Tainted Taps: Lead puts California Students at Risk.Education during Covid: California families struggle to learn.College And Covid: Freshman Year Disrupted.Adjuncts’ gig economy at CA community colleges.California’s Community Colleges: At a Crossroads.A town’s library fight spotlights inequities.The post-pandemic jump in students missing school.Curriculum developers have to meet learners in their intellectual space to grab their attention and give them the tools to control their own learning. Learners can master complicated topics despite a universe of distractions. Many times, longer topics are covered in a series of short videos, each one providing learning while piquing the viewer’s interest in the next video. Videos should be short: 2-4 minutes long if possible. Videos, combined with gaming techniques, bring learning into a space that students occupy and enjoy. A wealth of short videos are available to spice up instruction, highlight important points of a topic, and make learning a sensory experience. The popularity of YouTube and other video sharing sites is a testament to the usefulness of videos. Create badges that learners can earn to reinforce achievement, check progress against course goals, and track where they are in relation to other team members. See the Higher Education Student-Facing Handout for an example designed for first- and second-year English composition students. Structuring the learning as a game encourages learners to move through the material to reach the desired outcome. For instance, having users click buttons or move sliders to reveal each segment of information helps make them responsible for their learning. Using gaming techniques for learning- not creating games for learners-increases learner motivation and engagement. Providing opportunities to push learners’ attention to online sources that will enrich their learning will result in better outcomes. Mobile learning is accessible to users any time they are connected to the Internet. Using apps like Google Docs, Basecamp, and others, groups of teachers and learners can collaborate from different neighborhoods or time zones. Thanks to smartphones, downtime such as commuting can become learning time. Untethered from classrooms, education can be integrated into daily life, encouraging continuous learning. The most obvious advantage of microlearning is portability. This trend encompasses two major changes to traditional learning: breaking up blocks of learning into bite-sized pieces, and including application steps to reinforce and extend learning. They can also demonstrate mastery by completing an assessment and receive a badge they can add to their portfolios and CVs. For example, at an online collaboration of six major state universities called the University Learning Store (), learners can purchase apps for skills they wish to acquire or improve. Higher ed institutions are jumping on this type of learning, too. This supports retention: small nuggets of information are easier to remember and recall when needed. So instead of setting aside blocks of hours to master a full skill set, students spend minutes mastering each detail and then move on to the next step. The content may be delivered in videos, podcasts, short articles, infographics, and other formats that can be absorbed in minutes. A larger lesson is divided into its smallest components so students can learn each one quickly and usually independently. The underlying aspect of the latest trends is microlearning, or learning implemented in small, objective-driven chunks. Educational institutions are eager to capitalize on students’ new learning styles. Yet the reality of our short-attention-span world is actually key to understanding the coming learning trends in higher ed. Have you seen what’s trending on Facebook? How about what’s trending on Twitter or Instagram? With seemingly infinite information sources but only finite time, it may be hard to conceive of doing in-depth study of academic subjects.
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