DIGITAL ACADEMIC REVOLUTION - Online Learning …...your brain. Mentored learning means capturing the spirit of lifelong learning. This is directly in line with personalized learning

DIGITALACADEMICREVOLUTIONMENTORSHIPCOMPETENCY

#6 THE INSTRUCTION MANUAL Capturing, Coaching & Creating the Learner of the 21st Century

BYMARTINMEHL&LUANNEFOSE|April2017

This research provided by the Online Learning Consortium Research Center for Digital Learning and Leadership. © 2017

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KEYWORDSAdvising|ActiveFeedback|DigitalAcademicRevolution|DigitalMentorship|EveryOrganizationSucceeds|EveryParentSucceeds|EveryStudentSucceeds|EveryTeacherSucceeds|InformationLiteracy|LuanneFose|MartinMehl|MentorshipGrid|PersonalizedLearning|ScreenCoaching|Teacher-DrivenRevolution|TLCDiamond|

PREAMBLE

Thein-depthsegmentsoftheMehl/Foseresearchfrommotivationtoconceptualizationtoadaptationthroughadoptionanddiffusionarefeaturedinamulti-partseriesbytheOnlineLearningConsortiumResearchCenterforDigitalLearningandLeadership.TheDigitalAcademicRevolution:MentorshipCompetencySeriesshareswithOLCmembersthe“insidescoop”andtransparencyofdigitalmentorshipcompetencyinteachingandlearning.

#ETSEVERYTEACHERSUCCEEDS#NTLB(NOTEACHERLEFTBEHIND)

Pictureanew,shinyridethatsitsinyourdriveway.Youmaybeimpressedbyitslooks,itsfuelefficiency,oritspotentialtogofastandthefactthatit’sfuntodrive.However,beforeyouarelegallyallowedtooperateit,youhavetohavealicenseandinsurance.Buzzkill.Alltheapps,products,andtechnologythataretryingtogetteacherstoonboard,buyintoorexperimentwiththeirstudentsaremuchlikethatnewshinyrideinyourdriveway.Theimpatientandcuriousmindsoflearnerssimplywanttotakethemoutforaspin.Theywanttohaveacarefreeexperience.“Whycan’tIjustridetheATV,thejetski,thesnowmobilenow?”(Insertwhinyvoicehere)“Whynot?That’snotfair!Grown-upsjustdon’tknowhowtohavefun!Rulesaremeanttobebroken!Whydoeslearninghavetohaverules?”Sometimesinnovationcanpushrulestobechanged,buttheDepartmentofMotorVehicles,driver’seducationinstructorsandlawenforcementofficersstillneedtoknowwhattherulesofengagementarewithoutbeingbureaucratsandboringpencilpushers.Educationisnotapleasurecraft.Itoperateswithinanexisting,complicatedenvironmentthathasALOTofrules,regulationsandstandards.MostofthoserulesexistforareasonandforALLparticipantstohavefunandbesafe,nomatterwhatageandskillsetbecausetheinfrastructureservesEVERYONE.Sohowcantheworldthatwantstopushlearningtobeengaging,stimulatingandstillbefunwhileexperimentingwithtechnologycoexistwithaworldofrules,regulationsandclassictools?Howcanweassesslearningoutcomesanddeliverables,whenallwereallywanttotrainlearnersistobecreativeandself-sufficient,insteadofgrade-grabbingcopycats?Howcanwechangetheworldoflearning?Whatisthemissinglink?


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Wehavetomakesurethatteachingisengagingandmotivating.Teachersneedtobelifelonglearnersandmentorsiftheyhopetoimpacttheirownstudentsthroughouttheircareerbothinsideandoutsideoftheirclassroom.Weneedtomakeeveryefforttocreatethesameenvironmentwehavepurposefullycraftedforourstudentsforoureducatorsaswell--thatisthemissinglink.Whenyoucareaboutothersyoutendtoforgetaboutyourownneeds.Weneedtoprioritizethe“healthybody,healthymind”approachforthesanitycheckofourclassroomheroes.Wesimplycannottakethesurvivalskillsofelementary,middleschool,highschool,highereducationandworkforceinstructorsforgranted.Thereneedstobeamanual,atextbookofsorts,onhowtobebetterpreparedforthedigitalclassroomofthe21stcentury.Newlearners,traditional,non-traditional,talented&gifted,special,oradultlearnersneedtoexperienceACTIVEfeedback.That’sthegame-changer.Itimpactsthewaywecopewithourinformationdigestion.OnceyouexperienceACTIVEfeedbackitCAPTURESyourbrain.Mentoredlearningmeanscapturingthespiritoflifelonglearning.Thisisdirectlyinlinewithpersonalizedlearningandreachingthemindofthelearneratauniqueplaceintimeduringtheprocess,notafterwards.TeachersgenerallyassignPASSIVEreadingstobetterpreparetheirstudentsforclass.Essentially,thetextbookissupposedtosettheknowledgefoundationforlecture.However,incontrast,simplylisteningtoapresentationandabsorbingthecontentislesseffortandmoreenjoyable,moreconvenient,fasterandincreasesknowledgecompetence.Itisadditionallymoreaffordablethanthatheavyphysicaltextbook.Thereisareasonpodcasts,TEDTalks,webinarsandvideoconferenceshavereplacedtheirstaticcounterparts.Let’sbemoreconcrete.Insteadofreadingarecipeinacookbook,itisaloteasiertofollowstep-by-stepinstructionsonascreenandmuchmoreengagingtoeatacarefullypreparedmealandenjoythefruitsofsomeoneelse’slaborbyfollowingamodeledexample.Thisisclearlyevidentwhenflippingthroughthenetworksallocatingairtimetocookingshowsandthecelebritystatusofviralchefs.Bam!Thetraditional,dusty,indexcardarchiveoffamilyrecipesmakeswaytothis“learnbydoing”approach.Wedon’tneedtoreinventthewheelor“buildabettermousetrap.”Wedo,however,needtoacknowledgethatthereisprogressinthelearningprocesswheretechnologycannowassisteducatorsincustomizingcontenttoaidinastudent’sgrowthandfostertheirindependence.Wearenolongerlookingateducationasabrickandmortarrestrictedenvironment.Whenweauthoredourfirstarticleofthissix-partseriesfortheOLC,wementionedthattheNationalParkshadjustcelebratedtheircentennialanniversary.Backin1916,theNationalParksopenedanewfrontierofeducationtoinquisitiveandpreservationistmindsthattransformedthepreservationlandscape.


