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Word + Quiz: higgledy-piggledy

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Word + Quiz: higgledy-piggledy

adverb: in a disordered manner

adjective: in utter disorder

_________

The word higgledy-piggledy has appeared in five articles on NYTimes.com in the past year, including on Nov. 25 in “India’s Ominous Future: Too Little Water, or Far Too Much” by Bryan Denton and Somini Sengupta:

The image of the pot-bellied Hindu god, Ganesha, that hangs above Savita Vilas Kasurde’s narrow doorway is intended to keep obstacles away from her family’s path.

The same cannot be said for the Mithi River, which flows a few steps from Ms. Kasurde’s door. Its path has been blocked every which way as it winds through this city of 13 million people.

Mumbai’s international airport straddles the Mithi; you can see the planes taking off from Ms. Kasurde’s street. Sewage and rubbish pour into the Mithi. A vast spread of high-rises have been built on land reclaimed from the Mithi, along with higgledy-piggledy working class enclaves like this one, perched precariously on its edge. They are the ones that flood first and flood worst after a heavy rain. The city’s other natural defense against floods, mangrove trees, have been pulled out to make room for concrete.

_________

How Would Your Life Be Different if You Didn’t Have Wi-Fi and Cellular Service?

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How Would Your Life Be Different if You Didn’t Have Wi-Fi and Cellular Service?

Find all our Student Opinion questions here.

Imagine if you lived in a place where you couldn’t use Instagram, Snapchat or Facebook on your phone. You couldn’t text your friends. You couldn’t even watch YouTube videos, unless you were watching on a broadband-wired computer. Why? Because you lived in a quiet zone, where Wi-Fi is both unavailable and banned and where cellphone signals are nonexistent.

Welcome to Green Bank, W.Va., home to the world’s largest fully steerable radio telescope, which requires near radio silence.

How do you think your life would be different? Would it be better in some ways? Worse in others?

In “No Cell Phone, No Wi-Fi, No Problem. Growing Up Inside America’s ‘Quiet Zone,’” Dan Levin writes:

GREEN BANK, W.Va. — Viral dance memes and dance challenges on TikTok largely bypass Green Bank, W.Va. So do viral sensations like augmented reality filters on Snapchat and Instagram.

And when a Facebook fad had people all over the globe dumping ice water on their heads a few summers ago, Charity Warder, now a senior at Pocahontas County High School, was late to the game.

Sure, Charity has an iPhone, but she uses it mostly as a clock and a calculator. She makes phone calls from a landline, and she rarely texts her friends. Texting and driving? “It’s not a thing here,” she said.

When Charity wants to get online at home, she sits at her family’s desktop computer, which has a broadband connection that is so sluggish, it takes minutes to load a YouTube video.

“We fight over the computer,” said Charity, 18. “That’s actually a thing here.”

The article continues:

Nearly 15 million Americans live in sparsely populated communities where there is no broadband internet service at all, a stark digital divide across America between those with access to uber-fast connections and those with none.

But in Green Bank, where the restrictions are mandatory, the quiet zone has in many ways created a time warp in the mountainous region. Phone booths loom near barns and stand guard on rural roads. Paper maps are still common. Here, people are less distracted by the technologies that have come to dominate 21st-century American life.

At a time when nearly 60 percent of American teens say they have been bullied or harassed online, and studies have found links between social media use and teen mental health problems, the digital limitations around Green Bank have created a unique kind of modern childhood, providing a glimpse into what it means to grow up without the constant buzz of texting and social media.

The quiet, too, has given young people here a greater appreciation for fostering in-real-life connections, the great outdoors and personal privacy. Even teenagers who are able to use Wi-Fi at home — in the quiet zone but outside its 10-mile core — said they spend less time online than most people their ages, and those who have moved to the quiet zone said they have discovered a newfound sense of adventure.

Although Charity received an iPhone 6 for Christmas two years ago, she said she rarely looked at it. She makes plans with friends the old-fashioned way: on a landline or in person. After school, instead of being glued to social media, she usually goes running before tending to her family’s goats, chickens and ducks. Then she typically makes dinner with her mother.

The family’s computer is helpful for homework — but not much else.

On a recent evening, Charity sat in the family’s cozy living room, chatting with her boyfriend and parents. Undistracted by technology, they laughed and maintained eye contact, a domestic scene they recognize as somewhat rare.

“It kind of makes us old-school,” Charity said. “My parents would kill me if I was staring at my phone and not listening to them.”

