Here are some questions from a recent survey for teenagers about girls’ and boys’ experiences in school. How would you answer each of them: boys, girls or both about equally?
In general, who would you say gets better grades at your school?
In general, who is more likely to have leadership roles at your school?
In general, which sports teams would you say are valued more at your school?
In general, who would you say teachers at your school favor more?
In general, who speaks up more in class at your school?
In general, who is more disruptive in class at your school?
When you look at your answers together, do you see a pattern? Would you say girls and boys are equal in your school? Or is there a disparity?
In the 1980s and 1990s, boys still dominated American classrooms. They outscored girls in math and science, they raised their hands more often and they got more attention from teachers, data showed.
That’s not the reality for today’s students. More than half of teenagers say that boys and girls are now mostly equal in school. And significant shares say that girls have advantages over boys — that they get better grades, have more leadership roles and speak up more in class, according to a Pew Research Center survey of teens nationwide published Thursday.
Boys are more likely to be disruptive, get into fights or have problems with drugs or alcohol, the teenagers said. And strikingly, boys said they’re much less likely to be college-bound: 46 percent of boys said they planned to attend a four-year college, compared with 60 percent of girls.
Teenagers aren’t often surveyed by high-quality pollsters. Their responses in the Pew survey reflect other data on educational outcomes. Boys today have more challenges than girls in school as early as kindergarten. Girls have narrowed gaps with boys in math (though they have widened since pandemic school closures), and girls outperform boys in reading. Boys graduate from high school and attend college at lower rates.
Boys’ struggles in school could have long-term consequences, researchers say. The share of men working has declined. Nearly half of Republican men say American society has negative views of men, beginning with their experiences as boys in school. Young men’s feelings of disconnection played a role in the election — this group swung toward President Trump, perhaps in part because he promised to restore their status in American society.
“In the last 50 years, as girls have made gains, what we’ve seen is boys haven’t made the same gains,” said Matt Englar-Carlson, who studies boys and men at Cal State Fullerton and is a member of the American Psychological Association’s task force on boys in school. “The bigger issue is: What happens to a society when there’s such disparity between men and women in educational outcomes?
Researchers don’t know exactly why boys have fallen behind girls in school to such an extent. Some of it could be biological — boys mature later, and school has become more academic earlier, requiring boys to sit still and work independently at young ages. The fact that most teachers are women could contribute.
In the survey, boys were more likely to say that teachers favored girls: 23 percent of boys said this, compared with 9 percent of girls. (Very few teenagers said teachers favored boys.)
There is also evidence that boys are socialized to care less about academics. And years of being perceived as being problematic in classrooms could weigh on them, researchers said.
Students, read the entire article and then tell us:
What is your reaction to the survey results? Are you likely to agree with the overall takeaway that girls are equal to boys in school or are ahead?
How do these findings compare with your own experiences in school? Do they reflect what you see or how you feel personally? What have you witnessed or experienced that supports or contradicts what the article says? Explain.
The article states that boys and girls face different challenges both in and outside school. Do you find that to be true? Are there certain pressures, expectations or roles that you feel are somehow tied to your gender?
Though researchers don’t know exactly why boys have fallen behind girls in school, the article provides some possible explanations. Do any of those reasons resonate with you? Do you have ideas about why there might be a disparity?
There are signs in the surveys that people are starting to think there should be more investment in boys and their outcomes. Do you agree? If so, what should schools do to address this issue, and why? If not, why not?
This article focuses on boys and girls. What challenges might nonbinary students face in schools that are not recorded in these surveys?
Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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 and may appear in print.
At Café Ventura on a quiet weekday morning, it became quickly apparent that the main server, a graying man in his 50s, and the young mustachioed barman ran a two-man show based on a repartee between each other and their regulars.
When an older woman entered the Pigalle neighborhood cafe, she was greeted with warmth and relief. The comments flew fast and furious.
“Ah, there she is,” said one waiter.
“We were worried,” said the other.
“I’m not dead,” she quipped, without skipping a beat.
Daily Word Challenge
Can you correctly use the word repartee in a sentence?
Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.
If you want a better idea of how repartee can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.
Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.
Artificial Intelligence (AI) isn’t just a buzzword anymore — AI skills are a driving force behind innovation across both technical and non-technical industries alike, spanning from software development, marketing, healthcare, and even finance.