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Nowwithdigitalmentorship,wearelookingatnewfrontiersinthe"WildWest”ofthedigitallandscapeandonceagain,weneedtoformallyredefinehowbesttoprepareourinstructorsandacademicleadersforthenextdimensionoflearning–alearningthatismulti-dimensionalinscope.

Wetriedbackin2007toreachinquisitivemindswhenwelookedatpodcastingandunlockedanewapproach,buttheworldwasn’tquiteready,yet.In2017,wehaveunlockedanotherdoorbydemonstratingthatscreencoachingsimplyisthebetter,moreefficient,andmoreimpactfulwaytoreach,guideandencouragelearnersholistically.Whyis2017differentthanthepast?Web2.0

That’sright.Youcanpurchaserouters,tablets,smartphones,Wi-FiextendersandlaptopsatyourlocalWalmart,Kmart,TargetorCostco.YoucanwalkuptoanyhotelclerkandaskaboutWi-Ficonnectivitypasswords.YoucaneataBigMacandfriesatMcDonald’sandbrowseontheirnetworkwhileyouchompaway.Tryfindingapublicphonebooththesedays–anywhere.Forthemoment,let’ssuspendsecurity,necessity,andspeedasvalidpointsofconcern.Wirelessconnectivityisanacceptedwayoflifeinthecourtofpublicopinion;thatmeansthemarkethasembracedtheusefulnessandconvenienceofthenetwork-centricinfrastructure.

Whenwewroteourinitialarticleonpodcastingadecadeagowewereearlyadopters.Whathaschangedinthecourseofadecadeisnotnecessarilynewinnovationpushingacceptance,butthesocialintegrationandconvenientusageofthissetup.Whatneedstobeacknowledgedaboutscreencoachingisthesimplefactthatwearefinallyreadytousethemostefficientwayofintegratingcheap,fastandeasymentorshipintotheclassroom;thatis,fusingcompetenceandconvenienceintocompetenience.

TheGreekscalledaworldviewunderlyingthetheoriesandmethodologyofascientificsubjecta“paradigm.”Weareonthevergeofanewparadigmandyouarepresentedwiththedecisiontoeitherembraceitorbeleftout.Thisisnotaboutbeingatechnologyevangelist;thisisaboutagreeingthatdigitalmentorshipisthesinglemostsignificantadvancementingeneratingmeaningfullearningenvironmentsandacknowledgingthatscreencoachingistheeasiest,cheapest,fastest,andmostimpactfulmethodtoaccomplishthis.


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Wethoughtyoumightneedmoretangibleevidencethatthedigitalmentorshipparadigmwithscreencoachingworks.Belowyouwillbeabletoheardirectlyfromthementorship-changeagentsatCalPoly(SanLuisObispo)whoarealready“onboard.”

https://youtu.be/jXU_8_DlHRQ

(Picturedabove)

Dr.BrianGreenwood,AssociateProfessor&SportManagementCoordinatorExperienceIndustryManagement,CalPoly,SLO

QUESTION#1:WHYISSCREENCOACHINGPEDAGOGYANALOGOUSTOHAVINGALIFECOACH?

Insteadofwaitingforourcurrentinstructorstobeonlifesupport--exhaustedanddisheartened--weneedtohookthemuptoanIVwithnever-endinginfusingdripschock-fullofdigitalmentorshipenergyandmindset.Thedigitalmentorshipapproachisachangeofmindsetinwhichweareconstantlythrivingtofusetechnology,instructionaldesignandexperienceintoalifelesson,whichinturnwetransferbymentoringthenextgenerationofleaders.

Thisgenerationoflearnersisnotjustrestrictedtoyouthcopingwithtechnologyasanewlearningdynamic--soaretheirinstructors.Technologypenetratestheformalacademicenvironment,yetwehavenotembracedanewmethodologyonhowtotransferthetraditionallearningprinciplesandpedagogywiththeTLCDiamondparadigm.Inthisparadigm,thetransparencyofthelearningprocessisenhanced,refinedandnurturedwiththeinfusionoftheinstructor’smentorshipguidance&feedback.Insteadofself-reliantcopingbythelearner,thetimingandprocessingoftheleader’smentorshipclarificationscreateslong-termtangiblesuccess.


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T L C

TRANSPARENCY

LEADERSHIP

COMPETENIENCE

mentorship+pedagogy

modeling+mastery

mergingcompetence+convenience

TECHNOLOGY LEARNING COMMUNICATION

capturingtheholisticlearningprocess+product

assessingobservations+deliverables

knowledge-transferverbal+non-verbal

TIMING LONGEVITY CLARITY

permanenton-demandrepository

customizationofmentorshipshort-term+long-termguidance

eliminationofvagueness+uncertainty

QUESTION#2:IFYOUWONTHELOTTERY,WHATWOULDYOUBUYTOMAKEDAILYLIFEMORECONVENIENT?

“Eitherapersonalchef,orapersonalfitnesscoach,orboth.”Weknowthateatingcertainfoodsareunhealthyandbadforus,butweconsumethemanyway.Why?Becauseofconvenience,accessandfrankly,theyoftentastegreat!Whatleavesabadtaste,however,isthegainthatthebathroomscaledisplaysweekslater.Ifwecoulddelegatethatresponsibilitytosomeoneelse,well…heckyes!

Mehl/Fose“TLCDiamond”©Copyright2017


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Moneymaynotbeabletobuyyouhappiness,butitsurelycanbuyconvenience-alotofconvenience.So,let’smakeyoutherichestpersonyoucanbe.Wewantyoutograspthatwehaveansweredyourquestionof“WhyshouldIhaveascreencoachwhenIlearn?”BecauseyouneedtogetthemostpowerfuleducationANYmoneycanbuy.Whenwetalkaboutinformationdigestionitisn’tdifferent--conveniencefirst.Martinoftenasksintheforensicclassroomthefollowingquestions:“Dowereadinformationwehatetoread,ordowereadinformationweenjoyreading?”Thatishispitchtobeginhisclassdiscussiononhowtoavoidself-evidenttruthandconfirmationbiasinresearch.Inthepost2016Presidentialelections,weseethattheanswercoincideswiththeneedtoavoidsocialmediaechochambers…butthat’sanotherstory.Thegoldenruletounderstandyouroppositionistowalkamileintheirshoesandtodigestthelogicintheirarguments.Essentiallyeliminatingan“usvs.them”approachtodeterminewhatsidehasstrongerevidence-basedreasoning.Ifyoucanargueboththeirsideandyourownsideethically,youindeedhaveestablishedthegoaloflearningsomethingaboutyourselfthatyoudidn’twanttoadmit.Thereisoftenmorecommongroundonanissuethanyouoriginallythought.Withthisapproach,youalsodrawaconclusionthatisbasedonproperlyinvestigatingallsidesofanissueinsteadofthenarrow,myopicone.Thenextsignificantlessonlearnedistheneedtoconductmorevalidresearch.Wehavenowreachedsuchaprogressivestatethatpastresearchmethodsnolongerapplytothenewapproachesoflearning&assessment.Thereisnowaythatdirect,inperson,face-to-faceinteractionisgoingtobereplacedthroughdistancelearning,butalllearning,nomatterthemodeofdelivery,needstobefullyandproperlyengaged.Thereisatimeandplacefortechnologyandatimeandplaceforinnovation.Themorepowerfulaspectofthenewapproachistheopportunitytobepersonableandpermanentlyavailabletolearners’minds.Redundancyclarificationisnoweliminatedfromthedailygrindofofficehoursandlimitedavailability.Nowaneducatorcanfocusonrefinementandcustomizationinlieuofstandardizationandquantitativeassessment.