The article ends with anecdotes about a family who recently moved from Connecticut to Green Bank. The 13-year-old daughter reflects on how her life has changed:

Now home-schooled by her mother, Jenna said she did not miss her phone, Instagram or really anything else about her old life. Instead, she likes to spend her time reading in a neighbor’s vast library and riding her family’s six-wheel all-terrain vehicle across the fields.

Occasionally, when she is able to connect to Wi-Fi, she will scroll through social media or watch YouTube videos on her phone. But, she said one evening, “it just doesn’t feel real anymore.”

“Back in Connecticut, that was all I had to do,” she said. “Now I’m like, why am I doing this when I could be climbing a tree?”

Students, read the entire article, then tell us:

  • Would you want to live in or visit a quiet zone like Green Bank? Why or why not? What would you miss — and not miss — about not having Wi-Fi and cellular service?

  • After Jenna Baxter moved to Green Bank and experienced life without social media and YouTube for several months, she commented that they didn’t “feel real anymore.” Can you relate? Have you ever been away from your phone and computer for a while, perhaps while traveling or away at camp? How did you feel at the time?

  • If you — and everyone else in your community — didn’t have access to texting, social media and online videos, how do you think you would spend your time? Do you think you would miss your online life?

  • How much do you rely on the internet for school-related tasks like submitting homework and doing research? How would this change if you lived in a place where internet speeds were slow? How do you think school would be different? What about assignments?

  • Some of the teenagers quoted in the article mention certain expectations their parents have for them, such as maintaining eye contact during conversations and spending time together. How does that compare with life in your house? Are the adults you live with on their phones and computers just as much as you are? How would your parents cope with life in a place like Green Bank?

  • What, if anything, do you think the young people who live in Green Bank are missing out on by not having access to certain technology-related experiences?


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘Sneezing Dogs, Dancing Bees: How Animals Vote’

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Lesson of the Day: ‘Sneezing Dogs, Dancing Bees: How Animals Vote’

Find all our Lessons of the Day here.

Featured Article: “Sneezing Dogs, Dancing Bees: How Animals Vote” by Elizabeth Preston.

The 2020 election is off to a rocky and complicated start. Many are wondering if there is a better way to elect a president.

What comparative political lessons can we learn from the animal kingdom? While they may not conduct continent-spanning electoral contests like the ones on Super Tuesday, all sorts of different animals and insects have methods for finding agreement that are surprisingly democratic.

In this lesson, you will learn how some animals make group decisions and consider ways we can apply their strategies to our own lives.

Imagine your class received a mysterious gift of money to travel anywhere in the country. Disneyland. The Grand Canyon. New York City. Wherever your class wants to go.

How would the group decide where to go?

Should your teacher decide? The most popular student? Would students prepare presentations on possible destinations? How would students persuade one another? Would you have a secret ballot vote? Would there be a show of hands? Would you go with a majority vote? Or would you seek consensus?

Take several minutes to describe the decision-making process that you think the class should use to determine your dream trip. Be as detailed and specific as possible — and consider the efficiency (would the process be too messy or take too long?), fairness (did everyone have a say?) and quality of the result (would it lead to the wisest choice?) for your method.

Afterward, if you are in a classroom setting, share and discuss your plan with a partner.

Read the article, then answer the following questions:

1. How do groups of meerkats decide which direction to move? Have you ever used a “quorum response” in your own life? What are the advantages and disadvantages of this approach?

2. How do honeybees decide which hole or hollow to start a new home in? What lessons about the role of conflict in a democracy can we learn from honeybees, according to Thomas D. Seeley, a Cornell University biologist?

3. How do African wild dogs decide when to hunt? What is the role of dominant and subordinate dogs in the process?

4. What can we learn about consensus building from baboons?

5. Describe the caucus-like method by which rock ants decide to relocate their colonies. How is their decision-making approach different from that of honeybees?

6. What did you learn from the article? What was most interesting, memorable or surprising? What can we learn from the animal kingdom that can offer lessons to our own decision-making process?

Choose one of the following activities:

1) Engage in further research.

Fascinated by the animals discussed in the article? The Times has more intriguing and provocative takes on meerkats, honeybees, African wild dogs, baboons and rock ants. Type your favorite animal in the Science search page to find an archive of articles.

If you’d like to find out more about decision making in the animal kingdom, you might investigate how flocks of birds decide which bird will lead and which direction to go; cooperative hunting in wolves, eagles, hawks and osprey; or female-led animal groups like killer whales, elephants and bonobos.

