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Exam Code: TK0-201 Practice exam 2022 by team
TK0-201 Certified Technical Trainer+ (CTT+)

Exam Title : CompTIA Certified Technical Trainer (CTT+)
Exam ID : TK0-201
Exam Duration : 90 mins
Questions in exam : 95
Passing Score : 655 / 900
Exam Center : CompTIA Marketplace
Real Questions : CompTIA CTT+ Real Questions
VCE practice test : CompTIA TK0-201 Certification VCE Practice Test

Planning Prior to the Course 13%
Review learning objectives and match them to learner and organizational needs.
1. Knowledge of:
Key content points likely to cause learner confusion or resistance
Key characteristics of the learning environment
Types of needs assessments, such as surveys or interviews with learners or their managers Learning outcomes not specified in the materials but desired by the organization or learner Situations in which it is appropriate to modify original learning activities and materials Techniques for modifying learning activities and materials to meet the needs of the organization, learner and/or situation Course aims and objectives in order to ensure that any modifications have been made to ensure that an adequate range of learner characteristics have been addressed (e.g., conduct audience analysis) Instructional design techniques to create customized training Available instructional resources and delivery tools in a classroom or virtual session room

2. Skills to:
Research additional content information to address potential points of confusion or resistance
Assess learner’s current skill level and compare results with course prerequisites
Assess organizational needs for additional learning outcomes
Analyze results of needs assessment of the learner in relation to learning objectives
Modify learning materials to meet specific needs of an organization, learner or situation without compromising original course design

Create an environment conducive to learning.
1. Knowledge of:
Logistical needs before the instructional session (e.g., dates of the offering; how materials will be provided [ship to learner or site, send instructions and link to download] space arrangements; adequacy of the facility; equipment; materials; learner registrations; pre-course assignments). For Virtual Trainer, this would include creating a session room, sending login instructions to users, setting user privileges, loading and testing session materials and testing all equipment
Logistical needs after the instructional session (e.g., equipment and materials are returned, discarded, or made available for their next use; facilities are left in an acceptable condition; problems with the facility, equipment, furniture or materials are communicated to appropriate authorities). For Virtual Trainer, this includes stopping recording, saving files, closing session rooms, running attendance reports, updating learner status, document session and follow up on technical problems
Optimal arrangement of seating and equipment to establish comfortable learning environment as required by course design, content and learners
Optimal virtual arrangements to provide a viable learning environment consistent with the instructional design (e.g., network connection, tool capability to handle audience size, system check)
Optimal organization of learner supplies, resources and materials (e.g., neatly organized and located at each learner’s seat or at a convenient central location). For Virtual Trainer, consolidate emails and files sent to participants
Appropriate equipment setup to ensure a safe learning environment (e.g., trip hazards removed, power cords hidden, learning aids correctly assembled)
Environmental options to maximize learner comfort and safety (e.g., ventilation, temperature, lighting, external noise and cleanliness)
Environmental requirements or problems that call for notification of appropriate personnel (e.g., safety issues or equipment failure)
Virtual environmental needs to maximize learner comfort and safety (e.g., distractions, popup windows, background noise, mute rules, quiet work zone use do not disturb sign)
Corrective actions that should be communicated to appropriate authorities (e.g., assessment of environmental problems that need to be corrected)

2. Skills to:
Review pre-course communications with learners (e.g., course announcement, confirmation, description or agenda and prerequisites and pre-course assignments)
Alter recommended physical or virtual classroom set-up according to specific learner and organizational needs
Confirm timings and logistics for course (e.g., scheduled breaks, meal arrangements, labs, activities outside of classroom, time zones for virtual training, materials receipt)
Ensure that learning-related tools and equipment required for hands-on practice are properly set up and working, and verify that all learner exercises can be completed as intended
Establish a safe learning environment including identification of emergency evacuation procedures
Confirm with learners that the physical and virtual learning environments are comfortable (e.g., lighting, sound, conference call or VoIP audio, online tool is functioning well)
Prepare contingency plans for unique class events (e.g., fire drill in classroom, loss of connection, some users not able to view materials)

Methods and Media for Instructional Delivery 14%
Select and implement delivery methods.
1. Knowledge of:
A wide variety of delivery methods (e.g., discussion, brainstorm, lecture, demonstration and role play)
Advantages and disadvantages of each delivery method
Characteristics of adult learners and generally accepted adult learning theories
Different styles of learning
Techniques for delivering instruction in a classroom environment
Techniques for delivering instruction in a technology-delivered environment (computer lab)
Techniques for delivering instruction in a virtual environment
2. Skills to:
Use delivery methods as intended by the course designers
Adapt delivery methods to meet a variety of learning styles
Engage learners through multiple delivery techniques as appropriate to the material, the learners and the situation
Organize and introduce content in a variety of ways (e.g., compare and contrast, steps in a process, advantages and disadvantages)
Identify and implement learning activities that are relevant to the course objectives
Monitor learner comfort level during the use of participatory activities
Stimulate interest and enhance learner understanding through appropriate anecdotes, stories, analogies and humor
Use activities that allow learners to review and apply content at appropriate intervals