While there are the obvious titles — like AI Engineer or Machine Learning Engineer — there are also other technical positions that use generative AI and machine learning but might not be as obvious.
Learn something new for free
That said, it’s not just technical roles that require AI skills. Over the last decade, the share of AI-related skills in job postings increased to 45%, while machine learning-related skills accounted for 30%.
This shift indicates a broader adoption of AI across various, non-technical job functions. Furthermore, by the end of last year, nearly a quarter of all occupations had at least some demand for AI skills, reflecting the technology’s pervasive influence.
10 Most In-Demand AI Courses
So, whether you’re dipping your toes into the AI waters, or are already knee-deep and eager to learn more, we’ve compiled a list of the 10 most in-demand, free AI courses from Codecademy — tailored for beginners, seasoned developers, and everyone in between.
They not only provide hands-on practice with cutting-edge tools and frameworks, but also help you master the skills needed to stay competitive in this increasingly AI-driven world.
Let’s breakdown each one of the 10 most in-demand AI courses, who they’re best for, and what you’ll gain from each:
This course is the perfect launchpad into the world of AI. Dive into the fundamentals of generative AI, explore different types of AI models, and discover how businesses leverage these technologies to automate and innovate.
What you’ll learn:
Types of generative AI models (like GPTs and beyond)
Basics of how these models work
Real-world applications of generative AI
Best for: Tech enthusiasts, beginners, business professionals exploring AI applications
In a recent survey, a whopping 97% of professional developers said they use AI coding tools in their workflow. So, there’s no doubt AI is revolutionizing coding, and this course shows you how to join the movement.
From debugging to optimizing, explore how AI can assist in writing and optimizing code, ultimately reducing development time and improving software quality with AI-powered coding tools.
What you’ll learn:
How AI makes coding faster and more efficient
Popular tools like GitHub Copilot and how to use them
Practical tips for integrating AI into your coding workflow
Best for: Software developers, coding enthusiasts, AI-assisted programmers
Harness the capabilities of ChatGPT, one of the most talked-about AI tools. Whether automating emails or generating creative content, this course teaches you how ChatGPT can enhance customer service and streamline workflows with AI-powered conversation models.
What you’ll learn:
ChatGPT’s capabilities and limitations
Use cases for customer service, marketing, and productivity
Strategies to optimize ChatGPT outputs
Best for: Content creators, marketers, business professionals, AI enthusiasts
Data drives businesses. Master the fundamentals of data literacy—learn how to interpret, visualize, and analyze data effectively. This recently updated course now features interactive components and uses AI for data, giving you hands-on learning by building real-world data skills.
What you’ll learn:
Fundamentals of data interpretation and visualization
Tools to harness AI for data analysis
Real-world applications and case studies
Best for: Data analysts, professionals navigating data-driven roles
Microsoft Azure meets AI innovation in this hands-on course. Explore Azure’s AI capabilities, including model customization, text and image generation, and how to integrate AI solutions securely into cloud-based applications.
What you’ll learn:
Using Azure’s AI tools for text and image generation
Model customization and deployment
Cloud security in AI integration
Best for: AI engineers, cloud developers, IT professionals
Boost your productivity with Amazon CodeWhisperer by learning how AI-powered tools assist in code generation, improving efficiency and reducing errors.
What you’ll learn:
Leveraging Amazon CodeWhisperer for code generation
Boosting productivity with AI-powered coding tools
Error reduction and best practices
Best for: Developers, AI-assisted coding enthusiasts
The OpenAI Playground is a dynamic and user-friendly platform that allows individuals to engage with OpenAI’s cutting-edge language models, such as GPT-3.5 and GPT-4. In this course, learn how to work with OpenAI APIs to build applications powered by AI, from chatbots to AI-generated content tools.
What you’ll learn:
Basics of OpenAI APIs and their functionality
Building chatbots and AI-generated content tools
Best practices for integrating APIs into projects
Best for: AI developers, automation engineers, technical product managers
Understand the power of transformers—the technology behind GPT models—and learn how to leverage Hugging Face libraries for AI-driven text processing. Built in partnership with Hugging Face!
What you’ll learn:
Basics of transformers in AI
Building NLP models with Hugging Face
Practical use cases like text generation and translation
Best for: AI enthusiasts, natural language processing (NLP) developers
If you’ve seen some of the visually impressive AI-generated art online, chances are MidJourney had something to do with it. This course introduces you to the tool’s functionalities, helping you tap into your creative side.