2) Revise your decision making plan.

Return to your decision-making plan from the warm-up activity. Draw upon methods from the animal kingdom described in the article to revise your original plan. How might you incorporate features such as quorum response, consensus building, caucusing or dominant-versus-subordinate leadership roles?

If you are in a classroom setting, share your revised plan with the whole class. Then, vote to determine which student plan is the best. (Of course, it’s up to the class to decide which voting method to use — which could take a while!)

What’s Going On in This Picture? | March 9, 2020

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What’s Going On in This Picture? | March 9, 2020

Students

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

What’s new on Coursera for Business – February 2020

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What’s new on Coursera for Business – February 2020

By Kyle Clark, Senior Skills Transformation Consultant

February was a special month at Coursera: we officially launched Rhyme Projects for enterprise. Coursera acquired Rhyme Softworks last year to augment our abilities to create and share hand-on projects with learners. Projects allow learners to work on a task in their browser while following a self-paced or live-guided session with no additional set-up or download required. See our projects guide for more information.

See below for a screenshot from an advanced Excel integration with Outlook project:

Our partners also launched over 40 courses on topics including blockchain in finance, information security, future payments technology, and COVID-19.

Here are our top picks for enterprises from February:

February 2020’s key launches:

Financial Technology (Fintech) Innovations Specialization, University of Michigan – This specialization is intended to familiarize learners with a broad range of financial technologies. While finance has always been at the forefront of technological innovation, the financial industry is changing rapidly in the face of new technology. In the past, at the forefront of innovation in finance were central governments and financial institutions. Today, information technology firms and professionals are leading innovation in the financial industry
Science Matters: Let’s Talk About COVID-19, Imperial College London – On January 30th, the World Health Organisation (WHO) declared the outbreak of COVID-19 (previously termed ‘novel coronavirus’ or ‘2019-nCoV’), a public health emergency of international concern. As the epidemic seems to spread to more and more countries, people around the world are wondering about the trajectory of the epidemic and whether they should be concerned. You will hear directly from the experts conducting the analyses. You will be able learn about the current state of the epidemic, while also learn about the epidemiological and public-health principles and challenges that underpin these analyses. 
Blockchain Revolution in Financial Services Specialization, INSEAD – Blockchain is poised to transform the economy and society at large—redefining the ways we transact online, share ideas, and manage workflows. The financial services sector is a key lever in such transformations. This four-course specialization introduces learners to the world of blockchain technology for financial services—including what blockchain is, how it works, and why it is revolutionary.
Security Awareness Training, (ISC)² – The security of an organization is of the utmost importance and every member of the organization’s staff plays a vital role in defending against cyber threats. One of the best ways to protect the organization is to institute a company-wide security-awareness training initiative. This course is a complete foundational security awareness training program that covers a wide array of topics for nearly every type of end-user and learner level.
Making the Case for Robotic Process Automation, Association of International Certified Professional Accountants – Robotic Process Automation (RPA) can transform business processes by eliminating the mundane, time-consuming, manual tasks that professionals complete; enabling them more time to focus on critical thinking. This course for accounting and finance professionals worldwide will show through use cases how robotic process automation can be utilized to decrease errors and increase productivity.

New Projects:

Project: Basic Image Classification with TensorFlow – In this 2-hour long project-based course, you will learn the basics of using Keras with TensorFlow as its backend and use it to solve a basic image classification problem. By the end of this project, you will have created, trained, and evaluated a Neural Network model that will be able to predict digits from hand-written images with a high degree of accuracy. You also will have learned the fundamentals of neural networks, TensorFlow, and Keras.
Project: Data Analysis in R with dplyr – In this 2-hour long project-based course, you will learn one of the most powerful data analysis tools of the experts: the DPLYR package. By learning the six main verbs of the package (filter, select, group by, summarize, mutate, and arrange), you will have the knowledge and tools to complete your next data analysis project or data transformation. By the end of this project, you will be able to: Use the six main dplyr verbs; Understand the dplyr package and its capabilities; Get hands-on practice using R and dplyr functions.
Project: Predicting House Prices with Regression using TensorFlow – In this 2-hour long project-based course, you will learn the basics of using Keras with TensorFlow as its backend and you will learn to use it to solve a basic regression problem. By the end of this project, you will have created, trained, and evaluated a neural network model that, after the training, will be able to predict house prices with a high degree of accuracy.