QUESTION#3:SHOULDACHILDBEONASCREENTIMEDIET?Thereisanongoingdisputewhetherscreentimeisahealthyinfluenceindevelopingminds.Thegeneralruleofthumbandacceptableapproachformostengagedparentsis“everythinginmoderation.”Thereisalsotheperspectivethatcorevaluesofcreativity,engagement,expressivenessandindependentproblem-solvingskillscouldvanishduetogamingandcomputertimeinlieuofmoretraditionalexposurestolearning.Aswitheverydilemma,itiscrucialtocircumnavigatetheextremepositionsandengageinafact-findingapproach.


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Asaparent,youhavetoaskyourself:Aretheymutuallyexclusiveapproaches?Whycan’twemergeconvenienceandcompetenceinlearning?Istechnologyfriendorfoe?Whydowehavetobeeitherrigid,orengaging?

#EPSEVERYPARENTSUCCEEDS#NPLB(NOPARENTLEFTBEHIND)Runningaclassroomisaformal(certifiedandcredentialed)versionofbeingresponsiblefortheintellectualgrowth,successandguidanceofyoungdevelopingminds.However,innovative,engagingandcreativeteachersareoftendiscouragedtoexperimentasifthelatestandgreatesttrendmightcontradictthetriedandtruetraditionalmethods.Bothapproacheshaveambitiousgoalsofbringingoutthebestinstudents,butthenewerapproachesmayprovetobemoreengagingfortoday’s21st-centurylearner,whohasbeenexposedtosocialmediaandmorecollaborativeapproachestolearning.Wealsoneedtoacknowledgethatstudentscomeinafullrangeoftechnology-centricandtechnology-phobicflavors.Aswementionedearlier,thegenerationthatadoptedtophonecallsandvoicemails,thatendsanemailmessagewith“Thankyou”or“Sincerely,”issomewhatdifferentthanthegenerationthathascreateditsownsuccinctlanguageofacronyms,icons,andemoji’sfortextmessaging.Bothapproacheshaveapurpose;bothapproachescanbemerged.Nowwecanaddressthevoicemailandthetext-centriclearningstylesbyusingscreencastingtocapturebothoftheirneeds.Yes,youcanhaveitall!

Voicemail+Texting=ScreenCoaching

BorrowingfromMalcomGladwell’s"10,000-HourRule"(2008),thechallengeisaboutexposure,significanceandimpactofthisnewformatofinfotainmentinatech-centricsociety.Gladwellarguesthat“practicemakesperfect”andthatmaywellbethecase.Encouragingandenablingsomethingthatachild’soradolescent’sdevelopingmindseeksoutbecauseitishighlymotivatingisanaturalhumanbehaviorthatneedstobereviewed,harnessedandputtogooduse.Theentertainmentvalueofelectronicdevicessimplycannotbedisputed.Videogameshaveintroducedtheapproachof“gamification”--meaningtheplayfulintegrationoflearningthroughhighly-stimulatingchallengesonascreen.Gamificationisthemosttrendingapproachtohavethe“beinglogged-ineffect.”Rangingfromin-carmovies,tabletsinrestaurants,waitingrooms,andasbabysittersupplements,entertainmentthroughelectronicdevicesareheretostay.Thereisnodoubtthattheyareengagingtotheuseraswellassimpleandconvenient.Suchentertainmentrequiresminimaleffortfromthesupervisor(parent)andmaximumoutcome,asthedesiredgoalislackofnuisanceanddisruption.So,istechnologyfriendorfoe?Let’ssuspendtheperspectiveon“if”thisisagoodpracticeandembraceforamomentthatitiscommonpractice.


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Let’salsosuspendjudgmentandcontemplationregarding“Whatistheworldcomingto?”and“Willrobotsbetakingovertheworld?”oranyothertechnophobicclichés.Keyhereisaformofrolereversal.Asaparent,theroleofguiding,teaching,leading,mentoring,counselingisoftenadelicatebalancingactbetweendrawingfromourownexperiencespairedwithimprovement,andastrongdesiretonotreplicateourmistakes.Thereisevenahealthyportionof“trustingyourgut”instinct,whileideallyvalidatingthoseprincipleswithsomeformofinformedconsent(books,videos,otherparents’advice,imitations,andlifelessons).Inthisdynamic,theparenthastheclearroleofservingastheleadershipandauthorityfigure.Thedisconnectofthenewtechnology-seekingchildandcluelessparentisn’tnew.TodayitistheNintendoSwitch.BackinMartin’sdayitwasaCommodoreC64witheitheradatatapedriveorthemoreadvanced1541floppydiskdrive.LateritbecametheAppleIIandOregonTrail.Nomatterwhattheconsole(Xbox,PlayStation,WiiU),thenextgenerationwillseekoutthemostrecently-releasedplatformtoengageinthemostrecently-releasedgame.Thetypicalscenarioinwhichachildapproachesa“grownup”whileshowingoffavictoryinaparticulargame--forinstance,materialcollectioninMicrosoft’sMinecraft--resultsinalackofunderstandingfromtheparent,orasomewhatdismissive“goodforyou”or“that’snice”response.However,theworstreactionisbasedonalackofcompetenceonthesubjectmatter:“Idon’tevenunderstandwhatyouareshowingme!”Eventhemostengagedparentdoesn’ttakethehoursnecessarytolearnaboutthecharactersinvariousvirtualworldsthatthenextgenerationresidesin.ThisiswhereMalcomGladwell’s“10,000hours”comesintoplay.Thekeyinthisanalysisisnotaboutthegamificationoflearning,ortheglorificationoftechnologygadgetsaboveall;itisaboutunderstandingthatinthecurrentdynamicthechildistechnologicallystandinginthementorshiprole.(ThisdynamicisbestillustratedintheDigitalMentorshipGridattheendofthisarticle.)Nowlet’spushtheexampleabitfurther.Let’ssaytheparentidentifiestheneedofbeingabletofullyengage,andasksthechildtoteachthemthegame,whichisinherentlyunchartedterritoryinthepowerdynamic.Thelackofmaturityandthoughtfulnessonhowtomentortheirownparent,isaninstantsummaryoftheroleofparentingandScreenCoachingPedagogy.Itisn’tproblematicthattheparentisthestudent,butitiscrucialtocomprehendthattheparentisbeingexposedtonewmaterial,yethowthisinformationisrelayedanddigestedhasnotbeenreversed.Theabilitytoguidetheprocess(i.e.,goingoverfundamentals,defining,distinguishingandestablishingthescopeandscaleofHOWtorelaythisinformation)remainsfirmlythementor’sresponsibility.Theinstructorinthisscenarioismerelymoreexposedandexperiencedinthegame;however,notonthe