Use instructional media.
1. Knowledge of:
Types of media that can support and enhance learning (e.g., handouts, shared computer applications, graphics files supported by the specific virtual classroom software)
Advantages and disadvantages of each media type
Technology limitations associated with e-learning (e.g., use of video where low bandwidth slows delivery and access to websites that are blocked for some organizations)
2. Skills to:
Use a variety of media to support learning objectives and meet learner needs
Handle minor problems associated with each particular medium
Enhance, substitute or create media as appropriate

Instructor Credibility and Communications 10%
Demonstrate professional conduct and content expertise.
1. Knowledge of:
Personal conduct and grooming acceptable to the organization and learners and appropriate to the training event
Acceptable manners and behaviors for learning environment
Strategies for accepting responsibility where appropriate without blaming or belittling others, the training materials or management
Subject matter, the course plan and learning activities as prescribed by the course designer
Learner and organizational uses of course skills and knowledge after the training
2. Skills to:
Maintain consistent behavior with all learners
Demonstrate confidence with and mastery of subject matter
Provide and elicit from learners practical examples of how knowledge and skills will transfer to their workplaces
Handle relevant learner inquiries on subjects for which the instructor has limited expertise
Maintain positive atmosphere and avoid criticizing the training materials, tools or other members of the training team

Use communication and presentation skills to facilitate learning.
1. Knowledge of:
Correct vocabulary, grammar and syntax
Appropriate colloquialisms, technical terms, acronyms and organizational jargon that can be used to clarify content
Elements of the voice (e.g., tone, rhythm, volume, inflection and pace)
Verbal articulation (e.g., proper pronunciation and enunciation, fluidity of speech and lack of distracting expressions)
Non-verbal communication (e.g., use of eye contact, gestures, silence, pauses, movement and facial expressions)
Technical non-verbal tools such as emoticons
A variety of methods for communicating the course plan to learners (e.g., course overviews, advanced organizers or session summaries)
2. Skills to:
Pronounce words correctly and use suitable grammar and syntax
Explain and clarify content points through inflection, emphasis and pauses
Ensure verbal and non-verbal communication is free of bias (e.g., sexual, racial, religious, cultural and age)
Employ purposeful body language to enhance learning
Minimize distracting trainer behaviors (e.g., playing with object in hand, making noise with change in a pocket or nervously rocking or pacing)
For the classroom trainer, use body language and other non-verbal techniques to minimize or eliminate learner disruptions. For Virtual Trainer, use private chat and group agreements to mitigate disruptions
Use course overviews, advanced organizers and session summaries at appropriate times to orientate learners and link key learning points
Group Facilitation 45%
Establish and maintain a learner-centered environment.
1. Knowledge of:
Group dynamics, development phases and facilitation techniques
Techniques to engage learners (e.g., connect, invite, question, personalize and discuss)
2. Skills to:
Open a training session in a positive way
Communicate the course plan to the learners
Communicate learner performance objectives as indicated by course design
Obtain input from the learners about their personal objectives and expectations
Reconcile any discrepancies between learning objectives and learner expectations
Establish an environment that supports learning and maintains focus on meeting stated learning objectives
Establish a learning environment free of bias, favoritism and criticism that optimizes the productive participation of all learners
Manage course flow and pace activities based on learner needs while ensuring that all learning objectives are met
Provide opportunities and assistance for learners to identify and achieve initial, intermediate and terminal objectives
Facilitate group dynamics in a positive way, including encouraging interactions that are respectful of the rights of individual learners and redirecting unproductive digressions
Create opportunities for learners to work with and learn from each other to attain the learning objectives while building individual learner confidence
Handle learner disruptions as discreetly as possible
Use virtual class tools like chat and polling to optimize learner contribution
Use virtual class tools to achieve learning objectives
Use a variety of question types and techniques.
1. Knowledge of:
Active listening techniques
Types and uses of questions (e.g., open, closed, probing, hypothetical, higher order and clarifying)
Advantages and disadvantages of each type of question
2. Skills to:
Use active listening techniques to acknowledge and understand learner contributions
Use a variety of types and levels of questions to challenge learners, involve them and monitor their progress
Use questions that lead learners from recall to application of content
Direct questions appropriately
Create opportunities for learners to contribute to the discussion
Employ activities to encourage learners to ask and answer questions themselves
Address learner needs for additional explanation and encouragement.
1. Knowledge of:
Tools and techniques for determining learners’ needs for clarification (e.g., body language, learner questions or comments, asking learner to perform the application, emoticons, polling/surveying/quizzing, private chat)
Techniques for providing positive and constructive feedback
2. Skills to:
Interpret and confirm learners’ verbal and non-verbal communication to identify those who need clarification and feedback
Determine how and when to respond to learners’ needs for clarification and/or feedback
Provide feedback that is specific to learners’ needs
Elicit learner feedback on the adequacy of trainer responses

