“How COVID-19 Could Shift The College Business Model: ‘It’s Hard To Go Back’,” by Alison McCauley, on Forbes.com

“These pressures may build to the point that students and their parents finally push back against the expensive traditional model of a four-year degree. But employers rely on degrees to certify that a certain level of credible learning has taken place—without this trusted packaging, students have few ways to prove what they’ve done. […]

“A more agile approach to certification could not only give students more flexibility than a traditional degree, but also help employers meet rapidly evolving resource needs.”

Why does this matter to the future of learning?

As Kevin Carey argues inThe End of College—a book that feels increasingly relevant—the true business of college is credentialing.

That’s not likely to change, but how colleges deliver on that may rapidly evolve if the business model collapses under the weight of decades of nonstop tuition increases.

Look for higher ed to start experimenting with smaller, faster, cheaper credentials. And expect that experimentation to have a knock-on effect with high schools.

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Tweet from Andy Thomason

“Here's a thread of all the statements I've seen from colleges about what they're planning for the pandemic'd fall semester.”

Why does this matter to the future of learning?

Bottom line: the next 2-4 weeks should clarify whether college campuses will be open in the Fall of 2020.

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“Distance Learning through Play in Primary School,” by Dr. Bo Sterne Thomsen, on the LEGO Foundation blog

“First and foremost they have benefitted from the fact that, as a school community, they have been using, testing out and reflecting on the concept of playful learning for years now. Many of the pedagogical practices that have become second nature to the teachers and students are relevant for exactly this situation: enabling experimentation and risk-taking, engaging the imagination to explore ideas, and - the big one - encouraging learners to lead their own learning. What is important to highlight is the fact that the teachers are working hard to remain flexible in their strategies, because what is playful for one learner may not be playful for all. That nimble mindset is certainly helping to keep things fresh and fun for the students in this situation.”

Why does this matter to the future of learning?

Two critical lessons for all schools:

1. Playful learning = virtual judo. At a time when most schools are in triage mode because of the pivot to being 100% online, the International School of Billund has reversed the force of virtual tools to augment “playful learning.”

2. Culture = Strategy. Schools that had cultures of “playful learning” before COVID-19 probably saw to move to virtual learning as an opportunity rather than a threat. If your school is just waking up to the need to be adaptable, realize that the next few months are a critical time to think about how you want to design for that kind of culture.

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