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techniqueofleadershipthatcomeswith“10,000hours”ofmakingmistakesonhowtoguidethelearningprocessmosteffectivelyasa“grownup.”Thechildhasamorenaturalaffinityforembracingtechnologyduetocuriosity/noveltyandtheabilityofnotyetbeingsetintheirways(inotherwords,beingopen-minded).Whenchildrenaretryingtoproblem-solveachallengeintheirworld,theyseekout“howto”YouTubevideosfrompeersorsubjectmatterexpertsonline.Thisisbecausetheyareinasortof“survivalmode”andneedtokeepupwiththeirpeerswhoaremoreversedonthesubjectmattersofSuperMario,Minecraft,GrandTheftAuto,codingand/orrobotics.Nowthatyouareup-to-dateonthelearningprocessmethodologyandwehavebeentransparentwithyouaboutwhereweseethefusionoftechnology-centricknowledge-transferdeveloping,wewanttosharewithyouitsapplications.Wecouldnotbemoreappreciativeofthoseofyouwhodigestedandinhaledfivearticlesthatmayverywellhavebeenabook,oratleastamanifestoofwhatthedigitalacademicrevolutionofmentorshipcompetencywillbe.InthisfinalarticleoftheDARseries,wewishtosharewithyouourmissionstatementandgameplan.SteveJobsisuniversallypraisedforapplyingthefamousquotefromthe1989Iowabaseballmovie,FieldofDreams,usingtheapproachof“builditandtheywillcome.”JonathanIve,AppleProductDesignVP,explainedintheinterviewwithHelenWalters(2009)fromBloombergabout“TheKeytoApple’sSuccess”thatApple’sprimarygoalisnottomakemoney,buttomakegreatproductsthatpeoplewilllove.

“Apple’sgoalisn’ttomakemoney.Ourgoalistodesignanddevelopandbringtomarketgoodproducts…Wetrustasaconsequenceofthat,peoplewilllikethem,andasanotherconsequencewe’llmakesomemoney.Butwe’rereallyclearaboutwhatourgoalsare.”

Whenthe“ThinkDifferent”advertisementcampaignwasunleashedin1997,itempoweredatransformationthatconstitutedaconsumer-centricapproachandpositionedAppleasaseminalbrand.Inretrospect,itmarkedthere-emergenceofAppleasamarketpowerhouseandthedeclarationthattherewasa“newsheriffintown”withtherearrivalofSteveJobs.MostsignificantisthatthisadvertisementcampaignwasuniqueforAppleshowcasingamontageofground-breakingfigures(ThomasEdison,PabloPicasso,AlbertEinsteinandMahatmaGandhi,tonamejustafew)whohadsignificantlyimpactedhistory.ThegeniusherewashighlightinggreatmindsandinsinuationthatApplewouldbeattheforefrontofdevelopingandmentoringthenextgenerationofleadersinsteadofpromotingtechnologytools.


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Wealsowanttofostermindsthat“ThinkDifferent.”Wewanttoempowerteachersandleaderstohelpthose“different”developingmindstogrowandthriveandreachnewheightsthattheyhadneverevendaredtodreamof.However,likeEinsteinandSteveJobs,webelievethatsimplicityiskeyanditisimperativethattheendgoalofmentorshipisnotclutteredbycomplicatedtheoriesandprocesses.

“Ifyoucan’texplainitsimply,youdon’tunderstanditwellenough.”

~AlbertEinstein

MartinandLuanneagreewiththatstatement,whichiswhywecalledtheinitialwhitepaper“lessismore.”Ifwecan’texplainwhatthisvisionistoaclassofelementaryschoolchildrenwehavefailed.So,let’sdothat.HereistheFuture.

Whatwewanttoaccomplishmaybeequallyambitious.Itislesstangiblebuthasclearbenchmarks.Wewantthevisionofexperiencedleaderstohaveamorepotent,instantandpermanentimpact.Wewanttocapturetheideologyandconvertqualitativetheoryintoquantitativeoutputs.Ifwecan’texplainwhatthisvisionistoaclassofelementaryschool-agedchildren,thenwehavefailed.

Dear 3rd Grader,

We want you to be able to see, hear and feel what someone you admire thinks of your work and capture what they think of it right away. We want you to never guess what they meant when commenting on your writing. We want you to be able to see those comments anytime, anywhere, whenever you want. We want to reinvent the book and make it your screen. We want you to be able to hear the thoughts before the pen is too slow to capture it. We want to reinvent learning.


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We want your teacher to be able to do a really good job when they share this knowledge with you. We want to reinvent what a teacher does. We want teachers to be mentors. We want you to be able to hear, see and feel what a person giving you instructions thinks of your work so that you can understand how to improve it. We call that “digital mentorship.”

We want your parents to see and hear what your teacher thinks and then share that with you in order to make you better at what you want to do. We want you to go to college and keep learning the same way. We want you to be able to share your own work that way and someday train others that way. We want you to hear the voice and guidance of all those mentors that make you the best version of yourself. We want you to have a movie and a soundtrack of all the things you have learned from those mentors throughout your life that you can return to anytime. If we can accomplish this, we will have accomplished our life goal.