Motivate and reinforce learners.
1. Knowledge of:
Strategies to motivate learners
Personal characteristics and learning styles of individual learners
2. Skills to:
Encourage and match learner achievement to learner and organizational needs and goals
Determine and apply appropriate motivational strategies for individual learners
Plan and use a variety of reinforcement techniques during training
Evaluate the Training Event 18%
Evaluate learner performance throughout the training event. 
1. Knowledge of:
Methods of assessing learner achievement of learning objectives (e.g., practical or written exercises, quizzes, exams)
Need for multiple observations and evaluations of each learner
Need for uniform evaluation standards for all learners
Assessment techniques that include both formative and summative evaluation
Post-course support methods to communicate with learners
2. Skills to:
Monitor learner progress during training
Develop, select and administer appropriate assessments that are in compliance with recognized and accepted measurement principles
Gather objective and subjective information that demonstrates learner knowledge acquisition and skill transfer
Compare learner achievements with learning objectives
Suggest additional training or resources to reinforce learning objectives
Evaluate trainer performance and delivery of course.
1. Knowledge of:
Methods to evaluate delivery of training
Types and levels of evaluation
Legal requirements associated with preparing reports on learners
Organizational requirements for end-of-course reports
Required record-keeping of individual learner attendance, activity and performance
2. Skills to:
Evaluate the success of the course design, including modifications made during delivery
Critique one’s own preparation for and delivery of a training event
Evaluate impact of external influences on the training event
Evaluate the effectiveness of the training to meet the learning objectives
Use evaluation results to adjust and Excellerate one’s own performance in next training event
Prepare a report documenting end-of-course information
Report recommended revisions and changes to existing materials and suggestions for new programs and activities, as appropriate
Report information about learning, physical and virtual environments
Submit reports to customers in accordance with contractual agreements or requests

Certified Technical Trainer+ (CTT+)
CompTIA Certified teaching
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Wed, 03 Aug 2022 20:00:00 -0500 en-US text/html
Killexams : Students get hands-on learning with Dell's Student TechCrew

Students participating in Dell's Student TechCrew program complete about 40 hours of training and earn Dell's TechDirect certification.

North Augusta High School

Hundreds of thousands of digital devices flooded into American students' hands in accurate years. 

Some went directly to students in the Aiken County Public School District in South Carolina. The district's 41 schools, which serve about 22,500 students, include North Augusta High School. North Augusta expects to welcome about 1,800 students this academic year.

At the height of the pandemic, Aiken County school leaders decided to embrace 1:1 technology. 1:1 technology, or 1:1 computing,  means every student has a personal computing device to support their learning. Supporting over 22,000 devices is a big task for any organization.

It was an ideal opportunity for North Augusta High students in Dell's Student TechCrew program to step in, Michelle O'Rourke told ZDNet. She's the school's business education and computer repair teacher. She also facilitates the TechCrew program. 

Dell's Student TechCrew program offers pro-level hardware repair training and certifications for high schoolers. Students earn a Dell TechDirect certification. They also get hands-on learning experience repairing their peers' devices. 

The program's flexibility allows schools and teachers to offer TechCrew as a standalone program or integrate it into the academic curriculum as a for-credit class. That's the approach that North Augusta uses. It's part of the school's computer repair and service program. 

"So in the two years in the course, the first thing that they do is they get their Dell certification. And then the next year and a half, they're repairing laptops and they're also working through getting their CompTIA A+ and their TestOut PC Pro certifications," said O'Rourke.

That means students can graduate with three industry-standard tech certifications and two years of experience in hands-on device repair, which is "a really cool thing to do."

SEE: Five tech jobs for someone without a college degree

'They know what they're doing'

O'Rourke said she expects 140 students in the TechCrew program at North Augusta this fall. About 15 are returning second year students. The rest will be new to the program. North Augusta students must take a prerequisite course in the fundamentals of computing before enrolling in TechCrew.

Students get lots of practice repairing cracked LCD screens, faulty power ports, and keyboards. Screen bezels and device cases also take a lot of abuse when they're in students' hands, explained Kim Boutwell. She created Dell's TechCrew program and continues to run it today.

Students start with about 40 hours of training to earn Dell's TechDirect certification.

"Once they finish that, they're certified. They know what they're doing. I shouldn't be able to tell the difference [between] a 9th grader and a 20-year veteran tech at that point," Boutwell said. "They know what they're doing, and they are also certified in our portal, our self-maintenance portal at Dell."

TechCrew's in-school adult facilitators complete an eight- to 10-hour course to lead the program. Boutwell said the facilitators usually hold other roles at school. They may be teachers, librarians, parent volunteers, or even a principal.