All Courses

Business

Technology

Data

 

Other

All Projects

 

Word + Quiz: marquee

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Word + Quiz: marquee

noun: a large and often sumptuous tent

noun: permanent canopy over an entrance of an entertainment venue or hotel

adjective: having or being associated with fame, such as a widely-known person whose name appears on a marquee

_________

The word marquee has appeared in 271 articles on NYTimes.com in the past year, including on Feb. 20 in “The Lakers, the Clippers and a Rare Fight for L.A. Basketball Primacy” by Michael Powell:

The Clippers’ biggest stars, Leonard and Paul George, possess a home-born advantage, as the men came of age on the exurban jack-rabbit desert fringes to which so many working-class Los Angeles-area families have been consigned by the economics of a city as grossly expensive as New York.

But street cred buys only so much love. The Clippers opened their home schedule against the Lakers this season, and when Leonard — the team’s marquee signing, a champion fresh off a title last year with Toronto — took the microphone to say a few words, the Lakers fans who had jammed the arena showered him with boos.

Not long afterward, Leonard attended an L.A. Rams football game and his smiling face appeared on the scoreboard, and again: Boooooooooo.

_________

Would You Allow an Ex-Prisoner to Live With You?

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Would You Allow an Ex-Prisoner to Live With You?

In “Would You Open Your Home to an Ex-Prisoner?” Michaela Haas writes:

In the beginning, Sabina Crocette struggled with the best way to introduce London DeLora Croudy to her family and friends. “Should I introduce her as my roommate? My renter? A new family member?” Ms. Crocette was also questioning how much to get involved in her guest’s life: “I wanted to embrace her but not smother her.”

That is because their relationship has no precedent.

Ms. Crocette, 52, took in Ms. Croudy, 32, just before Christmas last year through the Homecoming Project, an effort by the nonprofit Impact Justice in Alameda County, Calif. According to the Prison Policy Initiative, a public policy think tank, people who have been released from prison are 10 times more likely than the general public to become homeless. Few can afford astronomical rents in California’s Bay Area, and the stigma against the formerly incarcerated is persistent. But when ex-prisoners end up homeless, the recidivism rates increase.

“We looked at the success of Airbnb and the sharing economy, and saw a model that could be adapted to meet this need,” Terah Lawyer, the program manager, said. “Some are offering shared housing for college students or refugees. We are the first to offer it for the re-entry population.”

“This is a very sensitive ask,” she continued, “but we found it appeals to people who have strong social values and are called to helping that population.”

Since it began in August 2018, the Homecoming Project has matched 15 newly released prisoners with hosts. “We prioritize people who are homeless and who have been in jail for more than 10 years,” Ms. Lawyer said. Perhaps surprisingly, these prisoners are unlikely to reoffend. So far, all the participants and alumni have steady jobs or are pursuing degrees, Ms. Lawyer said. None is on the streets or jobless. Nobody has gotten in any trouble with the law. The Homecoming Project would be prepared to hold a conflict resolution session “to break through communication barriers if there are any,” Ms. Lawyer said, but so far there haven’t been.

The author describes how Ms. Crocette shared her intention to open her home to an ex-felon to a skeptical daughter:

… when Ms. Crocette floated the idea of Ms. Croudy moving in, her daughter, then 21, had a swift response: “No way! Haven’t you learned anything?” Ms. Crocette laughed. “I said to her, ‘Why don’t you meet London before you say no? I believe you’ll be buddies in no time.’ And this is exactly what happened.”

The three women regularly cooked together, shared meals and got to know one another. “You don’t have to ask my permission to go out,” Ms. Crocette had to remind Ms. Croudy in the beginning.

The Homecoming Project screens hosts and their potential house guests extensively and pays $775 per month in rent for six months. The program is about much more than just a place to sleep. “Many participants have to learn to navigate the community,” Ms. Lawyer said. “How do you use an iPhone? How do you cook for yourself?” Some have more serious issues. “People who have committed crimes often have trauma,” Ms. Lawyer said. “It is important for them to be part of a healthy family.”

So that the hosts are not left on their own to deal with such complex issues, each client is connected to an innovative LifeLong Medical Care clinic in Berkeley, where they get health care and can request counseling. Hosts and guests regularly take workshops on topics ranging from practical help to self-care. “They need to be educated about the challenges,” Ms. Lawyer said. “For instance, one host didn’t understand why privacy was such a big issue for his participant. Once he understood the setting in institutions where you even use the bathroom in front of other people, it resolved the confusion.” The Homecoming Project’s community navigators stop by as often as needed to help.