Sincerely,

Martin & Luanne

Matteroffact,wewouldbedisappointedifwecouldn’thaveanactual3rdgraderexplainit.SinceMartin’sson,Carsten,hadalreadyvolunteeredtotakehisdad’sphotofortheauthorprofile,hewasalsoexcitedtotakeonthistask.CarstenMehlisa3rdgraderinapublicelementaryschoolinCalifornia.Hereiswhathehadtosay:

https://youtu.be/dB_WsDDgrYI

HowardGardner,whoiscreditedastheauthorofthetheoryofmultipleintelligences,expressedsimilarsentimentsina1997Edutopiainterview(Gardner,1997)whenhediscussedtheneedforanewapproachtoassessmentinschools:


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“Let'sgetreal.Let'slookatthekindsofthingsthatwereallyvalueintheworld.Let'sbeasexplicitaswecan.Let'sprovidefeedbacktokidsfromasearlyaspossibleandthenlettheminternalizethefeedbacksotheythemselvescansaywhat'sgoingwell,what'snotgoingsowell.

I'mawriter,andinitially,Ihadtohavealotoffeedbackfromeditors,includingalotofrejections,butovertime,Ilearnedwhatwasimportant.Ilearnedtoeditmyself,andnow,thefeedbackfromeditorsismuchlessnecessary.AndIthinkanybodyasanadultknowsthatasyougettobemoreexpertinthingsyoudon'thavetodosomuchexternalcritiquing;youcandowhatwecallself-assessment.”

~HowardGardner

Thisisthebeautyofscreencoachingpedagogy.Atthebeginning,youneedandevencravesignificantfeedbackfromyourmentor,buteventually,asyougainmoreexpertiseandgetagraspofwhatismostimportant,youlearnhowtoassessyourself–toobjectivelyandintricatelyevaluateyourowncraft.Intime,asyoudevelopyourabilitytoself-assess,youwillfindthatyoudon’tneedyourmentor’sinputquiteasmuchasyoudidinthebeginning.However,withscreencoachingpedagogy,ifyoufindyourselfstagnating,youcanalwaysreturntoselectmomentsinthesoundtrackofyourlifetoremindyourselfofyourmentor’ssageadvice.Inessence,it’sthedifferencebetweenhavingahistoricalwrittenletterfromyourpast,whichisone-dimensional,andavideoassessment,whichismulti-dimensional.Beingabletogobacktothemulti-dimensionalvideoassessmentandrefreshyourmemoryofwhatyoutookawayfromitasalessonthefirsttime,mayjusthelpyoumovefurtherforwardandriseaboveyourstagnation.

QUESTION#4: WHOBENEFITSFROMTHISAPPROACH?

Let’sbehonest,insteadofreadingthroughthisarticleyouwouldhavemuchratherhadusexplainourthoughtsandideasinawebinaroravideo.Yournoddingheadprovesthepointrightthere!Duringourresearchoverthepasttwoyearswithscreencoaching,oneofthethingsthatwehavefoundtobeself-evidentisthatthismethodofmentorshipfeedbackdoesnotplayfavoritestoaspecificdiscipline--thatis,itdoesn’tworkbetterinonedisciplineoveranother.Itseemsthatnomatterwherethemethodisapplied,italwayshassomethingtooffer--sometimessurprisingusinitsabilitytomagnificentlytransformitselfinthehandsofcreative,experiencededucatorswhoareintentionalmastersoftheircraft.Let’slookatafewexamples.Inthemusicclassroom,screencoachingiscomfortablein,tonamejustafew,appliedperformance,musictheory/composition,andmusiceducation.Eachofthesesituationsrequiresadifferenttypeofcoachingfromthemasterteacherandyetscreencoachingisperfectlycomfortableandqualifiedtomentorineachinstance.Musicinstructionhas


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alwaysreliedheavilyuponamasterteacherskilledinaparticularinstrumenttocritique,demonstrateandvocalizetheetherealandemotionalaspectsofmusicthataredifficulttoputintowords.Sometimesthebestresponsebyamastermusiciantoastrugglinglearneris,“Here,listen…”astheypickuptheirowninstrumentanddemonstratetoastudentthenuanceofaparticularphraseortheirfluidmusicalitywhilemasteringadifficultfingeringpassage.Imagine,ifyouwill,howmuchmoreeffectiveitwouldhavebeeninthesituationthatLuannedescribedinourArticle#2-TheConversation,ifhermusictheory/compositioninstructorhadsaid,“Youknow,Luanne,althoughyouhavetriedtoemulatethecompositionalstyleofMozartbyfollowingcertaincompositionaltenetsthatyouobservedinhisoriginalmanuscripts,youhavemissedthesoulofMozart’swritinginthissectionofyourstringquartet.Here,listen…”Thiscommentwouldhavebeenfollowedbytheinstructorsittingdownandscreencastingademonstrationatthepianowhiledisplayingthespecificmusicalpassageonthescreen,performingthepassageboththewayLuannehadwrittenitandthen,inthemasterteacher’sopinion,howMozartmighthavewrittenit.Tothisyoumightsay,“Well,yes,butthatsameapproachcouldhavebeendoneinaone-on-oneprivatecompositionallesson.”True,itcouldhave,butwouldithavebeendoneinaclassoftwenty?Notverylikelyorcertainly,notveryoften;anditmostcertainlywouldn’thavebeenrecordedsothatitcouldbeaccessedtimeandtimeagainasLuanneattemptedtodevelophercompositionalskills.Furthermore,wouldLuannehavebeenreadytoaccepttheadviceinclassorinaone-on-onemeetingwiththemaestroaseasilyasshewouldhavehadshebeenlisteningtoitintheprivacyofherownmusicstudio?MaybeLuannewouldhaverecoiledinhorror,embarrassmentorfearofhermistakesormaybeshejustwouldn’thavethecapacitytolistentothecorrectionattheparticularmomentthatthemaestrohadchosen.Screencoachingaddsafurtherdimensionininstructionbylettingastudentreceivecorrectionatatimewhentheyaremoreopenandreadytohearit.Asamusician,timingcanbeeverything.Itcaninspire,ordestroypassion.Additionally,recordingaddsadifferentelementtothelearningdimensionbyallowingtheconcepttobereappliedoverandoveragaineachtimethestudentisopentoreceivingtheinstructionagain.Capturingthemomentofinstructionwithscreencoachingallowsthestudenttolistenandexperimentwithdifferentapproachestofindtheultimatesolutiontotheproblem.Inshort,itallowsforlearnbydoingthroughadocumentableapproachthatseeksimprovementwitheachexperiment.Withsuchdocumentation,learnbydoingisnolongerlearnbyfailing(asourCalPolystudentssometimesliketotease),butadocumentedprogressiontowardeventualsuccessandmastery.Imaginehowthisalsocouldhaveplayedoutinappliedmusicperformancelessonsbyamasterteacherwhothestudentdoesn’tnormallyhaveaccesstostudywithlocally,or