What you’ll learn:
Creating vibrant, quality AI art with ease
Exploring advanced techniques for unique results
Applications for design and branding
Best for: Digital artists, AI designers, creative professionals
Django meets generative AI in this exciting course that equips you with the skills to build dynamic websites while using AI for development and automation.
What you’ll learn:
Django basics and web app development
Integration of generative AI tools into workflows
Automating repetitive development tasks
Best for: Web developers, Python programmers, full-stack developers
How to Choose the Right Course
Feeling overwhelmed by so many options? Start by identifying your current goals and experience level. Whether it’s coding, marketing, or design, there’s an AI learning path waiting for you. Why learn AI with Codecademy?
Hands-on Learning: Gain practical experience with interactive projects and real-world applications.
Beginner & Advanced Options: Whether you’re starting from scratch or leveling up, there’s something for everyone.
Free to Start: Get access to high-quality courses without breaking the bank.
Career-Focused Skills: Learn the AI tools and frameworks top employers value, like OpenAI API, AWS, and Azure.
As AI skills continue to become more commonplace in every job role — from the technical to the non-technical — Codecademy’s free courses make it easier than ever to gain the relevant AI skills for your role and industry.
*60% Off Codecademy Pro offer valid from March 24, 2025 at 12:00:00 am Eastern Time (“ET”) and ends at 11:59:59 pm ET on March 31, 2025. Discount is only available to individuals who have enrolled in one of the courses listed below between 12:00:00 am ET March 24, 2025 and 11:59:59 pm ET March 27, 2025, and is only applicable to new annual subscription plans (excluding Codecademy Plus and Codecademy Pro Student plans), and cannot be combined with any other offer or used for any Codecademy for Business plans.
Discount applies to the first year of a new subscription, after which the subscription will auto-renew for subsequent years at the regular price. Code valid one time only. Discount applies to certain products and not all products are available in all countries. Discount is not applicable to taxes. Codecademy reserves the right to modify or cancel this promotion at any time without notice. Any subscription plan purchases are subject to Codecademy’s Terms of Service.
After over 30 years in the telecom industry and a distinguished career as an officer in the Marine Corps, Mike Norton isn’t slowing down. In fact, he’s accelerating. Now a Product Management leader at T-Mobile, Mike has embraced the evolving field of data science, combining his technical expertise and leadership experience to stay competitive and drive value for his company and team. His story is not only about career progression — it’s about his determination to constantly upskill, his passion for mentoring, and his strategic decision to stay relevant in a rapidly changing industry.
Mike’s journey began at the U.S. Naval Academy in Annapolis, leading to 7.5 years of service in the Marine Corps. After leaving the military, he transitioned into telecom, where he climbed the ranks in IT management and application development. Over the years, he managed complex systems — billing, ordering, and network management to name a few — steadily building a career defined by leadership and technical expertise.
But seven years ago, Mike faced a pivotal shift. His company restructured, and instead of retreating, he seized the opportunity to start fresh as an individual contributor. Leveraging his management skills, he eventually transitioned into product management — first as a consultant, then securing a permanent position at T-Mobile. The company’s focus on data opened new doors for Mike, and he saw a clear opportunity: “Data is important here,” he says. “To be of maximum value, you have to keep learning.” With this philosophy in mind, Mike began exploring his third master’s degree with the University of Colorado Boulder.
At T-Mobile, the value of education is clear as Mike has been able to take advantage of employer tuition reimbursement benefits. “I’m extremely satisfied by the program. I love the price. For the investment, it’s very affordable. It’s so affordable that I’ve managed it within the funding that T-mobile provides.”
The Pursuit of Data Science Excellence
As he began his enrollment to the program, Mike knew his technical foundation was strong, but also knew that to truly master data science and machine learning, he needed formal training. After formerly completing a six-month machine learning certificate program, he sought more— a deeper understanding of big data, statistics, and non-AI elements of data science.
“In the traditional classroom, information is here today, gone tomorrow. But with this program, the combination of videos, labs, and tests really makes the knowledge stick.”