Boutwell stressed that TechCrew students don't have to piece together a working device by cannibalizing the remains of old devices stacked up in a closet. Instead, they use the online self-maintenance portal to order new parts, just like a regular enterprise customer.

"They're in the same tool. We didn't make a fake tool. They're in the industry tool," Boutwell said. "They are industry certified. Within that tool, they put in the serial number of their friend, they have been trained to run diagnostics, then they're given a parts list. They know which parts to ask for. And they're sent to them overnight."

Student devices sometimes have hard knock life

In terms of repairs, Boutwell said LCD screen replacements are pretty common in schools.

"Kids will put their pencil on the keyboard and close it when the bell rings. …Or they're walking down the hall and they reach out to say hi to their friend and the laptop slips out. Or they're running to get to class and they go to open the door and they forget they've got their laptop in their hand."

Boutwell said school-issued devices also fall victim to spills and water damage. This might happen if a student walks somewhere or rides a bike home in the rain and their digital device unintentionally gets wet.

Existing service contracts cover repair costs. The program itself is also free for schools. Boutwell said Dell funds it through an annual grant agreement with each school.

But mastering the technical aspects of digital device repair is only half the program, said Boutwell. 

"The focus of this program is 50% technical and then 50% what I call career skills," Boutwell told ZDNet. 

The career aspect includes aspects like customer service and communication — valuable skills for anyone, regardless of what kind of career you pursue. 

"And that's where the soft skills part of the program comes in," O'Rourke said, "and that's something that I think is more important than knowing how to repair a laptop, is knowing how to start up a conversation with someone. Or how to keep a level of professionalism when someone is not listening to what you're telling them. These kids are learning how to do that."

"The career skills [aspect], that one's hard to get kids into," Boutwell said. "They don't want to read 'Chapter three: communication, how to communicate effectively with your team.' Gen Z is like, 'Can you put that in a TikTok for me?' I had to find a way to make that career skills [component] cool and fun.

Students helped shape a newly revamped TechCrew curriculum that launched last month.

"It turns out they don't like videos more than a minute and a half long," Boutwell explained. And, she added, students don't like to read long passages of text before having an opportunity to go hands-on with what they're learning. 

The updated course also takes into account another important point of student feedback: Kids like learning from each other. So as part of the revised curriculum, students in the program created videos that help other students learn important ideas.

Dell has also partnered with the Conrad Foundation to help students learn and connect.

Supporting education's continuing digital transformation

Boutwell established the TechCrew program to address an issue she experienced firsthand. 

She's a former middle school teacher. In 2015, she was also a Dell customer. That year, her district decided to move to a 1:1 technology model. Back then, the idea — and the ability and best practices to implement it — was still new.  

Said Boutwell:

I was so excited to give out 35,000 devices to kids in my community and transform education that I forgot a little piece of it, and that is that high schools are crowded, kids run really fast, they ride bicycles, they forget to tie their shoe strings. Things happen, and they drop their devices.

She realized potential hardware repair technicians were in the classroom: The students. 

Boutwell later began working for Dell and pitched the idea to the company. It officially launched in the 2019-20 school year. The pilot program proved successful even with the introduction of an unexpected variable — the COVID-19 pandemic — which accelerated remote learning. 

"It was an interesting time to have piloted a hardware support program, and I honestly didn't know how it would be affected," Boutwell said. "It turned out that more than ever, schools needed that support and kids needed that place to belong. It's gotten more successful since that."

Boutwell said she likes the path her career has taken so far. "It's been an amazing journey. And I think my path from education to corporate helps me stay relatable to both people from the corporate world and people from the classroom. I like not being one or the other."

Even without the pandemic, Boutwell said, school systems were still moving toward a 1:1 technology model for students. As a result, "we knew that education was still transforming. And we knew that the opportunity gap was closing for the students who didn't have their own devices." 

Right now, there's a big push to get kids into coding. That's a valuable skill. But O'Rourke said it's important students get to learn about the hardware that software and apps will live on. 

"Coders' laptops break too. Their hard drives go out too," she said.

Students at North Augusta High School in South Carolina get hands-on experience repairing devices through the Dell Student TechCrew program.

North Augusta High School

Early success and global growth of Dell Student TechCrew

The 2021-22 school year was the North Augusta TechCrew program's first.

"I had all 25 students get their Dell certification before Thanksgiving," O'Rourke said. "My goal was to have it done in the first eight weeks of school, but with quarantines and Covid was still happening, a few of them took a little longer."

By Christmas break, the students were handling 98% of repairs "not just for our school but our two feeder middle schools and the elementary schools around us," she said. 

Taking care of devices is a big responsibility for the district's full-time, adult technicians. On some Monday mornings, the crew would arrive to find a dozen or more students whose laptops needed repairs.

"And that is a lot for one person to do, especially when some of our school technicians support more than one school and the 1:1, the laptops, is just one part of their job," O'Rourke said. 

