter, The Physics of Business Growth, Max Teaching with Reading and Writing

Books I’m reading

The nonfiction books I’m reading are

  • The Physics of Business Growth: Mindsets, System, and Processes by Edward D. Hess and Jeanne Liedtka,
  • Why Rural Schools Matter by Mara Casey Tieken
  • Max Teaching with Reading and Writing: Classroom Activities for Helping Students Learn New Subject Matter While Acquiring Literacy Skills by Mark A. Forget.

Despite their quite different subject matter, they have a few common elements. Each is

  • written by people who write well
  • written by people who have lived the subjects they write about
  • written with the expectation that readers will do something based on their reading.

That last point is what’s keeping me from finishing them.

Why I’ve not finished

When I get to the end I’ll need to do something with what I’ve learned, something that’s likely to be uncomfortable, possibly difficult.

I’m ready to learn about.

I’m not ready to go try.

This is the central problem of professional development for educators: Moving from readiness to learn to readiness to apply.

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Filed under Teacher PD

Define ‘good paying jobs’

If Hillary Clinton loses the 2016 election, it could well be because she defines “good paying jobs” differently than a significant chunk of the electorate.

Last night as I watched as Clinton accept the Democratic Party’s nomination for president, I was struck by her implied definition of the term “good paying jobs.”

She never defined the term, but it was clear from the context in which she used it—”clean energy jobs” and “advanced manufacturing” for example—that she was talking about jobs that didn’t exist last century, jobs that were just getting a good foothold when the economy plunged into recession in 2008.

I don’t believe the angry, white American males who support Donald Trump  (or their female counterparts) would consider those “good paying jobs.”

Clinton’s “good paying jobs” require people to acquire new skills and to keep updating their skills routinely.

I suspect the angry, white males think of “good paying jobs” as those a high school graduate can walk in off the street and learn to do in a couple of weeks—and keep doing for the next half century with regular, substantial pay raises.

Whatever you think of Hillary Clinton, you ought to think what “good paying jobs” means in your students’ communities.

If the definition favors those who stop learning at the end of formal schooling, you have some educating to do.

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Filed under Lifelong learning