Mike also speaks highly of the professors, particularly Dr. Jen Corcoran and Dr. Zaharatos, whose engaging and challenging teaching styles made a lasting impact. “90% of the professors I’ve had have been excellent,” Mike says. The ability to work at his own pace was a game-changer. “If you’re not feeling great one day, you can pick it up later. That flexibility makes a big difference.”
In terms of enrollment, Mike took the technical pathway into the program, tackling courses in statistics and data pipeline engineering. While he admits that brushing up on calculus was challenging, he sees value in the struggle. “Some of the stats courses were very math-heavy — I hadn’t touched calculus in…I don’t want to say how many years! But with hard work, you figure it out.”
Bringing Knowledge Back to the Team
Mike’s data science education isn’t just personal — it’s transforming how he leads his teams. Managing four machine learning scrum teams at T-Mobile, Mike has been able to apply statistical insights and modeling techniques directly to real-world problems.
“Before, I had a good technical understanding. But now, I can better explain how these models work mathematically. I’m able to coach my teams more effectively.”
Mike has also pushed his teams to refine their approach to data distribution and algorithm selection. He’s encouraged them to read abstracts, question assumptions, and experiment with feature engineering. For example, when it comes to models, he has worked with his teams to continuously tweak things to find the best approach.
A Passion for Mentoring
Mike isn’t just applying what he’s learned — he’s sharing it. He meets regularly with colleagues for one-on-one mentoring, helping younger team members navigate their careers and grow their confidence.
Mike’s commitment to mentoring has made him a role model. Younger employees in their 20s have told him that seeing him pursue a degree has inspired them to go back and pursue their own education. He even recently inspired a member of his team to enroll in the very same Data Science master’s degree at CU Boulder. “What (The University of Colorado Boulder) has invested in me, I invest in other people.”
“I believe firmly that as an individual in charting your career, your biggest skillset is your ability to learn, adjust and continue to reskill yourself to be relevant.”
Staying Competitive and Future-proofing his Career
Mike’s motivation is clear: staying competitive in a fast-moving field. He knows that as his career progresses, he’ll need to continue sharpening his edge:
“You have to be competitive because, as an employee, you get more and more expensive. If you’re not upskilling and retooling, you’re not going to stay relevant.”
The credential itself matters — but so does the knowledge behind it. Mike is already thinking about his next steps. Large language models are the next frontier, and he’s preparing by studying them independently. “I bought a $68 book on large language models — theory and practice. There’s an old saying that if you invest in 30% of the best texts in an area, you’ll be ahead of 80% of your peers.”
Finishing Strong and Looking Ahead
With just one credit hour left, Mike is on track to graduate this May. He’s excited to cross the finish line — but more importantly, he’s proud of the skills he’s gained along the way. “It’s been a long haul — like a marathon. But I’m excited to have the credential. It’s meaningful in itself.”
Mike’s long-term goal is to stay at the forefront of data science, both within his company and the broader industry. He’s considering writing an abstract on anomaly detection and submitting it to the Association for Computing Machinery (ACM). Public speaking at data science conferences is also on his radar — a return to a strength from earlier in his career.
“I’m obviously not a spring chicken,” he jokes. “But I plan to contribute for a long time to come, and I’m already thinking about what I’m going to learn next.”
Your dog barks even when there’s not another dog or squirrel in sight. Your cat hides for days, for no reason that you can fathom. Your hamster looks at you quizzically while waiting for you to refill its water. Your scaly green iguana sits still for hours as if engaged in a one-animal staring contest with the world.
Does your pet’s behavior ever have you scratching your head and wondering what’s going on in their heads and hearts?
We all love our pets — despite, or perhaps because of, their occasionally mystifying behavior. But just how well do you think you know and understand your pet? (Do you think they know us any better?) Or, do you think we humans can never truly know what’s going on in their animal minds?
In “Think You Understand Your Dog? Think Again.” Emily Anthes writes about a new study that suggests that many owners, despite their love and affection, often misinterpret the emotions of their canine pets:
Dogs can’t talk, but their body language speaks volumes. Many dogs will bow when they want to play, for instance, or lick their lips and avert their gaze when nervous or afraid.
But people aren’t always good at interpreting such cues — or even noticing them, a new study suggests.