“It’s safer than if I took in a renter from Craigslist,” Ms. Crocette said.

The article continues:

The Homecoming Project has a waiting list of more than 100 ex-prisoners, but only 20 hosts. Ms. Lawyer said they are ready to expand — but a lack of money stands in the way.

Initial funding came from a private donor, but the group also received grants, including one from Stanford University, and a contract with the state of California. Ms. Lawyer hopes to train other organizations around the country to bring the model to their own communities. To give some perspective on the need, 600,000 people are released from prison every year in the United States

Ms. Lawyer knows the issues firsthand. She spent 15 years in prison for aiding and abetting a murder. Behind bars, she got degrees in business management and drug counseling. “When I got out two years ago, I ended up in a transitional home that was run almost like a prison,” she said. “I was grateful I had a place to sleep, but I was not allowed to work for the first three months though I had a job lined up, and I had to take a drug rehabilitation program though I had never touched drugs and am an addiction counselor. I could have run these courses!”

Ms. Croudy said that she, too, hated her halfway house, which was run by a for-profit company that also manages prisons and immigrant detention centers. “I was only allowed to leave one day a week. They simply don’t treat you as an individual who is preparing to stand on her own feet.”

Students, read the entire article, then tell us:

  • Would you allow an ex-prisoner to live with you? Why or why not? What considerations would go into your decision?

  • Do you, your family or any of your friends know someone who served time in prison? If yes, do you know about any of his or her experiences and challenges in re-entering society?

  • Ms. Crocette says, “It’s safer than if I took in a renter from Craigslist.” What do you think of her decision to open her home to an ex-felon? Do you find her reasons persuasive?

  • Do you believe that people who have committed a crime deserve a second chance? Why or why not? What responsibility, if any, do we have to help others get back on their feet?

  • Ms. Croudy says that for former prisoners, “starting over is a struggle, a physical and emotional battle.” Many are barred from housing, jobs, student loans and voting. How do you think society can help people who have committed crimes and served time for them? Examples might include passing legislation to “ban the box,” which aims to remove the check box on job applications that asks if candidates have a criminal record; creating re-entry programs to help formerly incarcerated people pursue college degrees; or providing mentorship and counseling programs for prisoners upon their release

  • The Homecoming Project is only in Oakland. Should all cities adopt this novel approach?

Lesson of the Day: ‘When Can We Go to School?’ Nearly 300 Million Children Are Missing Class.

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Lesson of the Day: ‘When Can We Go to School?’ Nearly 300 Million Children Are Missing Class.

Find all our Lessons of the Day here.

Featured Article: “When Can We Go to School?” Nearly 300 Million Children Are Missing Class, by Vivian Wang and Makiko Inoue

Since January, we have written lessons for students about the coronavirus outbreak and early efforts to contain it. We published a special guest-authored math lesson to better understand the numbers behind the coronavirus. And, last week, we asked students how concerned they were about the coronavirus and what precautions, if any, have they, their families and their schools taken?

We received over 450 comments from students sharing what their schools and communities were doing to prepare for the coronavirus. Some students said they were currently not in school because of the coronavirus. In this lesson, you will hear the stories of families who are navigating work and school closures. Then, you will analyze the problems and solutions presented in the article or create a one-pager visual response to the article.

Part I: Class Discussion

How concerned are you about the coronavirus? Is it something that you talk about at school, with your parents or with friends? Has the coronavirus affected your school life in any way? Have you been given reminders about washing your hands and covering your sneezes and coughs? Do you know if your school has a plan in place if it has to close?

Then respond to these two questions:

  • What impact do you imagine the spread of the virus has had on individuals and communities?

  • In your experience, what role has fear played in the coronavirus outbreak?

Read the article, then answer the following questions:

1. What examples from the article support this United Nations statement: “The global scale and speed of the current educational disruption is unparalleled”?

2. How have closed schools tried to continue educating students? What are some of the limitations and challenges of online schooling at a time of crisis?

3. In what ways has the coronavirus outbreak put an extra burden on women?

4. How do the stories of two mothers, Anastasia Moschos, an insurance broker, and Cristina Tagliabue, a communications entrepreneur, illustrate how class and family structure affect responses to the coronavirus outbreak?

5. How have school closures in Japan and Hong Kong affected farmers, nannies and other workers? What have governments done, if anything, to respond?