"They still have to take care of the teachers, and the other things that are going on. So those [full-time] technicians were able to scoop up those laptops and bring them in to us. My kids would take them in, troubleshoot them, order the parts, get the parts the next day, repair the laptops and then I'd send the technician a text and say, 'Hey — you got laptops ready,' and they'd come and get them."

O'Rourke said students had repaired more than 500 devices by the end of last school year.

Boutwell said she expects that 175 schools in the U.S., Australia, and Ireland will participate in TechCrew this year. The students connect virtually to share their experiences and insights.

Aiken County students at three other high schools can also enroll in TechCrew.

As the program's creator and leader, Boutwell also stays connected. She acknowledges it's sometimes a challenge with students in so many different time zones. Sometimes she starts her day by connecting with students in Ireland and ends her day by connecting with students from Australia.

"As a teacher, talking about all this is fun, but I really like talking about the kids," Boutwell said. "That's what gets me really excited. We're changing their trajectory, and it's exciting to be a part of their opportunities."

Thu, 04 Aug 2022 07:00:00 -0500 en text/html
Killexams : I Was Wrong About Microsoft And Google

Perhaps it was Donald Trump refusing to ever admit he was wrong (about President Obama’s birthplace, immigrants, crowd size, weather maps, Russia, Kim Jong-un, climate change, Covid, voter fraud, infrastructure week – it’s a long list), but like avoiding certain things (orange skin, drinking bleach, committing treason), publicly admitting error has suddenly become fashionable. The New York Times recently featured eight “I Was Wrong” columns by pundits like Thomas Friedman, Michelle Goldberg, and Paul Krugman admitting they were wrong about Trump voters, Facebook, Al Franken, Chinese censorship, protests, capitalism, inflation, and Mitt Romney (and his dog). It was fun practicing these admissions, although they all followed the same formula: I may have been wrong about this specific issue, but I was still right about the big picture! I only regret the Times wasn’t able to solicit a contribution from Susan Collins.

In this spirit, I have my own admission. Two summers ago – back when Susan Collins was more than a punchline and overt treason was just a gleam in Donnie’s eye – Microsoft and Google announced efforts to calm America’s troubled streets (George Floyd, Breonna Taylor) with free online programs to close the digital skills gap. Microsoft announced new curriculum from LinkedIn Learning and the GitHub Learning Lab and lowered the cost of certifications to bring digital skills to an additional 25M Americans. In Google’s case, it was 100,000 scholarships for new online certificates (data analyst, project manager, UX designer). In a Gap Letter titled The False Allure of Online Training, I lampooned the tech giants, saying “when the problems include racial injustice and generational damage, online training is biting off more than it can chew.” I went on to highlight the fact that neither company planned to actually hire any of the newly trained talent. “Microsoft and Google: if they’re not good enough for you, why should another employer want them?”

So allow me join the ranks of penitent pundits by acknowledging I was wrong to castigate Microsoft and Google for launching online courses (although right as rain about the big picture – skills gap, lack of clear pathways to socioeconomic mobility, death of the American Dream). Doing so violated a principle I hold dear: not letting the best be the enemy of the good. Sure, it would be great if Microsoft and Google could singlehandedly wrench America’s workforce into alignment with employer needs. But that’s asking too much, even for businesses that collectively generate over $200B in annual profit.

I now recognize that casting aspersions on Microsoft and Google is like blaming McGraw-Hill and HMH for what ails K-12 education. Actually worse, because Microsoft and Google have better curriculum. And it’s not just these two. AWS, Salesforce, VMware, Cisco, Oracle, Pega, Appian, Workday, Facebook, Adobe, CompTIA, SAP, Snowflake, and lots of other tech leaders have built out high-quality, skills-based online courses leading to certification exams for the most in-demand digital skills. Besides addressing skills employers want but can’t find, these courses have something else in common. They’re all 100% asynchronous.

In this era of digital transformation, self-paced online courses are just like textbooks: necessary but insufficient. Learners and job seekers who can successfully complete these courses on their own probably don’t need much help getting a good job. They’re not the ones we should be worried about. And for those who don’t yet have a good job – struggling frontline and gig workers without the necessary motivation, aptitude, and preparation to progress on their own (and where life is likely to get in the way even if they hit that trifecta) – I’d bet completion rates on asynchronous tech credentials are below the education equivalent of the Mendoza Line (the MOOC Line i.e., 5%).

Microsoft, Google and the rest can’t be expected to solve this problem. They’re not schools or training companies and will never be (principally because they turn up their noses at low gross margins). But they can recognize the problem. And so kudos to Google, which back in February announced $100M of funding for wraparound services, specifically funding Year Up and Merit America to provide synchronous engagement for job seekers. Wraparound services include instruction (i.e., classes), coaching, and interview prep. And while they have their attention, Year Up and Merit America will also work on soft skills like teamwork and communication. Google’s goal is 20,000 additional (low-income, underrepresented) certificate completers, or $5K per life transformed.