In the study, the researchers presented people with videos of a dog reacting to positive and negative stimuli, including a leash, a treat, a vacuum cleaner and a scolding. When asked to assess the dog’s emotions, viewers seemed to pay more attention to the situational cues than the dog’s actual behavior, even when the videos had been edited to be deliberately misleading. (In one video, for instance, a dog that appeared to be reacting to the sight of his leash had actually been shown a vacuum cleaner by his owner.)
“When it comes to just perceiving dog emotions, we think we know what’s happening, but we’re actually subconsciously relying on a lot of other factors,” said Holly Molinaro, who is a doctoral student at Arizona State University and the first author of the new paper, which was published on Monday in the journal Anthrozoös.
That bias could mislead owners about their dogs’ well-being, Ms. Molinaro said. People who want to be attentive to their dog’s experiences and emotions need to “take a second or two to actually focus on the dog rather than everything else that’s going on,” she said.
For the study, Ms. Molinaro, working with her adviser Clive Wynne, a canine-behavior expert at Arizona State, created videos that allowed people to see a dog’s behavior without seeing what was unfolding around it. Ms. Anthes explains:
… Ms. Molinaro began recording videos of her family dog, Oliver, a 14-year-old pointer-beagle mix, interacting with her father. In some of the videos, Ms. Molinaro’s father did things that Oliver was likely to respond to positively, such as show him his leash or a toy. In others, he did things that were likely to elicit more negative reactions, such as gently scold Oliver or present him with Ms. Molinaro’s cat, Saffron. (“He was not a fan,” she said.)
Then, after a crash course in video editing, Ms. Molinaro made versions of each video that removed all of the situational context, leaving footage of Oliver, alone, on a black background.
The researchers asked hundreds of undergraduates to watch both sets of videos and assess Oliver’s emotional state in each clip. When the subjects evaluated the original videos, they rated Oliver’s emotions as more positive in the positive scenarios than in the negative ones. But when the context was removed, they rated Oliver’s emotions as equally positive in both types of situations.
Then, the scientists took things a step further by splicing together footage from different situations — showing, for instance, Ms. Molinaro’s father presenting a vacuum alongside footage of Oliver’s response to seeing his leash.
Viewers seemed to be swayed more by the context than by Oliver’s behavior. When Ms. Molinaro’s father was depicted doing something positive, subjects judged Oliver’s emotions to be positive, even if he had been filmed reacting to something negative.
“There’s no evidence at all that people actually see the dog,” Dr. Wynne said. “They seem to have a sort of a big blind spot around the dog himself.”
The study has limitations, including that it was based on the behavior of just a single dog. People might also perform better when asked to evaluate the emotions of their own dogs, Dr. Wynne said, and probably would have noticed signs of intense terror or trauma. (The scientists did not subject Oliver to any extremely negative experiences.)
Do you have any pets or have you ever had pets? If so, tell us about them and what you find most endearing about them. Are there any aspects of their behavior you find mystifying or confusing? If you have never had pets, think about animals you may have interacted with or observed closely.
How well do you think you know your pet — their emotions, thoughts and behavior? What evidence do you have that you are interpreting their inner feelings correctly?
Ms. Molinaro’s study suggests that dogs provide many clues as to what they may be feeling, but that humans often miss them. Instead, owners frequently interpret a dog’s emotions based on situational context and have “a big blind spot” for the actual animal. What’s your reaction to the research findings? Does it make you think you might be misunderstanding your own pet’s experiences and emotions more than you previously thought?
Dr. Wynne believes the study can be a “wake-up call for pet owners.” He said of his own dog: “I’m making it a project to learn how she expresses herself. Because if I know what makes her happy and unhappy, well, then I can guide her life toward greater happiness.” Does reading the article make you want to understand your pet more? What do you think you can do to deepen your comprehension?
If you could ask your pet one question and have them answer, what would it be, and why?
Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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 and may appear in print.
This is an image that appeared in the National section of The Times this week. Do you know why it was in the news and what it shows?
What does it say to you about our society or current events? What is your opinion of that message?
Tell us in the comments, and then read the related article to learn more.
Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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 and may appear in print.
The word quotidian has appeared in 81 articles on NYTimes.com in the past year, including on Sept. 15 in the guest essay “Parents Should Ignore Their Children More Often” by Darby Saxbe, a clinical psychologist who believes that learning to tolerate boredom helps make children more patient, resourceful and creative:
An excellent way to bore children is to take them to an older relative’s house and force them to listen to a long adult conversation about family members they don’t know. Quotidian excursions to the post office or the bank can create valuable opportunities for boredom, too.