6. Three of the parents that the article profiles are: Gao Mengxian, a security guard and mother in Hong Kong; Julia Bossard, a 39-year-old mother in France; and Lee Seong-yeon, a health information manager and mother in South Korea. Choose one of these parents and answer the following questions:

  • How has this parent and his or her family been affected by the coronavirus outbreak? How has it changed their lives?

  • What support, if any, have they received?

Option I: Problems and Solutions

The article presents multiple problems that different communities are facing during the coronavirus outbreak. Cities and countries are offering some solutions to workers and families, but more resources are needed.

Read back through the article and list the problems and solutions that are presented in the different countries. Then, offer solutions that you think might better support individuals and families affected by the outbreak.

You can use this Problem-Solution Organizer worksheet to help you. If you have more time, you can write a short essay exploring the problems, current solutions and your suggestions.

Option II: One-Pager

What are your main takeaways from the article? What do you think is important for someone else to understand? Look back through the article and choose:

You can organize your selections on this One-Pager worksheet. If you have more time, design a visually compelling one-pager and explain the importance of the article.

Latest Takeaways from Craig Weiss

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Latest Takeaways from Craig Weiss

It has been a wild week from the acquisition of Saba by Cornerstone to the ability to compare systems in detail on FindAnLMS, to the Coronavirus and the usage of Microsoft Teams as part of the L&D experience.

A lot of readers and folks on various social media have asked about my perspective on a variety of areas, so without further adieu

The Virus and Trade Shows in our Industry

With more and more corporate entities telling their employees not to come into the office and/or do not do any business related travel, I am calling on Learning Solutions and ATD to cancel their trade shows for 2020.   Even if they stay the course, you can clearly expect lower turnouts, and the potential that someone could catch the virus at the show via another attendee, who isn’t aware they have the virus.

Vendors who have a booth would need to have disinfectant, hand sanitizers and wipes with them at all time, and rub down anyplace that someone put their hand on, on a regular basis, and not say once a day.   It is quite common for folks to do handshakes, hugs at the show, both of which would have to be stopped.  Then you have the “how do I get there” for the show, with airlines scaling back flights. 

Let’s do lunch.  Let’s say you have your brown bag lunch from the show.  WidgetWally grabs one bag, changes his mind, and grabs another.  Unbeknownst to anyone, including WW, he has the virus.  Now, attendee X grabs the first bag, that WW initially grabbed, and whalla, virus expansion. 

I’d recommend that Learning Solutions which is scheduled for the end of March-early April to announce their cancellation for 2020 or a postponement to the Fall.    ATD2020, to cancel their show in Denver or postpone to the fall.  I would hope they would think about their attendees more than the revenue. 

The Virus and Impact to Online Learning

If I was in EdTech I’d be thrilled, because universities and schools are telling their students to go online and take courses.  There will be more universities shutting down for a month or two, from a student standpoint and instead pressing them to go online.

On the corporate side it becomes a bit dicey.  The virus is already starting to create a financial crisis, and likely will lead to a recession not just in the states, which is showing already some financial strain in certain markets, but globally as well.

For anyone who is in L&D, HR and Marketing, the typical three that get cut when there is a financial recession, budgets will get tooled back as well.  If you are in the travel industry, specifically airlines and cruise lines and were looking at buying a learning system, those plans may have to be on hold.

Consumer goods are to follow, after all, if consumers are not going out and buying (and cutting interest rates to zero, wouldn’t be a factor to someone who is debating about going to the theater), then a ripple effect occurs. 

In past recessions, the e-learning market took a hit. Especially on the vendor side, whereas pricing for systems, dropped in cost.  Seat pricing (price per seat, per user, per year),  dropped, as did setup fees and other fees.  Many vendors stopped charging for APIs, per seat costs were in the low to mid 20’s for 1,000 learners, with some vendors going lower.

Prior to the recession, the last one specifically, vendors were charging in the low 30’s for price per seat/user/per year. (i.e. $32 per user for the year).  Today?  Pricing continues on upward pace, with it being common to see $32-$36 per user/per year at 1,000 and even 1500 user base.   

APIs are often charged at 1,000 per API, with some vendors going 2K per API.  If budgets are scaled back, then pricing will reflect that. 

Microsoft Teams and Online Learning

The latest rage in the learning space is the heavy usage of Microsoft Teams as a key component for employees training/learning.   It reminds me of the days of the Community of Practice, with obviously a refresh of a better design and additional capabilities.

