Serendipity35

There have been at least two decades of people meeting online. Face to face meeting went the way of face to face classes - moving online. Then there was a reaction to too many online meetings. People wanted to be with people again. 

Enter Meetup, whose purpose is to connect people to one another in the real world around interests (learning Spanish, writing poetry, political activism etc.) Meetup has 35 million members and now it will merge with its new owner WeWork. 

WeWork is a global network of workspaces. They offer people spaces for creativity, focus, connection. Spaces to work. WeWork is now valued at close to $20 billion - that's the tech startup land of Uber and Airbnb.

This merger news got me thinking again about learning spaces. The WeWork/Meetup models are not irrelevant to the ideas of face to face, online and especially hybrid learning models - and the spaces that work best for those modes of learning.

Think about how much talk there is about the importance of informal learning. That is a kind of learning that is not best suited for a classroom with rows of desks facing an instructor up front. Online learning is effective when learners have a sense of a space, virtual though it ma be, and a sense of community online. Hybrid or blended learning need to use the best of both those worlds.

It might be fruitful for educators to study what Meetup and WeWork do well and see if it can be applied to educational settings.

This post first appeared on Linkedin.com/pulse/

I mentioned the Gig Economy to a colleague at a college last week and he said he had never heard of the term. I said that "gig" is a term I associate with musicians who move from job to job, gig to gig. Now, it is being applied to a labor market characterized by the prevalence of short-term contracts or freelance work as opposed to permanent jobs. "But it has nothing to do with education," he commented. That got me thinking. Is it affecting education?

A study by Intuit predicted that by 2020, 40 percent of American workers will be independent contractors. Most discussions of the gig economy talk about job sharing apps like Uber, Instacart and TaskRabbit. There has long been short term, contract and freelance work being done in the labor market. But the type that is being done by college graduates is said to have grown by more than 50% over the last decade.

Jeff Selingo referenced studies that contend that all the net job growth since the Great Recession has been in the gig or contract economy, and that 47% of college-age students did some sort of freelancing work last year, along with 43% of millennials.

My first thought about gig work in higher education is adjuncts. With more and more adjuncts (and fewer full-time faculty) being used in colleges, many adjuncts put together gigs at several schools. If teaching is your only job, that means trying to get three or more classes per semester fall, spring and summer.

I pulled some books off the bookstore shelf this past weekend and looked at what is being written about The Future Workplace Experience, The Gig Economy and Thriving in the Gig Economy are examples. 

They talk about dealing with disruption in recruiting and engaging employees A lot of the popular of the media focus is on the low end of the skill spectrum. Less attention is given to college grads and professionals who have chosen this independent employment route.

I found so many different stats on the size of this gig workforce that I hesitate to link to a source. One book says more than a third of Americans are working in the gig economy. That seems high by my own circle of friends and colleagues, but this includes short-term jobs, contract work, and freelance assignments 

I am now officially in retirement - or unretirement as I prefer to say. I have written elsewhere about unretirement and freelance work which is part of the gig economy. I take on teaching, web and instructional design gigs on a very selective basis. I choose things that interest me and allow me the freedom to work when I want to work and from where I want to work.  Sometimes the work comes from traditional places. I did a 6-month gig with a nearby community college that I had worked at full-time in the past. I have two new web clients for whom I am designing sites and e-commerce stores.

But let's return to what this might have to do with education. Higher education as preparation for a job has always been a topic of debate. "It's not job training," is what many professors would say. Employers have always played a large role in the training and professional development of their workers whether they have degrees or not.

In a gig economy, freelancers have to be self-directed in their learning. They need to decide what knowledge they’re missing, where to acquire it, how to fit it in to their day and how to pay for it. The free (as in MOOC and other online opportunities) is very appealing. Do schools that charge tuition and have traditional classes have any appeal to these people?

Certainly, driving for Uber doesn't require a degree, though having some business training in order to be self-employed would be beneficial. But my interest is more with "professional" freelancers. Take as an example, someone who has some college, certification or preferably a degree, that makes them able to promote themselves as an instructional designer or social media manager. I choose those two because I have done both as a freelancer and I know that if I look right now on a jobs site such as Glassdoor I will find hundreds of opportunities for those two areas locally.