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evenintheclassroomfilmingofanovicesingle-subjectcredentialcandidateoutinthefieldbravingthejungleofthejunior-highbandclassroom.Themasterteachercouldsimplyplaythevideoofthecandidateleadingthebandinatypicalclassperformanceofacomposition.Afterthatadetailedscreencastcommentarycouldservetorefinethecandidate’spedagogicaltechniquesandimproveuponthecurrentclassroomdynamics.Suchareviewcouldevenincludeobservedclassroomdisciplineissues,whichthecandidateislikelyunawareofordoesn’thaveenoughexperiencetounderstandhowsuchdisruptionswillbecomemoreproblematicinthefuture.Nomattertheacademicdiscipline,everyoneneedscoachingtohonetheirskillsandtodiscover,onadeeperlevel,whattheyarecapableofwithinthefieldthattheirheartlongstoexcelin.Thisistruewhetheryouareachild,ateenager,ayoungadult,oramiddle-aged/senioradult.Ifwetrulybelieveinlifelonglearningaswesaythatwedo,thenweshouldalwaysbeseekingaslifelonglearnerstofindamasterteacherwhocancoachustobecomeourbestselves,nomatterwhatpointwestandonthechronologicaltimelineofourlives.Thementorshipapproachhighlyresemblesacoachingmentality.Anyathleticfieldhasdebriefingsessions,competitor’sreview,performanceassessment,skillrefinementandone-on-onefeedbacktooptimizeperformance.NewYorkYankee’sYogiBerrafamouslystated“Baseballisninetypercentmentalandtheotherhalfisphysical.”However,thementalrefinementisusuallynotpartofthecoachingframework;itisasportspsychologytrainingframework,focusingonperformance,andplayerpreparedness,mediasavvyandimageconsciousness,notknowledgetransfer.Thatneedstochange.Playersdon’tjustneedtogetreadytoperformtheyneedtobeabletosee,hearandabsorbtheirtrainers,coaches,evenseniorteammates.Screencoachingprovidesoptimalpreparationthroughasynchronousmentoringwithadvice,instruction,andguidancecapturing.Forrecruitersandprofessionalsportsdevelopmentthiswillchangehowwecaptureprospectsandguidetalentedprotégésinanylearningarena.Nolongerwillcoachesonlyshowvideofootageofselectedportionsofagameinthelockerroomandprovidecommentarytotheteam;nowtheycanactuallytakevideofootage,openitinScreencast-O-Matic,andthenprovidepersonalcommentstoindividualsabouttheirperformanceinamuchmoreeffectiveway.Lawschoolteachesyouaveryfundamentalapproachtocrossexaminationandapproachingawitnessonthestand:NEVERASKAQUESTIONYOUDONOTALREADYKNOWTHEANSWERTO.WewillhaveintroducedyoutoatotaloffivequestionsinthislastandfinalarticleintheDigitalAcademicRevolution(DAR)Seriesandweareconfidentthatwearenotsharinganideabutanideology,andthatweareabletomakechangehappenthroughdisseminatingthemessageandmethodwecallScreenCoachingPedagogy.


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#EASEVERYADVISORSUCCEEDS#NCLB(NOCOUNSELORLEFTBEHIND)Studentsstruggletobalancetheirfinancial,personal,nutritionalandclassroomchallenges.Inaset-upwherethe‘freshman15’(overeating)and‘povertydropout’(foodinsecurity)showsthedifficultyofmasteringtimemanagement,homesicknessandgooddecisionmaking,itisinvaluabletohavethevoiceofgoodcounselingavailablelikeareliableDVRrecording.Combiningasynchronousadviceandtheuseofotherresources(forexamplesynchronousteleconferencingwithadvisorsandcounselorsthroughtoolslikeZoom)permitsknowledge-transferandinteractiveremoteassistancetoincreasepersonalandacademicsuccess.Thiscanbeforcareercounseling,academicadvising,peer-to-peermentoring,mentalandnutritionalhealth,humanresourcesclarificationandinternationaltime-changechallengedsituations,justtonameafew.Weareonthecuspoffurtherexperiencingtele-internshipsandremoteapprenticeshipsempoweringaninclusiveworkforcetrainingthatisn’tlocationlimited,levelingtheplayingfield.IfwearelookingatthecorechallengesthathavetriggeredtheCaliforniaStateUniversity’sGraduationInitiative2025,DMCcanserveintheprocessofgeneratingsolutions(seebelow).


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#EOSEVERYORGANIZATIONSUCCEEDS#NOLB(NOORGANIZATIONLEFTBEHIND)

InArticle#5wereferredtotheknowledge-transfer-system;inotherwords,weweretalkingabouttheHOLISTICapproachtopedagogy+instructionaldesign(ID).

K-12+IDDigitalMentorship(DM)haseliminatedfacultyandstudentfrustrationof“redundancyclarification”duringofficehours(includingparent-teacherconferences),activeparentparticipation,andteacher-to-teacher(includingteachersubstitutes)knowledge-transfer.Notravelisrequiredtocomprehendtheinstructor’scommentarywhilecreatingminimaltonowaittimeorexcusesforstudentstofullyengageandcomprehendthesubjectmatter.Thisenhancesparentengagement/involvementandpupilguidance.Affordablelearning:First-generation,non-traditionalandunder-representedstudentscanbepro-activelyreached,guided,motivatedandimpactedthroughtheusageofscreen-capturegrading.Thisalsoempowerspre-service,in-serviceandveteraneducators.

HIGHEREDUCATION+ID Ourvisionforlong-termsustainabilitycreatesanentirelynewcategoryforfacultydevelopmentcenters,instructionaldesignersandfacultyoncampusesacrossthenation.Theywillassumetherole/responsibilityofadvisors,facilitators,generatorsandassessorsofinformationtransferrepositorieshousing“bestpractice”modules.

WORKFORCETRAINING+IDTheCommonCorestandardconceptualizationdrawsfromthe“collegeandprofessionalpreparedness”requirementofdiploma-issuingacademicarenas.However,thenecessityoftalentacquisition,retentionandadvancementistheultimategoaloftheparadigmshift.Convertingintangibleperformancebenchmarksandassessmentsintotangibledeliverablesanddisruptingthecurrentframeworkbyincentivizingpassion,motivation,taskandsocialleadershipwithintheworkforceisourgoal.