Deploying wraparound services to mine America’s newly discovered motherlode of tech training courseware for the benefit of tens of millions who’ve been shut out of the digital economy also has the potential to fix our broken workforce system. I’ve written previously about state and local workforce boards, which prioritize speed-to-placement and counseling over human capital development and therefore find themselves in a vicious circle of attracting only the lowest skill jobs and job seekers. Now a new service provider is seeking to play the role of Year Up for workforce boards. ShiftUp is delivering similar wraparound services for in-demand tech credentials, dramatically elevating 5% completion rates; ShiftUp is currently over 75% for these in-demand credentials. ShiftUp is now supporting workforce boards in New Jersey, Michigan, and Washington DC. Again, the price tag is in the neighborhood of $5K per life transformed.

With nonprofits and workforce boards taking the lead on making tech credentials accessible and meaningful for displaced and underserved Americans, where are colleges and universities in this pixelated picture? Largely nowhere. Sure, hundreds of schools have signed up for AWS Academy and Pathstream is helping over 30 colleges and universities deliver certifications from Facebook, Salesforce, Tableau, and Asana. But all told, well under 5% of accredited institutions are pairing instruction with any off-the-shelf online courses from tech leaders to create faster + cheaper pathways to good jobs.

Why are colleges missing the boat? First, there are dozens of tech companies. Developing a comprehensive tech credential offering would require going company-by-company. And within a university, who’s set up to do this?

I came to the answer two weeks ago during a tech tête-à-tête with a dean at a Midwestern university. The e-mail discussion involved this very subject: how her university could begin to offer these wondrous new tech credentials. I suggested she’d need to add synchronous instruction in order to make them work for students. Her response:

Synchronous is not quality online education. It is something else but not ONLINE. It is a hybrid and I am not sure why anyone would think that is the way to go. On demand, on your own time is imperative for today's consumer. Like MOOCs this will not last.

Why she cited MOOCs – a model that failed primarily due to lack of synchronous engagement – to make her point is a door I opted not to walk through. But I suggested that if she wanted to reach those seeking to land a good first job, she might take a different view, and cited Google’s $100M investment.

Her response:

I have been in the business a long time, this is the flavor of the month like MOOCs which I knew were not going to last (and a lot more than 100M got spent on MOOCs). We would be happy to create asynchronous versions for our [hundreds of] corporate partners.

And with that clarifying statement, I pinpointed my correspondent: dean of a continuing education division with a mandate to serve corporate partners, make money, and contribute that money back to the core university. She’s serving customers and her customers’ employees are different in many ways from the typical Merit America participant: early 30s with a decade or more working in restaurants and retail. One way in particular they’re different: they’re much more likely to have the motivation, aptitude, and preparation to complete asynchronous online courses unaided.

Unfortunately, if you talk to a college or university about Microsoft, Google, AWS, Salesforce and the like, this is where you end up: the periphery, a borderland known as continuing education. There’s little sense that these remarkable new educational resources could be useful for full-time students or help the institution fulfill its mission. And that’s a shame.

Which leads me to a third reason for university inaction on tech credentials. As Postsecondary Analytics’ Nate Johnson said on last week’s Inside Higher Education (The Key) podcast, amidst enrollment wreckage, there are bright spots in student demand: areas like technology. “But those are the most costly fields for... instruction... You have to hire people who have those skills.”

So even if colleges could figure out how to gather these credentials and somehow activate the core instead of continuing education, they’d still have to find instructors. And where are colleges going to find people to teach AWS, Pega, Snowflake, and Workday? Not from Ph.D programs! Experts are out there, but they’re scarce (hence skills gap). And they’ll be hard for colleges to recruit: they’re practitioners, not career educators, and they’re already making a much better living than career educators. Colleges would have to appeal to their better angels. And to do that, they’ll probably have to figure out how to serve students who really need the leg up these programs can provide.

In response to these challenges, Hire-Train-Deploy leader SkillStorm — an Achieve Partners portfolio company — came up with an answer. SkillStorm entered into agreements with AWS, Pega, Salesforce, Appian, and CompTIA and is setting up white-label tech cert programs for university partners. What SkillStorm calls its Accelerator program solves problems #1 and #3: the first one-stop shop for the most in-demand tech certifications with a large bench of qualified instructors. Then SkillStorm runs synchronous programs (one hour per day, five days per week). By working with multiple colleges and aggregating enrollments, SkillStorm is able to launch cohorts weekly. (The one problem SkillStorm hasn’t solved yet is continuing education; that’s where SkillStorm is plugging in.)

With partners like Pathstream and SkillStorm Accelerator, colleges and universities have no excuse for avoiding Microsoft, Google, and the other companies leading digital transformation. And while higher education will instinctively push these programs to continuing ed, as soon as these programs come online, the appeal for students who’ve paid for longer and more expensive degree bundles will become obvious. As these last-mile skills could not be more meaningful for landing good jobs, core students will find them and either force schools to include them in degree programs or perhaps convince colleges to situate them as building blocks in stackable credentials (e.g., upside-down degrees).

