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  • Reflections on a Month of LinkedIn Learning

    Photo of a business cat taking notes in his office. Image created with Stable Diffusion.
    Photo of a business cat taking notes in his office. Image created with Stable Diffusion.

    As I wrote at the beginning of July here, I planned to take advantage of LinkedIn Learning’s free one-month trial. I wanted to report back on my experience of taking LinkedIn Learning courses and provide more details about some of my tips that might help you be more successful with LinkedIn Learning.

    Breakdown of the Courses and Learning Paths

    LibreOffice Calc spreadsheet showing Jason's LinkedIn courses and time totals.

    I created the spreadsheet above in LibreOffice Calc as a list of all of the courses I had completed between June 29 and August 3 (I’m including the end of June courses in the free Career Essentials in Generative AI by Microsoft and LinkedIn that gave me the idea to continue with the free one month trial period). I included the instruction time for each course. This allowed me to calculate that I had completed 43 hours 11 minutes of course instruction across 39 courses during my LinkedIn Learning trial period.

    I regret not keeping track of how long I spent on each course, which was far longer due to pausing the video to write notes, studying notes, taking quizzes, writing assignments, and taking exams. I believe the 50% extra time per course that I wrote about in July holds true.

    I focused on two main areas: Generative AI, which I am building into my workflows and maintaining a pedagogical bibliography for here; and Diversity, Equity, and Inclusion (DEI) Communication Best Practices, which I wanted to use to improve my teaching practices by structuring my classroom as supportive and welcoming to all students.

    In the Generative AI courses, I learned about machine learning, different forms of generative AI, how generative AI is integrated (or being integrated) into local and server software, and frameworks for critique of AI systems in terms of ethics, bias, and legality. Also, I took some courses on Python to get an inkling of the code underpinning many AI initiatives today.

    In the DEI Communication Best Practices cluster of courses, I learned helpful terminology, techniques for engagement, what to do to support and include others, and how to be an ally (mostly with an emphasis on the workplace, but thinking about how to leverage these lessons in the classroom). These courses covered combating discrimination, planning accessibility from the beginning and benefit of all, and supporting neurodivergence.

    Overall, each learning experience was beneficial to my understanding of the topic. However, some instructors delivered better courses–for my way of learning–by employing repetition, anchoring key topics with words and definitions on the video (which you can pause and write down), giving more quizzes over shorter amounts of material (instead of fewer quizzes over longer time spans of material), and giving students mini projects or assignments to reinforce the lesson (e..g, pause and write about this, or pause the video, solve this problem, and “report back”–the course isn’t interactive but the “report back” idea is to compare your solution to the instructor’s after the video is played again).

    All of the courses provide a lot of information in a very short amount of time. In some cases, the information compression is Latvian repack level. Even taking notes in shorthand, I could not keep up in some instances. To capture all of the information, I had to pause videos repeatedly, repeat (using the 10 second reply often) and read the transcript.

    While I enjoyed the standalone courses, the Learning Paths provided a sequence and overlap in material that helped reinforce what was being taught. Also, Learning Paths helped me see connections between the broader implications of the topic (e.g., DEI, accessibility, neurodiversity, etc.) as well as explore certain aspects of the topic in more depth (e.g., how to approach conversations on uncomfortable topics or how to ask for permission to be an ally in a given situation).

    Each instructor has a unique way of speaking and engaging the learner. I really enjoyed the diversity of the instructors across all topics.

    The accessibility features built into LinkedIn Learning helped me follow along and make accurate notes. In particular, I always turned on closed captioning and clicked the “Transcript” tab beneath the video so that I could easily follow along and pause the video when there was a keyword or definition or illustration that I wanted to capture in my notes.

    LibreOffice Calc chart showing how many hours of courses were completed on the days between 6/29 and 8/3/2023.

    I added the course instruction time for those courses completed on the same day to generate the chart above that illustrates the ebb and flow of my course completion across the month. In some cases, I spread out the instruction across days to give myself enough time to learn and practice the topics being discussed (e.g., Python programming or Stable Diffusion image generation). There were other days that I paused my learning to work on my research or simply to take a break from learning.