Businesses and colleges save resources in terms of benefits, office space and training by employing these people. They also have the ability to contract with experts for specific projects who might be too high-priced to maintain on staff.

For some freelancers I know, a gig economy appeals because it offers them more control over their work-life balance. In that case, they are selecting jobs that they're interested in, rather than entering the gig economy because they are unable to attain employment, and so pick up whatever temporary gigs they can land. The latter is often the case with adjunct faculty. 

To someone mixing together short-term jobs, contract work, and freelance assignments, where would they go to find additional professional development?

Books like The Gig Economy - with its appealing subtitle offer of being "The Complete Guide to Getting Better Work, Taking More Time Off, and Financing the Life You Want" - is more interested in real-world corporate examples (Airbnb, Lyft, Uber, Etsy, TaskRabbit, France's BlaBlaCar, China's Didi Kuaidi, and India's Ola) as crowd-based capitalism.

The freelancer may not be much concerned with emerging blockchain technologies, but she is certainly part of the changing future of work.

The future is always a land of questions: Will we live in a world of empowered entrepreneurs who enjoy professional flexibility and independence? Will these gig economy workers become disenfranchised, laborers jumping from gig to gig, always looking for work and paying heir own health benefits? How will this affect labor unions, self-regulatory organizations, labor law, and a new generation of retirees who have a more limited social safety net? Are long-term careers at one or two companies a thing of the past?

Robin Chase, founder of Zipcar, the world’s largest car sharing company, said, “My father had one job in his life, I’ve had six in mine. My kids will have six at the same time.”

The one thing all observers seem to agree on is that the way we work is changing.

Jennifer Lachs writes on opencolleges.edu.au about that changing working world and the possible impact it may have on education. I hadn't thought of it as a gig economy job but of course substitute teachers in K-12 education have long been employed on a freelance basis. The education and training industry is among the top 5 highest demand industries for freelance workers due to the high level of specialization and rise of virtual education.

I know of a dozen or so teachers who do online teaching and tutoring as a way to supplement their income. For decades, professors have done freelance writing and thesis editing and much of that has moved online. My wife and I are currently editing a dissertation via email and shared files along with the occasional phone conference.

The writing center I helped build at a community college has relied on online tutoring for student writing as a way to supplement the face-to-face tutoring. Online appealed to students, but it also offered additional work for some of out part-time tutors and others who added it to the gig list.

Are we preparing students for the gig economy once they graduate? No. 

A friend pointed me at "It’s a Project-Based World" which was a thought leadership campaign by Getting Smart to explore the economic realities of a project-based world. The purpose of the campaign: to promote equity and access to deeper learning outcomes for all students. There are blog posts, podcast interviews, publications, and infographics around the preparation of students, teachers and leaders for a project-based world. The focus there seems to be less on obtaining deeper knowledge, and more on teaching skills that students will need in the modern working world.

Finally, I think that the gig economy will have a greater impact on traditional education than traditional education will have on the gig economy. It accounts for employment growth statistics, but secondary or post-secondary schools don't prepare students for this type of work.

 

When I started working at a university in 2000, there was a lot of talk about Millennials. That generation gets a lot less attention these days. I am not much of a fan of these generation generalizations, but that won't stop them from being topics of conversation. They are particularly of interest to marketers.

The generation that follows the Millennials are those born between 1995 - 2012. That makes them 5- 22 years old. I don't know how we can generalize very much about that wide a range of people. But educators should take note because they do include kids in kindergarten through the new college graduates and all those students in between.

The post-Millennial generation hasn't gotten name that everyone agrees on. I hear them called Generation Z, Post-Millennials, iGeneration, Centennials and the Homeland Generation.

Although "iGeneration" might suggest that they are self-centered, the lowercase i references the Apple world of iPods, iPhones, iPads etc.