Come to think of it, after unjustly accusing them two years ago, the only one with an excuse for avoiding Microsoft and Google is me.

Fri, 05 Aug 2022 01:00:00 -0500 Ryan Craig en text/html
Killexams : RIT Certified and Foundry collaborate on cryptocurrency course

Underserved students from the city of Rochester with a strong interest in cryptocurrency and blockchain technology recently participated in an immersive, weeklong course at RIT to learn the latest about digital currency.

A mystery to many people, cryptocurrency is a type of currency that’s stored exclusively in a digital format—not issued or maintained by a central authority like a government or bank. It’s “issued with cryptography, distributed consensus mechanisms, and economic incentive alignment,” according to Jonathan S. Weissman, a senior lecturer in computing security in RIT’s Golisano College of Computing and Information Sciences and teacher of the class.

“Digital currency is interesting to me because it’s fun learning about how it was created and all aspects related to it,” said Teresa Spivey, a Rochester, N.Y., resident who participated in Weissman’s class inside Eastman Hall. “My future plans are to learn everything I can and really find my passion for what I want to do forever. I will figure that out by learning and experiencing other classes and opportunities like this one.”

That’s exactly the mission of RIT Certified, which launched in June and aims to provide a wide range of alternative education courses, certificate programs, and skill-based learning experiences targeting people beginning their careers, changing roles, maintaining their existing job, or advancing in the workplace. RIT Certified offered the class collaboratively with Foundry, a Rochester, N.Y.-headquartered and wholly-owned subsidiary of Digital Currency Group (DCG) focused on digital asset mining and staking.

The class was the outcome of discussions between RIT Certified, Foundry, and University Advancement on how they might partner in supporting alternative pathways to training in the space of cryptocurrency and mining. The Foundry Scholars program resulted in a gift by the company to support seven underserved students this summer and 13 more next year to experience weeklong, industry-focused classes focused on the field of cryptocurrency and blockchain.

Both Foundry and RIT Certified are actively invested in career and technical education, not only for K-12 students, but for traditionally underserved populations—for whom the scholarships are targeted.

“We believe that employer-driven educational experiences for high school students will only Excellerate their ability to be successful,” said Dennis Di Lorenzo, chief business officer for RIT Certified. “A program like this brings students from communities with limited opportunities to a college campus, provides them with a college experience, and industry exposure. It’s about changing their perspective on the future of work.”

Foundry Academy Executive Director Craig Ross ’06 (telecommunications engineering technology) said the class fit “Foundry CEO Mike Colyer’s vision of Western New York becoming the center for innovation in blockchain technology.” Ross heads up the company’s new initiative to train and develop top technicians for the fast-growing bitcoin mining industry.

“Considering RIT’s reputation of academic excellence and prominence in Western New York, Foundry and RIT are a natural partnership,” Ross said. “The goal of this course was to provide an overview of bitcoin mining and cryptocurrencies to historically marginalized groups in Rochester, ultimately working to break down barriers to employment in the industry.”

“We believe that the Bitcoin and cryptocurrency industry is a hotbed for innovation, just like the Internet and mobile revolutions,” he added. “It is Foundry’s goal to ensure that all interested members of our community—no matter their socioeconomic status—can capitalize on this exciting technology and be contributing members of the blockchain revolution.”  

Weissman said his course’s objectives included “students walking away with a granular understanding of cryptocurrencies and blockchains and the ability to reason about newfangled technologies.”

“I wanted to provide them the familiarity with trends and notable projects in the field and industry,” he noted, “along with the confidence to pursue opportunities for participation and contribution in the future.”

During the weeklong class, Weissman asked his students questions such as what problems do cryptocurrencies and decentralized applications help solve; where do they see themselves in this industry; and how are blockchain entrepreneurs disrupting industries now—and how might they do so in the future?

“Blockchains can be used in many different ways besides cryptocurrencies,” Weissman said. “Blockchain is often listed as one of the leading cutting-edge technologies of the future.”

Adrian Hale, director of Economic and Community Development at Foundry, said he hopes that programming like the one at RIT “provides the necessary groundwork for people interested in our industry to become familiar with the fundamentals that will enable them to grow into fully functional contributing members of a work team and the broader blockchain community.”

About RIT Certified

RIT Certified provides alternative education-to-employment pathways, offering applied training which serves both individuals in and out of the workforce and working professionals. Committed to promoting economic mobility and sustainability for individuals from all sectors of the workforce across the region, nation, and globe, RIT Certified is a partner to employers, helping organizations develop potential, fill core and specialized skills gaps, provide outcomes-based training and development to nurture and promote talent, and Excellerate the models by which employers evaluate and assess talent. RIT Certified will begin offering a diverse portfolio of workforce development and professional training courses and certificate programs late this fall.

