Use an ever-growing library of self-paced microlearning to supplement your course schedule and free up face-to-face (F2F) class time for active learning.
Event Recording
What is LinkedIn Learning?
LinkedIn Learning (formerly Lynda, for those of you vintage enough to remember) is a library of self-paced video courses. All Penn State students, faculty, and staff have free access to LinkedIn Learning.
Why You Should Consider Using It
- The resources can help you teach with a flipped classroom model (students watch relevant lecture materials outside of class so F2F time can be used for active learning).
- It can help empower students who may need additional help with a core skill (providing that this skill is on the platform).
- Using these courses in class introduces students to the practice of self-directed learning, and provides a resource where they can do so.
- The course certificates can help your courses contribute to your students “digital footprint.”
Feature Highlight: Mobile App
LinkedIn Learning has a mobile app! While a lot of instructors are split on student uses of phones, we are seeing a lot of students doing mobile learning.
- The app also allows students to view and learn videos offline (a great option for students who may not have a reliable internet connection at home). Click here for more information.
Disclaimers
- LinkedIn Learning is not integrated with the Canvas Gradebook – set your expectations and gradebook accordingly.
- As of February 2022, LinkedIn Learning is not available in mainland China. This may not be an issue for your class, but be aware in case you are teaching an online or World Campus course.
- Material is regularly added and updated, but there are a lot of aging courses in the library. Not necessarily a bad thing, but be aware (especially in regards to software videos).
Possible Classroom Uses
When considering using LinkedIn Learning in a classroom, I start by thinking about the following questions:
- How can the LinkedIn Learning course prepare my students to actively practice learning in the classroom?
- How can LinkedIn Learning supplement my existing course materials?
Example 1: Self-Guided Development
Before: I have a course lecture on a particular writing skill – let’s say, a lecture on style in anticipation of peer review. Students attend class, I lecture, and then students go home and contribute to a discussion post where they respond to two other peers.
After: I scrap my lecture and discussion board assignment. I replace the discussion board with a prompt for students to choose one of three courses on email communication, technical communication, and one other (max time, an hour). Students are instructed to come to class with two pieces of advice they took from the course – we compile this list, and then use this advice to collectively workshop some writing samples together with the strategies from the courses.
Example 2: Curriculum Supplement
Before: I assign students a group project. I focus my attention primarily on the content they’re required to talk about, but require students to give a group Powerpoint presentation. I typically don’t spend much time going over properties of an effective presentation, though; students typically do fine, and I’m not focused on design.
After: As part of the group project and presentation, I assign two LinkedIn Learning Courses: one on Group Work, and another on Presenting with PowerPoint. Students take these courses alongside the group project timeline, and I use these courses to structure prompts for group work/reflection exercises in class. We discuss presentation design and best practices for communicating effectively with visuals.
Example 3: Lesson Supplement
Before: I start a semester by telling students that I expect them to be proficient with Word or Excel, and tell them to seek out tutoring if they need help.
After: I embed a course video on Word 2021 or Excel to my first week of class, and assign this as their first ‘homework’ assignment. I then ask students to come to class with two things they already knew and felt confident in doing in the software, one new skill or feature they learned, and one goal they have for themselves in using the software over the course of the semester.