"Homeland" refers to the post-9/11 world they grew up in. September 11, 2001 was the last major event to occur for Millennials. Even the oldest members of Generation Z were quite young children when the 9/11 attacks occurred. They have no generational memory of a time the United States was not at war with the loosely defined forces of global terrorism.

I'll use Gen Z to label this demographic cohort after the Millennials.

Here are some of the characteristics I find that supposedly describe Gen Z. You'll notice that much of this comes from the fact that this generation has lived with the Internet from a young age. This is usually taken to mean that they are very comfortable (don't read that as knowledgeable) with technology and interacting on social media.

Besides living in an Internet age, they live in a post-9/11 age and grew up through the Great Recession and so have a feeling of unsettlement and insecurity.

They get less sleep than earlier generations.

They are mobile phone users - not desktop, laptop or landline users.

They are wiser than earlier generations about protecting their online personalities and privacy, but they live in a world that also offers more threats.  For example, they are more likely to create “rinsta” and “finsta” Instagram personas. (Rinsta is a “real” account and finsta is a “fake” or “friends-only” profile.)

They are wiser to marketing and more resistant to advertising. Less than a quarter of them have a positive perception of online ads (Millward Brown). But, perhaps ironically, they trust YouTube stars, Instagram personalities, and other social media influencers and that includes when they make purchasing decisions.

Having grown up with more of it, they are generally more open to efforts to increase diversity and inclusion.

They’re easily bored with an average attention span of eight seconds (Sparks & Honey). Of course, the attention span of the average millennial is supposed to be 12 seconds. That makes them hard to engage, but they self-identify as wanting to be engaged.

That haven't had or expect to have summer jobs.

They are said to be slower at maturing than earlier generations. They postpone getting a driver's license. Many of them even postpone having sex.

Rather than a generation gap, like the one made famous in the 1960s, they are more likely to hang with their parents.

They are very open to sharing their opinions in many ways from consumer reviews and other consumer behavior, and online they like collaborative communities and the exchange of ideas and opinions.

When I was fairly new to working in higher education, there was a lot of buzz about the students we were getting being "digital natives."  This was around 2001 and educator Marc Prensky had coined the term in an essay.

The claim was that these digital natives had a kind of innate facility with technology because they were born into it. This was also extended to them having increased abilities to do things like multitask.

Prensky took it further by saying that educators needed to change their ways to deal with this tech-savvy generation.

But new research (see below) indicates that this digital native theory is false. 

A digital native who is information-skilled simply just because they never knew a world that was not digital doesn't exist. This is also true in that any special abilities of students in this generation to multitask is also untrue. In fact, designing learning with this assumption hurts rather than helps learning.

We were naive to think that someone could pick up digital skills intuitively. But this may also be a dangerous fallacy that risks leaving young people lacking certain skills that were assumed to be known or so were not taught or emphasized.

I was never a proponent of this digital natives  - and digital immigrants - because I viewed "tech-savvy" as a very superficial kind of knowledge. I found most students in this group to be users of technology, but using a computer or cellphone doesn't impart understanding.

In 2007, I wrote about earlier research that was pointing towards this idea being false. Now, it seem definitive that all of this generational separation is a fallacy. It turns out that none of us is good at multitasking. We do it out of necessity, but something always suffers. Some studies have shown that a driver using a cellphone is the equivalent of a drunk driver.

Millennials - the group often labeled as being natives - don’t necessarily use technology more often and are no better at using basic computer programs than older generations.  Researchers also found that besides educators Millennials also have bought into the myth. Twice as many of them self-identify themselves as digitally proficient as actually would be assessed at that level.

The only aspect of all this that makes sense is that those people born into a technology are less likely to hesitate to use it or fear it. Clearly, a toddler today who is playing with a smartphone at age two and using apps will have no problems using it in other more serious ways in kindergarten. If these young people are better at using a totally new technology than a 70 year old person, I will consider that more about an aging brain than a birth year.

Read More

blogs.discovermagazine.com/d-brief/2017/07/27/

ecdl.org/policy-publications/digital-native-fallacy

sciencedirect.com/science/