Daily Word Challenge
Can you correctly use the word quotidian in a sentence?
Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.
If you want a better idea of how quotidian can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.
Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.
I found ways to keep myself busy like binge-watching every TV show and movie, going on bike rides and baking, but spending most of my time on social media. I never felt dangerously bored or like I was going “insane” from not being able to go out, but still I made myself comfortable with living vicariously through my favorite social media influencers. Watching every video of them going to parties or on vacation or just talking helped me feel not so alone. But, what I didn’t know was at the same time, I was letting societal norms take over my mind and control my every move. I started to believe that if I wasn’t exactly like these influencers or “perfect” people, no one would like me. Of course I wasn’t like these influencers and I didn’t have everything they had, so I tried my best to push down what I came to believe were the worst parts of me. When we went back to school, I restricted myself from being who I truly was because I convinced myself that I couldn’t be enough, and I definitely didn’t want people to see that I wasn’t enough. So while Covid-19 didn’t impact me directly, it forced me to live in my head, and it took a long time for me to learn how to get out of my head.
If you saw a picture of anywhere on the planet five years before Covid, and then five years after, you’d most likely not be able to tell the difference. Now you may be asking yourself, “How did it change then?” I’ll give you one word: people. Humans aren’t the same. This is the most prevalent in children. Especially those in their KEY development years. Before the pandemic, kids would look forward to the weekend. They’d think about all the fun places they would go, they’d imagine how much fun they would have doing those things. During the week they’d spend time with their family, playing games with friends, and interacting with people in their life every day. But then the world shut down. Kids got used to staying at home. When kids are really young, they like copying everything they see. That’s how they learn. If they see all these people at home, bored, scrolling on their phones, that’s what the little kids are going to want to do. They’re going to grow into adults with the same hobbies. They’ll have kids, who in turn, will copy their parents. It’s an endless cycle. Somehow, we need to break that cycle. This goes for everyone. I don’t know how, but I think we can all agree that no matter your age, life has changed. We need to change.
But others said the lockdowns made them more independent in a good way.
I would be lying if I said Covid did not change me. The most significant characteristic about myself that stood out after Covid was my change of attitude toward independence and reliance on others. Pre-Covid, I had noticed that I constantly hated being left alone and I surrounded myself with friends 24/7. I hated being alone and I hated the feeling of “loneliness.” After Covid, I noticed my attitude toward that had changed. While I am not sure if it also correlated to me becoming overall more mature, or not, I noticed that I began loving my alone time. Whether that was evening time or school, just staying home and relaxing or during the day on a weekend, I notice a change in what the norm for me was. Instead of texting my friends to come shopping with me or going to Starbucks and Target, I have learned that I now enjoy doing those hobbies alone. In some way, it’s a way for me to disconnect from the world around me and do what I love by myself. Although I still have love for my friends and being with them, I have learned sometimes it’s okay to be alone and isolated while doing what you love. I encourage people around me to try the same things!
Covid changed my life for the better … I think? I was in 7th grade when lockdown first happened. I was truly terrified of going outside because I was so scared of the unknown. Staying at home and avoiding the public really gives you a lot of time to just think. Being by ourselves all the time “ … turned us into hyper-individuals.” I started to somewhat get more independent from being away from everyone, and I started trying new styles because I didn’t have to worry about being judged by the other kids around me. While middle school is already a huge scary time of change, I made it an extra big priority to focus on myself and stay away from all the judgment and drama around me.
Covid changed me in ways I didn’t expect. Honestly, I kind of liked it when everything shut down. No more forced small talk, no awkward social situations — just me, my space, and my own time. It was nice not having to constantly be around people. I could focus on things I actually enjoyed without the pressure of always being “on.” Of course, it wasn’t all great, but I think it made me realize how much I value alone time. Now, even though things are back to normal, I’m more aware of how much socializing drains me, and I prioritize my own peace more.
There is an assumption, with too many vendors, that anyone reaching out to them for a learning system, regardless of type, has a strong foundation for an e-learning (aka online learning) program.
Equally, they believe these individuals, with their unique roles and responsibilities, have or know that this foundation is crucial.
Instead, many folks are unaware—they have just been told or see they need a learning system, often listed as an LMS or maybe a talent/employee development platform.