CAREEERIMPACT

Bynowwe’resureyou’rewonderingifweareevergoingtoaddressthethird-tierapplicationofdigitalmentorshipthatwementionedinearlierarticles-professionaldevelopmentandworkforcetraining.Althoughwehavenotestablisheda“proofofconcept”YETintothisarenawiththedigitalmentorshipapproach,thereisnodoubtthatthisarenaislongingforafast,easy,andcheapapproachtomentoringemployees.

HighSchoolteachersanduniversityprofessorshavelongbeenawarethatthecurrentU.S.educationalsystemisfailingtoprovidethetypeofemployeesthattheworkforceneeds.TheU.S.DepartmentofEducation(2017)described“employabilityskills”asskillsthatarerecognizedasessentialtocollegeandcareerreadiness.Thekeyemployabilityskillsidentifiedbyemployersareaptitudesthatweallmightexpectforaformally-


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educatedindividualtopossess,(i.e.,criticalthinkingskills,interpersonalskills,technologyusageskills,andcommunicationskills).

RecentstudiesbytheU.S.DepartmentofEducationshowthat39%ofemployersthinkthathighschoolgraduatesareunpreparedfortheexpectationsthey’llfaceinentry-leveljobs.45%ofemployersthinkhighschoolgraduatesaren’tpreparedwithskillstoadvancebeyondentry-levelpositions.So,inanutshell,almosthalfarenotreadytoadvanceintheircareerdevelopment.Forcollegegrads,thenumbersareevenworsewith58%oftheemployersreportingthatcollegestudentshavenotbeentrainedbyoureducationalsystemtosucceedinentry-leveljobsand64%oftheemployersbelievethatsignificantimprovementsareneededtopassontheskillsrequiredtoadvanceintheircareers.Essentially,6in10ofourcollegegraduatearenotreadyorpositionedtosucceedintheircareer.

HartResearchAssociates(2015)draftedastudyonCollegeLearning&CareerSuccessthatdiscussedthelearningoutcomesthatemployersdeemmostimportantforcollegegraduatesandastopprioritieswhenhiring.ComparabletotheU.S.DepartmentofEducation’semployabilityskills,thelearningoutcomesthatfourinfiveemployersrateas“veryimportant”(i.e.,assignaratingofeight,nine,or10onazero-to-10scale)relatetocommunication,teamwork,ethicaldecision-making,criticalthinking,andapplyingknowledgeinreal-worldsituations.

The‘SkillsComparison”tablebelow,extractedfromtheHRAreport,demonstratesthedisparitybetweenwhichskillsemployersdesireintheiremployeesandtheirassessmentofwhetherthetypicalcollegegraduatepossessestheseskills.Theresultsofthisstudyprovidediscouragingevidencethatoureducationalsystemisindeedfailingtoprovidegraduateswiththeskillstheyneedtosecureajob,advanceintheircareersandsucceedintheirprofessionallife.

Clearly,wearefallingshortinpassingtheseskillsontostudentstopreparethemfortheworkforcewheretheywillspendmostoftheirlives.Intheirarticle,MentoringMillennials,MeisterandWillyerd(2017)pointoutthatMillennialsarepushingforachangeintheworkforcebysolicitingforstraightfeedbackfromtheiremployersaswellasmorementoringandcoachingtoacceleratethemalongtheirchosencareerpaths.

Millennialscravearoadmaptosuccessandalthoughtheysethighexpectationsoftheiremployers,theyalsodonotwaverintheircommitmenttodowhatisneededtogettotheirultimatecareergoal--workthatispersonallyfulfilling.ThreeofthetopfivecharacteristicsthatMillennialsdesirefromaboss,accordingtoMeisterandWillyerd,areabosswhowill:

1.helpthemnavigatetheircareerpath;2.givethemstraightfeedback;and3.mentorandcoachthem.

Thisiswheredigitalmentorshipcomesin!


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SKILLSCOMPARISON

Top6SkillsIdentifiedas“VeryImportant”toEmployers(Blue)

EmployersAssessmentofPercentageofCollegeGraduates“WellPrepared”intheTop6Skills*(Purple)

Effectiveoralcommunication

85%28%*

Workeffectivelywithothersinteams

83%37%*

Effectivelycommunicateinwriting

82%27%*

Ethicaljudgementanddecision-making

81%30%*

Criticalthinkingandanalyticalreasoningskills

81%26%*

Applyingknowledgeandskillstoreal-worldsituations

80%23%*

Imaginethatinsteadofwaitingforweeks,ormonthstoreceiveawrittenevaluationfromyourboss,youcouldreceivefeedbackonaregularbasisthroughvideoassessment.Imagineyourbosstakingafewminutesinregularintervalstosendyouavideoofwhattheyviewasgoalsyoushouldattempttoachievesoonorinthelongterm?Imagineyourbosstakingtimetoprovideyouwithconcretefeedbackandsuggestionsonarecentprojectyouwereinvolvedinorinchargeof?Howmuchaddedvaluewouldthisbringtoyourcareerdevelopmentaspirations?Howmuchmorementoredwouldyoufeelthanyoucurrentlydo?

Wepicturevideoassessmentfeedbackasthefutureforemployeeevaluations–inthefutureawrittenevaluationwillberareormaybeevenathingofthepast.Webelievethiskindoffeedbackispricelessandwe’rewillingtobetthatemployeesandemployerswillimmenselyvalueitaswell.Essentially,digitalmentorshipwillnotonlyincreaseemployeehappinessintheworkplace,butitisgoingtobethekeythathelpsemployersrecruit,retainandpromotevaluableemployees.Thisishoworganizationssucceed!


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Inourassessment,employeeswhoareengagedintheircareerareinvaluable.Nowyoucanempowerthemwithtangibleevidencethattheycanrefertoagainandagain–amovieandsoundtrackoftheircareerthatcomprehensiblydemonstrateshowtheyhavecontinuedtolearnandgrowthroughouttheircareer.QUESTION#5:IFYOUCOULDHAVEDINNERWITHANYONE,WHOWOULDITBE?

Whatwe’retalkingabouthereistheopportunitytohaveadinnerconversationwiththosethatinspire,motivateandteachyouwheneveryouwant.Itgetsbetter…thisisn'tjustatthediningtable;thiscouldbeonthetreadmill,inthepool,inthetrain,planeor(autonomous)car,insideoroutsideoftheclassroom,onlineoroffline.Thefactis,thisisnotfictionandthisisnotadream.Thisisaugmentedreality.Insteadofusingsearchenginestofindthebest"howto"videos,youaregoingtobuildyourveryownarchiveoflearningknowledgefrommentorsthathaveguidedyouduringyourlifetime.Wecannottravelbackintime,wedon’thaveamagicwandoragenieinabottle,butwhatwecandoismakesurethatwedon'tmissoutonthefuture.Yourpersonalizedknowledgearchivewillbeuniqueandapplicabletoyou,becauseitiscustomizedtofityourneeds,interests,skills,abilitiesandtalents.Technologypenetratestheformalacademicenvironment,yetwehavenotembracedanewmethodologyonhowtotransferthetraditionallearningprinciplesandpedagogywiththenewparadigmwehavedefinedastheTLCDiamond.