    On LinkedIn Learning, some of the courses are grouped together into what are called Learning Paths, which yield a separate certificate of completion from the certificates that you earn for each individual course. In some cases, as in the Career Essentials in Generative AI by Microsoft and LinkedIn also includes an exam with a time limit (1.5 hours) that must be passed before the Learning Path certificate is given. About 50% or 21 hours 45 minutes of the 43 hour 11 minute course instruction time applied to five earned Learning Paths for me:

    • Career Essentials in Generative AI by Microsoft and LinkedIn, 3h 49m
    • Accessibility and Inclusion Advocates, 3h 18m
    • Diversity, Inclusion, and Belonging for All, 6h 16m
    • Responsible AI Foundations, 4h 15m
    • LinkedIn’s AI Academy, 3h 54m

    LinkedIn Learning Success Tips

    Overall, I want to reiterate the tips that I wrote about here for being successful at LinkedIn Learning–both in terms of how you learn and how you demonstrate what you have learned. Below are some reiterated tips with details based on my experience this past month.

    Be an Active Learner: Take Notes, Do the Exercises, and Complete the Quizzes

    Fanned out loose-leaf notes that Jason took during his LinkedIn Courses.

    The one thing that I would like to stress above all others is how important it is to treat a LinkedIn Learning course like a classroom learning experience. What I mean by that is that you need to set aside quality time for learning, free from distraction, where you can take notes and complete the exercises, and study what you’ve learned before taking quizzes or exams. Employing your undivided attention, writing your notes by hand in a notebook, and completing quizzes, exams, and assignments all contribute to your learning, integrating what you’ve learned with your other knowledge, and preparing yourself to recall and apply what you’ve learned in other contexts, such as in a class or the workplace.

    Unless you have eidetic memory, the fact is that you won’t learn a lot by passively watching or listening to courses. And even if you have photographic memory, all you will gain are facts and not the integration, connections, and recall that comes from using and reflecting on what you have learned.

    Remember to Add Certifications to Your LinkedIn Profile

    Jason Ellis's Licenses & Certifications section on his LinkedIn Profile.

    Remember to add each completed LinkedIn Course and Learning Path certification to your profile. They will appear in their own section as they do on mine shown above.

    Completed Courses and Learning Paths do not automatically appear on your profile (consider: someone might not want all of their training to appear on their LinkedIn Profile for a variety of reasons).

    To add a Course or Learning Path to your LinkedIn Profile, go to LinkedIn Learning > click “My Learning” in the upper right corner > click “Learning History” under “My Library” on the left > click the “. . .” to the right of the Course or Learning Path > click “Add to Profile” and follow the prompts.

    LinkedIn also gives you the option to create post on your Profile about your accomplishment, which you should opt to do. When you do this, it auto suggests skills that it will add to your Skills section of your Profile. You can have up to 50 skills on your profile, so keep track of what’s there and prune/edit the list as needed to highlight your capabilities for the kinds of jobs that you are looking for. More on Skills further down the page.

    Add Certifications to Your Resume or CV

    Excerpt image of Jason Ellis' CV. Link to CV below.

    As shown above and viewable on my CV here, I added links to my LinkedIn Course and Learning Path certifications in a dedicated section of my CV. In addition to the unique link to my certifications, I included the organization that issued it (i.e., LinkedIn), and the date of completion. You can do the same on your CV or resume.

    To get the link to a Course or Learning Path completion certificate, go to LinkedIn Learning > click “My Learning” in the upper right corner > click “Learning History” under “My Library” on the left > click the “. . .” to the right of the Course or Learning Path > click “Download certificate” > click “LinkedIn Learning Certificate” > toggle “On” under the top section titled “Create certificate link” > Click “Copy” on the far right.

    While you are here, you can download a PDF of your certificate for safe keeping at the bottom left of this last screen. You can add these PDFs to a professional portfolio or alongside a deliverable that you create based on the skills that you gained from that course to demonstrate your learning and mastery.

    Demonstrate Your Skills

    Jason Ellis' Skills section on his LinkedIn Profile.

    As I mentioned above, when you post about completing a course, LinkedIn Learning can autogenerate relevant skill terms to add to the Skills section on your Profile (as shown above on my Profile). When you have the spare time and focus, you should occasionally click on “Demonstrate skills” (you can do this without a LinkedIn Learning subscription). This gives you options for taking exams related to different skills that you’ve added to your Skills section of your Profile. If you pass, it provides some proof that you know something about that particular skill. Beware though: these exams can be tough. When I took the HTML exam, I discovered big gaps in what I knew from learning HTML years before without keeping up with changes to HTML in the intervening years. While I passed the exam, I made notes about those questions that I got wrong so that I knew what to learn more about to fill in those gaps.

    Also, some skills don’t have exams associated with them. In those cases, you may submit a video or essay to demonstrate your experience to potential recruiters or hiring managers. If you do this, you should plan it out, shoot and edit your video to give the best visual and auditory impression, or write and revise your essay so that it is of the highest professional quality.