The problem with that is there is no foundation in place.
The LMS or another type of learning system—let’s say mentoring—is gaining steam, more so than before.
Even if their company has multiple learning systems, assuming that the person overseeing the program/department/division has a foundation is significantly erroneous.
The vendor focuses on whether or not the buyer has another learning system, such as an LMS, their use case, and other information.
What they never ask is whether or not the person (often an admin, who is unlikely to know these details – unless they are also the same individual who runs the entire program) knows e-learning, if they have a strategy in place, a foundation – the core and the list goes on.
Instead, they zero in on whether the buyer/prospect has other systems they need to connect to, often focusing on HRIS, payroll, or similar systems.
That is excellent information, but it doesn’t answer the core question—does the prospect have an e-learning program or a foundation for it? This goes beyond just a quick strategy.
Does this person, say the head of L&D, understand or know why e-learning was established and what its impact was on that foundation?
Nowadays, vendors go right to the CEO, or the CEO is the key decision person, and follow that route.
Again, this person will not know about e-learning strategy or the foundation of building a top-tier e-learning program.
They do not have a background in L&D (including OD).
They will not have a background in training.
My guess is that they have no idea what Gagne’s Nine Events of Instruction are, let alone the ADDIE model or Kirkpatrick’s Four Levels of Evaluation—granted, many people in L&D have no idea either, and HR?
Forget about it.
This post will provide you, whoever you are, with the foundation. I will present the steps in detail.
How do you start, where do you go, what essentials do you need, and why are they relevant? I will not go into assigned learning – that doesn’t come into play for a foundation.
However, I will ask you to do a few assignments—and here is the twist: I will ask you to send them to me, and I will review them and provide constructive feedback, ensuring you’re on the right track.
In May, we will also have a special webinar to discuss this further and where anyone can ask questions.
Think of this post as a workshop with no fees.
You can access the assignments on Tuesday.
How are you notified?
At the bottom of this post is a “special subscribe” – enter your e-mail address, which tells me you want to go to the site on Tuesday.
If you have already subscribed to the blog, click the ‘special subscribe ‘button to indicate your interest in the upcoming workshop.
You will receive an e-mail from me with the link.
Once you access the site, you must enter some info to gain access.
I will ask for your name, e-mail, title, and whether you wish to attend the webinar in May.
However, you will not be put on a marketing list or spammed.
The data provides additional insight, enabling me to tailor the workshop to your needs and ensure a productive learning experience.
I will ask if you wish to be contacted when the webinar part takes place.
If you say yes, you will receive an e-mail with an “FYI” and instructions for signing up.
The Foundation
Upfront here – I have developed and succeeded everywhere I worked with an e-learning program.
My e-learning program has proven successful in various settings, whether tailored for employees, customers, or associations. Its adaptability ensures it can meet your specific needs.
I have done it with start-ups, mid-market – enterprises, and large enterprises.
I have either built from nothing, or the company had something in place – and I tore it down, rebuilding it from what I believe would deliver.
ROI is a bunch of liverwurst best suited for not eating.
What you want is IOL – Impact of Learning. IOL measures the actual impact of the learning program on the business, such as improved productivity, reduced errors, and increased customer satisfaction. This is what truly matters in the context of e-learning.
This will tell you far more and enable you to present a dashboard to whoever you need to show it is working.
Granted, if you are the CEO, you can ditch the dashboard.
However, I strongly recommend going with IOL since it aligns with the company’s metrics and approach for that year.
From the customer side, a combination of associations and even non-profits, which can’t use the financial perks in the department themselves, have seen a significant increase in revenue. This program has the potential to turn your financials from red to black.
Turning black to red in profit.
How much?
At one place, I generated nearly a million dollars in less than a year.
It is doable, but in the above scenario, you have to know some financial metrics—that anyone can learn—including markup.
I am a massive believer in Blue Ocean.
It works, but as anyone knows, it isn’t just a flip of a switch.
I present this information only because I have the knowledge and experience for what I am about to publish.
Being in the trenches and building success is what you need.
Otherwise, you are just floating along, hoping it will work.
This is what the post will cover, even with employees.
And yes, you can provide whomever that this working, and not that you are wasting their money.
Step 1 – The Questions
A foundation requires you to think from the standpoint of what you want to do.
