Climate Change 2015: Continuing Education Programming Implications

Editor's Notes

• #3: Even if everything else around us changes, we have to remain true to our core value: the needs of New York’s learners needs come first.
• #5: Unemployment rates hit just about every sector of the economy in 2009. As expected, people with less than a high school diploma were the hardest hit –rising to 15.6 percent unemployment by February 2010. (Chart only shows Oct ’08 to Nov. 09.) HS grad showed the sharpest increase in unemployment rates, though those with some college faired a little better, and those with a bachelor’s degree or higher saw and increase in unemployment rate from about 3% to about 4.5%, about a 1 percent jump, compared to a nearly 5% increase for those with less than a HS diploma. A good many employment experts are saying that this “volatility” is likely to persist through 2015, and possibly longer. It maybe the ‘new normal’ We are used to citing higher unemployment rates for people with low levels of educational attainment, but what is new year is the rapid swings across all levels. What is happening?
• #6: Employment in some skill areas will grow, even as the overall size of the workforce in that economic sector declines. But even where there is growth there will be changes in roles people play. Increasingly, the “specialists” will be expected to understand more about the the dynamics of the business. They will be expected to be conversant in the culture and the conditions common to their industry. The will be expected to be able to collaborate with people from other specializations, to collaborate, and solve problems. Silos will break down, not because management sees the wisdom of breaking down the silos, but because the borders between various functions will dissolve, sharing the same language, the same technology, and the dynamic factors.
• #9: Even health care, a field that every employment expert says will grow will not necessarily grow in the way we expect.
• #11: If we don’t have all the resources we need, where else can we get them?
• #12: As this new business model takes hold, National Electronic Health Records initiative includes incentive payments to hospitals and physicians who computerize medical records –and provides new opportunities for CPE units for training. These include (click) Hospitals, who receive up to $2M to install HIT systems, And Physicians offices who receive up to $70,000 to install HIT (click) Both of these employer types, along with Community Health Agencies and health Care providers require new types of skills to support specialized Health IT environments, as well as training for support staff in its use in records management (click) In addition, IT and software providers will be required to provide support including security, networking, and technical support. With many CPE units building IT programs as well as healthcare programs, certificates and programs in health informatics may be in even greater demand as doctors and hospitals begin to implement national electronic health records.
• #13: Sometimes, important knowledge can be held captive in a sector silo. The ‘profession’ of informatics is largely unfamiliar here in the United States outside its native silo in healthcare. Still the basic skills are in demand in virtually even business and professional practice.
• #14: While there is concern over getting people into “character animation,” data animation is key to extracting its meaning and value.
• #15: Whether we talk about “teaching,” “learning,” or “doing” brain surgery, we all altering every dimension of the problem and its solution. That why when people talk about “flows” the talk in terms of “impact flows.”
• #16: Analytics plays a crucial role in improving every process and procedure. Still we have come up with the management and practice procedures the permit the data to flow across the boundaries of multiple practices and policies in order to realize its potential value.
• #18: For now, you may need to think about how to be a part of your student’s mobile existence. Mobile phones can be used to “record” field work; collect information for use in class, and so on. Why assume that the best place to communicate is in the classroom? Bring experiences from outside the classroom, inside to share, discuss. Develop teams that can use their mobile and computer infrastructure collaborate. So called, “thin clients” are becoming “application specific”, like a mobile app lets you “hear” a foreign language in your native tongue, or a phone camera that can identify the “artwork” you are looking at in a museum. If the learner is going to spend a substantial portion of his or her time interacting with a mobile environment, make it a part of the learning experience.
• #19: Back in the 60s, where I come from, we used to say it was about ‘relevancy.’ Today, its all about how this will make a difference in my life. The fact is, things are changing so rapidly and so profoundly, that we don’t expect our instructor to “tell me what it means.” We expect them to help us figure out how to solve the problem. One key way to connect is to let your learner “take” your knowledge into his/her reality –whether it’s on the job, or in the neighborhood. You the technology to break out of the classroom.
• #20: Perhaps the most important thing about ‘new media’ is how it is making “face-to-face” contact exciting and novel again. (embed Valencia Market and NYU videos).
• #21: Now, think about your parent’s routines and your children’s routines. In a recent survey of Internet users, when given a choice of devices to use, boomers (45+) overwhelmingly chose PCs (51 over 21 percent) while Gen Y (18 – 24 years of age) chose mobile phones (47 over 38 percent).
• #22: This is as true of businesses as it is of educational institutions. Organizations are inherently “conservative” and “risk averse.” Unlike the consumer who can decide for his- or herself, organizations contain the accumulated angst, fears, and self-interests of the people that animate them. The authority to “decide” on behalf of the organization is concentrated in a handful of individuals. What looks essential to the organization, looks risky to the individual and vice versa.
• #23: Most of the innovations Deloitte looked at occurred in less time than it takes to complete high school, or college, or obtain an advanced degree. If the value of innovation is to be reaped only after a credential has been earned, then spending for an employee’s “additional degree” would be a poor investment. If, on the other hand, P&CE were perceived as producing value by engaging employees in knowledge flows they might otherwise not have access to, the benefit to the employer would be concurrent with the expense. This is simply a matter of program design.
• #24: THIS IS TEMPORARY “END SLIDE” FOR “PROGRAM DIRECTORS’ SESSION”.