    Is It Worth It?

    Looking back on what I learned, how I learned it, and who I learned it from, I’m glad that I invested the time and energy into a month of LinkedIn Learning. I’ve already started putting some of the lessons into practice (e.g., the generative AI and ethical AI courses), and I’m planning out how I will roll out the DEI approaches in my courses when I return to teaching in Fall 2024 (I am on sabbatical this academic year). In the future, I plan to pay for LinkedIn Learning when additional classes are available and I have the time to immerse myself in learning.

    If you’re looking to skill up, I think that LinkedIn Learning can be beneficial if you go into it with a learning and reflective mindset. This means that you are willing to invest your attention, time, energy, and thought to learning the course material, want to reflect on how what you learn connects to other things you’ve already learned through school and work experience, apply what you’ve learned to deliverables that demonstrate you have integrated what you have learned (e.g., a detailed post on your LinkedIn Profile, a blog post, a poster, a video, an addition to your professional portfolio, etc.), and reflect, preferably in writing, on what you’ve learned, how you applied it, what you would like to see yourself accomplish next, and how to take those next steps.

    As I said above, you likely won’t gain much by passively listening to LinkedIn Learning Courses while doing other things or being distracted by your environment. Invest in this form of learning and you will add to what you know and can do. In that spirit, it’s like my Grandpa Ellis used to tell me, “Jake, no one can take away your education!”

  • Words to Live By (at the 3rd Ave Home Depot)

    "Stop Being Afraid Ⓐ" tagged on a concrete support column in the Home Depot parking lot on 3rd Avenue in Brooklyn, NY.

    Despite being scrawled with a paint marker by an anonymous tagger on a filthy concrete support column in the Home Depot parking lot on 3rd Avenue in Brooklyn, NY, I paused to ruminate on its written message, “Stop Being Afraid Ⓐ.” Perhaps contemplating this message will be beneficial to you, too.

  • Lost Optimism for Natural Language Processing in 1977 Byte Magazine, and Generative AI Bibliography Updates

    A brain-shaped artificial intelligence computer. Image created with Stable Diffusion.
    A brain-shaped artificial intelligence computer. Image created with Stable Diffusion.

    While researching something else, I ran across Richard L. Rosenbaum’s “Artificial Intelligence: What Is It?” in Byte (Apr. 1977, pp. 50-56), which has this pertinent passage regarding the early hope of natural language processing (NLP) and researchers’ eventual apprehension of the challenges to achieving it (emphasis added):

    “In the early days of modern computers, the early 50s, one of the great optimistic hopes was to have automatic machine translation of text. It was thought that all you would have to do is have enough memory to store a dictionary. Today there are not many knowledgeable people who would make such a boast. The problem with writing a translating system is the immense complexity of natural language. . . . A related problem is natural language comprehension. Wouldn’t it be nice if we could converse with our processors in English instead of BASIC or assembly language? Unfortunately, the same problems are faced in this task” (Rosenbaum 56).

    Also, I’ve made some updates to the Generative AI and Pedagogy Bibliography with some new books peppered throughout the list and news articles about the Biden administration’s push for AI regulation in the Ethics section.

    If you make use of the bibliography in your research, please include a footnote or drop me an email–thank you!

  • Solving a Problem with LEGO Technic: Display Stand for 8″ Samsung Galaxy Tab Active3 Enterprise Edition

    Samsung Galaxy Tab Active3 held at 14 degrees from the vertical with a DIY LEGO Technic stand.

    This past year, I’ve been using an 8″ Samsung Galaxy Tab Active3 tablet and its S-Pen for most of my reading and note taking. In particular, I use the Samsung Note app to annotate and highlight PDFs of research. When I’m copying quotes and citations into my writing, I have had trouble finding a good way to position the tablet on my desk so that I could read its screen while typing up quotes and my notes. Occasionally, I had been using Syncthing (I wrote about how to setup a Raspberry Pi Zero as a central hub for your documents synchronized with Syncthing here) to synchronize my annotated PDFs on the tablet with my PC, but its sometimes better to save my PC screen’s real estate for my writing and rely on the tablet screen for reading–essentially adding to my screen real estate.

    Today, I decided to pull out a tub of LEGOs to solve my problem about how to easily read and interface with the tablet while typing on my desktop computer’s keyboard, because LEGO is a versatile building medium that is great for play, art, and solving problems. Since I don’t often use all black bricks in my projects, I decided to build a tablet display stand using only black LEGO Technic bricks and elements.

    LEGO Technic display stand at 3/4 view without the tablet.