In order for Microsoft Teams to be leveraged as a component or stronger part of your learning, you should look for either of these two options

  • Buying a CDS – Content Delivery System which will push content from the system (the CDS) into Microsoft Teams.  The end-user never goes into the CDS, everything – content and more is pushed into Microsoft Teams via an API. Data is captured on the admin side of the CDS.  It should be noted that a CDS will never have a strong level of metrics, so if this is something you must have, THEN go App route with a learning system (dependent on vendor and their metrics)
  • Going thru a learning system’s Microsoft Teams app, which is either in the Microsoft Teams app store (although most are not), or downloading it from the learning system vendor’s site.  Everything again, content wise, including quizzes, instructor capabilities (if the app has that) is pushed into Microsoft Teams.  And again, the end-user, manager, etc., never has to go into the learning system.  The data is captured on the back-end of the learning system. 

If you decide to do neither, then recognize that the ability to share files, and other pieces of content, web cam each other, text and do more is nothing more than a COP of yesteryear which did the exact same thing, even some had a webinar capability via a web conferencing tool.  Sharing is just one part of learning, and should not be the only thing that drives learning.

For fans of upskilling, Microsoft Teams and even Slack should not be the solutions you see as the answer to skills acquisition or on-going development without using a CDS or a learning system app or API for that matter that goes within the system.

Nor is either of these applications, Microsoft Teams or Slack, an LXP. 

Upskilling is a trend that is on fire, but what about reskilling?

Reskilling to me is the bigger challenge for companies, and even associations (member and trade) in the coming years.  Think of how many employees who are in industries where automation is either taking over or impacting at a higher level than in the past, and will need to be re-trained with new skills.

What about folks who will lose their jobs and will need to be re-trained with skills that will need to be successful at their new company? 

And then we have folks whose industry, i.e. mining is being scaled back, these individuals will need to be retrained, and thus re-skilled.

Who pays for it?  Should it be the states, government at the federal level or the companies themselves?  If the government cuts the budget for a facility to provide re-skilling, then again, who is willing to take charge and help these folks? 

As a whole, countries are awful about re-skilling their workforce. The U.S. for example, is especially bad. The 50’s-mid 70’s are not coming back, and thus, industries that played strong in fossil fuels and alike, are being phased out.  These folks, need to be reskilled, and online learning is a great way to go about it.   But they need a place to go to do so, or an organization to provide technology for them to have at home.

Until the corporate space recognizes the reskilling aspect as a worthy undertaking, then it fall onto the government to resolve it, and we all know how that will go.

Cornerstone Acquires Saba

I viewed the buy as more of what it told me about Saba, rather than Cornerstone.  Privately, and this is going back a decade, Saba saw themselves as a performance management solution. Yet, most folks buy two or more modules, with learning being a key one. 

Years ago, when Saba was acquired by a PE, I thought that the PE would break up Saba and keep the learning and performance modules.   Well, that didn’t happen.

A year ago, Saba went buying.  They picked up Lumesse which also had an LXP as well.  There were factors for the buy, but one of which was EMEA, where Saba was poor, and Lumesse was not.   Saba also wanted to improve their learning.   Plus they recognized the need for an LXP, and whalla, now they had one.

Fast Forward to recent.  

From a NexGen standpoint, Saba really was further ahead that many vendors, their learning side of the house had vastly improved and the LXP (viewable on Findanlms.com’s FindAnLMS) was a nice solution.

But Saba had done poorly with marketing the LXP, really poorly to be frank, and the days of seeing Saba at trade show in the e-learning space has been quite sparse compared to years’ before.

What I see

  • This is by far a customer buy, i.e. acquiring the customers from Saba
  • As Cornerstone told me, they are not requiring customers of Saba to move onto their platform, but as noted earlier, I suspect they ideally would like Saba customers to voluntarily move over.
  • Add pieces of Saba NexGen feature sets that Cornerstone is missing,  combining systems doesn’t make any sense, first off, it would take quite a bit of time to combine X and Y, and I just can’t see that.  What I could see is Cornerstone leveraging some feature sets that they do not have with what Saba has.
  • Continue to push that Cornerstone is an HCM, that is clear to me here with this buy, as if, it wasn’t clear beforehand.  Learning is still the key driver here for Cornerstone, but Saba has some components that could be renamed under the Cornerstone brand.
  • This reaks of large shareholders wanting Cornerstone to acquire a competitor.  Honestly, buying SumTotal would make more sense, but nevertheless, it is Saba.

Will Saba remain a separate product under the Cornerstone name,  I’m sitting on the fence on that one.  Short term sure, long-term, not seeing it. 