Not just get a learning system – that isn’t the first step to the foundation.
Instead, it asks questions to establish this.
They are not in any order because everyone thinks differently—especially our right-brain folks (me included).
Assuming you are not in L&D or Training and thus have the background and insight between good and bad around training and/or learning – it is surprising how many vendors think L&D is the only game in town for employees – it isn’t, and L&D and Training have different modalities.)
Do you have any experience with training employees (again, this post is around employees, but you could slide this into any of the together types – oh, and the questions below are universal. The money angle is not, hence an assignment)
a. Do you know why e-learning was created?
Most people think yes, and I often find no.
Ignore searching the web; it is full of garbage. I have included a couple of posts I did about why it was created and what are the pros/cons and benefits) – What is WBT? The History behind e-learning.
b. If yes, what is your comfort level? If not, okay
What do you want to accomplish with this e-learning program? Understanding the purpose and desired outcomes will guide your decisions and actions throughout development. What are your goals, not just now but long-term (think three years, and recognize that external factors may change. A lot of people focus on one year, which is fine, but if you can, think long-term. You can always modify as you go along)
What will you need to do this?
If this is the first time an e-learning program will be built – you can ignore the following questions. If there is a training or L&D department(s) in place, where they have provided whatever level of training (sans e-learning, and I often ran into the pre-existing side, especially with employees)
Are there any metrics/data they can provide to you? (I often was shocked that there wasn’t anything except worthless evaluation statements on what people thought about the training they were presented with)
If there are metrics, can you see the information? Where is the information located? (The usual answer here is yes. If they have the metrics – regardless of what they collected, the challenge is where it is and whether you can get it. I have run into HR on this, and it is as though HR is keeping it for whatever reason, usually for doing nothing with it)
Are you doing a full rollout to every employee? OR will this be to specific departments, groups, or entities in another country (assuming you have this part)?
Will you eventually do a full rollout (assuming the specific angle is taking place)?
Does a senior executive support what you are doing? (They must have buy-in, especially if you roll this out to every employee. Ideally, you want the support. I see people focusing on the head of HR – at the VP or SVP level. This was acceptable when I worked at an association; the CEO – whatever their title happened to be supported this initiative. At a non-profit, I met with the CEO and COO; they had buy-in – and the non-profit was not tiny – we had 46 agencies )
You should have started to build your foundation.
Write it all down. You can go back and modify or tweak as you complete the following steps because something else will pop into your head. Therefore, saying, “AHA, I need to change an item or item from the original questions I wrote makes sense. “
If you are doing a rollout, regardless of whether it is small or large
Will I have a certification program?
Will I need to provide sales training?
Will I need to provide training/learning for safety or not?
Will I need to have compliance and/or regulatory training? (The answer here is usually yes for companies, but the answer is often no in an association (trade and member).
What other items do you want as part of your e-learning program besides an LMS, another type of learning system, multiple LMSs, or learning systems? (Content, Learning Technology, Authoring tool – which creates content, but you may already have videos for whatever reason – and thus it is different than an authoring tool – plus you may want to hire someone to develop the content)
Ha, if you think that is all you need, and now you have a foundation in place—congratulations—you are wrong.
Write all this down. Uh, your responses above.
You can add it as a separate section, which is part of the overall. I recommend this because otherwise, you will dull your eyes when reviewing and miss some info.
Final Questions
How many employees will access the Learning System and view or take content?
If it is a small rollout, how many?
Assuming it won’t be or just be assigned learning, will employees be able to access other available content?
Will they be able to access content across the board, or will it be limited only to their job role and the skills needed or best suited?
Now, you have most of the foundation.
Why did I say most?
Because of those assignments, you will need to complete and send them back to me.
This is the area I will review and provide responses to you.
Like your old professor, you wondered whether time stopped because you swear they were alive before the dinosaurs; give me some time to respond.
If I get 500 assignments, I need time to review them.
I will not shove this into AI, so let us provide the feedback.
Nor do I recommend you shove the questions into AI and let it respond for you.
It is a bad idea, and due to hallucinations, you could get wrong responses if you do not review, so hey, complete them with that wonder brain of yours.
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?
The Reveal
We’ll post more information here on Thursday afternoon. Stay tuned!
Students 13 and older in the United States and Britain, and 16 and older elsewhere, 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.