    I employed the 4-brick long L-shaped technic elements to create the place where the tablet is held by the display stand. It can rotate freely, but it is held in place against the vertical wall of 10-stud Technic bricks that support the back of the tablet when it is in the stand.

    Side view of the LEGO Technic tablet display stand without the tablet in place.

    The rear support of the stand, which maintains the ~14 degree from the vertical position of the tablet holding pincers on the left of the photo above and supports the back of the tablet has several layers of Technic bricks held together by frictional force as well as 3-stud and 2-stud-long connector pegs. I don’t think the stand needs as much support as I provided on the right side of the photo above, but I wanted to use up as many black Technic bricks while building a stand that took up a minimum of desk space.

    Rear 3/4 view of the LEGO Technic tablet display stand.

    The photo above shows how the layers of bricks are arranged in the rear of the stand to support the height and weight of the tablet when it is in the stand.

    Rear view of the LEGO Technic tablet display stand.

    The above photo shows the rear of the display stand. Note that the 6-stud Technic brick in the middle of the photo that connects to the perpendicular 4-stud Technic bricks beneath it is connected to the rear support layers with 2 x 2-stud connector pegs.

    Finally, the bottom view of the display stand is shown above. Connector pegs are used to connect all bricks on the bottom most layer of the display stand.

    I hope that the photos and descriptions above give you some ideas about how to use LEGO to solve a problem with holding something–in this case, a digital tablet. Not only can LEGO help you solve problems, but it can help you save money by allowing you to solve one problem and reconfigure the bricks to solve new problems as they arise and the old problems are no longer a concern (i.e., use LEGO over and over instead of buying solutions and trashing obsolete ones).

  • Mirrored Moment of Computing Creation: KPT Bryce for Macintosh

    Outer space scene rendered in KPT Bryce on Mac OS 7.5.5.
    Outer space scene rendered in KPT Bryce 1.0.1 on Mac OS 7.5.5.

    A conversation on LinkedIn yesterday with a former Professional and Technical Writing student about user experience (UX) and generative artificial intelligence (AI) technologies reminded me of the UX innovations around an earlier exciting period of potential for computers creating art: KPT Bryce, a three-dimensional fractal landscape ray trace rendering program for Mac OS released in 1994. It was one of the first programs that I purchased for my PowerMacintosh 8500/120 (I wrote about donating a similar machine to the Georgia Tech Library’s RetroTech Lab in 2014 here). Much like today when I think about generative AI, my younger self thought that the future had arrived, because my computer could create art with only a modicum of input from me thanks to this new software that brought together 3D modeling, ray tracing, fractal mathematics, and a killer user interface (UI).

    Besides KPT Bryce’s functionality to render scenes like the one that I made for this post (above), what was great about it was its user interface, which made editing and configuring your scene before rendering in an intuitive and easy-to-conceptualize manner. As you might imagine, 3D rendering software in the mid-1990s was far less intuitive than today (e.g., I remember a college classmate spending hours tweaking a text-based description of a scene that would then take hours to render in POVRay in 1995), so KPT Bryce’s easy of use broke down barriers to using 3D rendering software and it opened new possibilities for average computer users to leverage their computers for visual content creation. It was a functionality and UX revolution.

    Below, I am including some screenshots of KPT Bryce 1.0.1 emulated on an installation of Mac OS 7.5.5 on SheepShaver (N.B. I am not running SheepShaver on BeOS–I’ve modified my Debian 12 Bookworm xfce installation to have the look-and-feel of BeOS/Haiku as I documented here).

    KPT Bryce 1.0 program folder copied to the computer's hard drive from the KPT Bryce CD-ROM.
    KPT Bryce 1.0 program folder copied to the computer’s hard drive from the KPT Bryce CD-ROM.
    KPT Bryce 1.0 launch screen.
    KPT Bryce 1.0 launch screen.
    Basic scene randomizer/chooser. Note the UI elements on the lower window border.
    KPT Bryce initial scene randomizer/chooser. Note the UI elements on the lower window border.
    KPT Bryce's scene editor opens after making initial selections.
    KPT Bryce’s scene editor opens after making initial selections.
    KPT Bryce's rendering screen--note the horizontal dotted yellow line indicating the progression of that iterative ray tracing pass on the scene.
    KPT Bryce’s rendering screen–note the horizontal dotted yellow line indicating the progression of that iterative ray tracing pass on the scene.
    KPT Bryce rendering completed. It can be saved as an image by clicking on File > Save As Pict.
    KPT Bryce rendering completed. It can be saved as an image by clicking on File > Save As Pict.