Acquisitions in General 2020

You can expect more buys in 2020.  The Access Group, is already acquired another vendor – HR (not yet public), and I wouldn’t be surprised if they buy someone else before the end of 2020.

There are already a few systems in the learning space that are “privately” on the market, and even a few e-learning tools. 

From a financial standpoint, the market is red hot in terms of acquisitions with PEs and others providing the capital for vendors to buy others.  The problem though is that sometimes the buys make very little sense from a technology standpoint, and are often about the customers, leaving the original system to be nothing more than a shell of its former self, and a skeleton crew maintaining it. 

Drop Talent Management once and for all

I never liked the term talent management.  It sounded like you worked in the entertainment industry as an agent.  It had this weird punch as some better than thou spin, okay maybe that is just my sense.

Let’s replace it with a series of words that make more sense,  Workforce Development.  Really, that is what performance mgt/talent mgt is isn’t?  If you are a system that is the TM focus with learning secondary, than Workforce Development seems to be what you are trying to accomplish.  

An HCM could be renamed, Workforce Management, and that is fair.  Under a WM would be recruiting, compensation, etc.

Under the learning systems umbrella it would be LMS, LXP, Digital Learning Platform, Skills Management Platform or Skills Development platform, learning platform, Workforce Development system and a Content Delivery System.  Within a learning platform you have the micro-learning platforms too.  A system that is 100% coaching, would slide as a coaching platform, under the learning platform moniker.

Early Rankings for 2020-21

Yes, the 2020 have rolled out, but 2021 is just around the corner, okay 9 months from now, but why wait months to go by without knowing what I am seeing?

It is early, but the best Totara partner and Moodle partner is eThink (can be found on FindAnLMS).  I have them #1 in the Totara and Moodle category.

Customer Training continues to be led by Thought Industries, with Skilljar, and Absorb LMS rounding out the top three (all are on FindAnLMS, btw)

New vendor to pay attention to (A new category in 2021) – I have several on my list, including thinqi. 

In the association market,  D2L (also on FindAnLMS) continues to lead the pack, but others including Thinking Cap are worth consideration.  Personally, I’ve never been a fan of someone buying an association management platform that comes with a learning component.  Why?  Because their main focus isn’t learning.  

That is like buying a talent management system that has training as a component.   It is there, because it has to be, not because the vendor is investing heavy R&D into it.

Compare Systems on FindAnLMS

I hear from folks all the time, asking me how I compare Degreed to EdCast to Docebo. Well, with my platformFindAnLMS, you can now compare all those vendors and more (up to four at any given time) and see for yourself.   Curious to know the similarities and differences between Cornerstone and SumTotal?  Say no more, because on FindAnLMS now you can. 

Plus you can see additional information, including price ranges, user base (minimum), implementation and details too.   Best of all it is 100% Free.

Recent additions to FindAnLMS include GO1, eThink, Ottolearn, SmarterU,  Steam LXP, Tovuti LMS, Global IT LMS and TOPYX.

48 of my Top 50 Learning Systems can be found on FindAnLMS.   Thus, if you want to see and compare CrossKnowledge (#1 in the top 50) against Fuse, now you can.  Or if you are curious on why some many folks were interested in Area9, with FindAnLMS, you will be able to see for yourselves.

Bottom Line

These are just some of my quick thoughts for the early month of March. A few are trends, others observations.

And all of them,

a Takeaway for

you.

E-Learning 24/7

 

 

 

 

 

Free Women’s Day Printable

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Free Women’s Day Printable

Free Women's Day Printable post cover

On March 8th, we are celebrating International Women’s Day. As a woman myself, I like to take a moment that day to think of all you lovely gals out there. I hope that at least on that exceptional day, you will find time to pamper yourself and praise how amazing you are (because we all are!). To make this day even better, I have for you free women’s day printable.

I wanted it to be something more than just a seasonal decoration. Because of that, these posters feature a twist around a famous song title which most of you probably know:

I always find it really entertaining to watch how fashion and style changed when I watch such old hits!

The poster, however, isn’t just about having fun. It raises issues of women’s rights. Even thou I believe that women’s voice is now stronger then ever, there are still parts of the world where women have no rights at all. We should remember about it and fight for equality.

Poster for a women's day avaiable as free printable at designerblogs.com

For Personal Use Only.


If you are looking for more printables, make sure to check our free printables library


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If you wonder what fonts I used to create this free women’s day printable, here is the full list. The main quote was written using Argon and the handwritten part was added using Amithen.


What do you think about our Women’s Day printable?

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