#ESSEVERYSTUDENTSUCCEEDS#NSLB(NOSTUDENTLEFTBEHIND)

Thevariousstageswehavereferredtointhisarticleallcomeinthree’s:primary,secondaryandtertiaryeducation.Whenenteringcollege,youtransitionintotheacademicenvironmentandinfrastructureasanundergraduate,andpotentiallyagraduateandpost-graduate.Intheathleticrealm,youmaybearookieontheteamtransitioningintothestartinglineupandultimatelyleadyourteamascaptain.Thesametransitionalstagesapplytothewisdomandcapacitiessharedbyusingthelearningconceptsfromfundamentalstoadvanced,andfinallymasterystages.WhenthelearningprocessisbeingcapturedyougainthecapacitytorevisittheSherpa’softhepastandmergethemwiththeGuidesofthepresent.Ultimately,itallowsyoutoexperiencethebalanceofdifferentleadershipatdifferentstagesofyourintellectualgrowth,capturingrealmaturity,andindependencewhiletransformingfundamentalsintolifelessonsandfuturesuccess.


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The“DigitalMentorshipGrid”belowprovidesaclearoverviewofmatchingtherightmentor’ssageadvicewiththeproperlearner’scompetencylevel.Thegridalsoservesasagageofprogressusingpersonalizedlearningtoconvertlearnersintoleaders.

Mehl/Fose“DMGRID”©Copyright2017


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POSTLUDE

AtthebeginningofMarch2017,wewereinvitedtopresentattheSocietyforInformationTechnologyandTeacherEducation(SITE)inAustin,Texas,whichhadconcurrenteventswiththeSouthbySouthwestConference(SXSWedu).Wepurposelyfocusedonourcoregoalstopushourteacher-drivenacademicrevolutionintothenextdimension.Wecontinuetolookforpartnerships,feedbackandperspectivefromtheprimaryandsecondaryeducationexpertsassembledinAustin.SeveralpresentationsservedascatalystsforustoreviewthepurposeandgoalsofourmissionstatementandwefeelinvigoratedandempoweredbytheneedtofocusontheTECHNIQUE&PEDAGOGYapproachinsteadofthetrendyTOOL&TECHNOLOGYquick-fixsolutions.Atthebeginningofthisfinalinstallmentweconfirmed,onceagain,thatwecannotsimplyrelyonnoveltyandtrending.Weneedtohaveapedagogy-basedfoundationtofitthedigitalliteracyandinstructorcompetenciesofthe21stcenturylearningarenas.Topushanewinfrastructureandupdateourclassrooms,weneedtohaveablueprintoftheWHYbeforetheHOWandthathasbeenourgoalinthisentireseries.Thisfinalarticleisoursimplifiedinstructionmanualpreviewingtheapplicationofourmethodologyandaglimpseofthingstocome.Wecan’twaittohearfromyouandworkwithyounomatterwhichofthethreetiersyouarein!

THANKYOU

Thankyoutoourreaders,friends,peers,currentandformerstudentsfortakingyourtimeandyourthoughtfulnesstoprovidefeedbackandcommentsduringthelastyearatvariousstagesofresearching,writing,publishing,presentingandteaching.Weunderstandthatinhaling6articlesisnotaneasytaskandwedonottakeyoureffortsandmindsforgranted.

Whenwewereatthehalfwaymarkofwriting(attheendofarticle#3),weexpressedourgratitudeandappreciationtooursupportnetwork,ourpeers,ourstudentsandourfamilies.Asthefirstauthor,allowmeattheendofthis6-partseriestothankmywritingpartner&co-mentor,Luanne,andourOLCcollaborator,JillBuban,foranamazingefforttoturnthisfromapublicstateuniversityhomegrownresearchprojectintoateacher-drivenacademicmovement.Translatingourvisionintoaprintableandaward-winningversionofcomprehensivepedagogywasatruelaborofloveandcare.Iamhumbledtobeinthecompanyofsuchinspiringandbrilliantwomenandminds.

Matt&AJfromScreencast-O-Matic©,wewouldnotbeherewithoutyourvisionandgenerositycreatingatransparency-centriccompetenientsolutionforlearners.Yourcapacitytograspthedigitalacademicrevolutionpotentialhasbeeninvaluable.


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REFERENCESBlount,R.(1984)“Yogi:WhatdidBerraSay,WhendidhesayitandWhatdoesitallMean?”SportsIllustrated.EmployabilitySkillsFramework.(2017).Cte.ed.gov.Retrievedfromhttp://cte.ed.gov/employabilityskillsCaliforniaStateUniversityhttps://www2.calstate.edu/graduation-initiative-2025Gardner,H.(1997)“BigThinkers:HowardGardneronMultipleIntelligences.”Edutopia(Published2007).Retrievedfromhttps://www.edutopia.org/multiple-intelligences-howard-gardner-videoGladwell,M.(2008).Outliers:TheStoryofSuccess.NewYork:Little,BrownandCo.HartResearchAssociates.(2015,January20).“FallingShort?CollegeLearningandCareerSuccess–SelectedFindingsfromOnlineSurveysofEmployersandCollegeStudentsConductedonBehalfoftheAssociationofAmericanColleges&Universities.”Retrievedfromhttps://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdfMeister,J.C.,&Willyerd,K.(2010,May1).“MentoringMillennials.”HarvardBusinessReview.Retrievedfromhttps://hbr.org/2010/05/mentoring-millennialsPolicyEvaluationandResearchCenterPolicyInformationCenterEducationalTestingService(2006,June)“HighSchoolReformandWork:FacingLaborMarketReality.”InformationReport.Walters,H.(2009,July08).JonathanIveonTheKeytoApple'sSuccess.Retrievedfromhttps://www.bloomberg.com/news/articles/2009-07-07/jonathan-ive-on-the-key-to-apples-successs://www.bloomberg.com/news/articles/2009-07-07/jonathan-ive-on-the-key-to-apples-success


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RESEARCHTEAM

Documents

DIGITAL ACADEMIC REVOLUTION - Online Learning …...your brain. Mentored learning means capturing the spirit of lifelong learning. This is directly in line with personalized learning