About Foundry LLC

A subsidiary of DCG, Foundry LLC was created to meet the institutional demand for better capital access, efficiency, and transparency in the digital asset mining and staking industry. Headquartered in Rochester, N.Y., Foundry leverages its institutional expertise, capital, and market intelligence to empower participants within the crypto ecosystem by providing the tools they need to build tomorrow's decentralized infrastructure. For more information, go to Foundry’s website.

Mon, 08 Aug 2022 00:37:00 -0500 en text/html
Killexams : CompTIA Signs Digitunity’s Corporate Pledge to End Digital Divide

NORTH CONWAY, N.H., July 25, 2022 (GLOBE NEWSWIRE) -- Digitunity, a national nonprofit organization that connects disadvantaged households with the computer donations they need, announced that CompTIA has signed The Corporate Pledge to End the Digital Divide as a Cornerstone Partner in the mission to Excellerate digital equity throughout the country.

Since the mid-1980s, Digitunity, along with its predecessor organization and community partners, has placed hundreds of thousands of computers with people in need. Providing technology is essential to helping people succeed in school, participate in the economy, and Excellerate their communities.

Founded in 1982, CompTIA, the Computing Technology Industry Association, is a leading voice and advocate for the $5 trillion global information technology ecosystem, the estimated $75 million industry, and the tech professionals who design, implement, manage, and safeguard the technology that powers the world’s economy. The nonprofit trade association provides education, training and professional certification that promote the growth of the information technology (IT) industry.

“We’re excited to have an organization like CompTIA, which sets the agenda for the entire high-tech sector, joining Digitunity and our other cornerstone partners in the mission to close the digital divide,” said Scot Henley, Executive Director of Digitunity. “CompTIA’s prominent voice and critical role in training the IT workforce will elevate the issue of digital equity and accelerate our efforts, helping more families benefit from the modern, technology-driven economy and education system.”

CompTIA’s partnership in the Corporate Pledge comes on the eve of the association’s ChannelCon 2022 event, the technology industry’s premier annual conference for vendor-neutral collaboration, learning, and partnership. The event, held from Aug. 2-4 in Chicago at the Sheraton Grand Chicago Riverwalk, features sessions with leading IT industry CEOs, entrepreneurs, and consultants.

Susan Krautbauer, who has been in volunteer leadership positions at CompTIA for over 15 years and is the senior director of strategy and development at Digitunity, will give her talk, “Tech for Good: How Can You Make a Difference”, on Aug. 3.

“Strong digital skills are essential for career success. Unfortunately, too many people still do not have access to the resources that can help them develop these skills,” said Charles Eaton, CompTIA chief of staff. “CompTIA is committed to helping individuals unlock their full potential. With access, encouragement, and opportunity, anyone can develop strong digital skills, whether they intend to work in technology or as a knowledge worker in another field. We fully support the mission of Digitunity and commit to doing all we can to narrow the digital divide.”

More than 36 million people in the United States lack access to basic technology most people take for granted, including reliable internet access, a computer, and the skills to use digitally connected devices. The problem disproportionately affects communities of color but persists across all boundaries from coast to coast.

This disparity between resourced and under-resourced communities is known as the “digital divide.” It permeates every aspect of life, creating educational, economic, and career disenfranchisement. Children are unable to complete homework. Parents cannot search for and apply for jobs. Families are cut off from access to community services.

Through the Corporate Pledge to End the Digital Divide, Digitunity hopes to align the support and collective voice of influential, resourceful organizations in business, government, education, philanthropy, and community organizations with the passion and dedication of their Digital Opportunity Network, which includes nearly 1,500 frontline, community-level groups.

“The No. 1 predictor of economic success used to be a high school diploma. Now, it’s having access to technological tools and the skills to use them,” Krautbauer said.

This national-scale gap in opportunity is multi-faceted and pervasive. It results from a number of interwoven, systemic issues. Solving it requires building and expanding collaborations on a similar scale. It is the reason Digitunity launched the Corporate Pledge to End the Digital Divide.

“Because of the nature of this issue, we believe fostering collaboration and relationships between entities throughout the community, businesses, service providers, community leaders, volunteers, government representatives, academics, and the media is critical to creating an inclusive future,” said Krautbauer. “No one organization can do this alone. But together we can ensure marginalized people have access to the technology needed to thrive today and in tomorrow’s digitally connected society.”

The four pillars of the Corporate Pledge to End the Digital Divide are:

  • Access to Technology - People must have access to secure, reliable, and connected large-screen devices to work, learn, and develop the skills they need.
  • Digital Skills & Education - Digital literacy is fundamental to education, finance, employment, telehealth, communication, security, community, and efficiency.
  • Community Engagement & Impact - Those in need benefit most from engaged people and organizations in their communities. Those systems need to enable and sustain impact.
  • Achieving Change - There is a direct line from racial inequity to poverty, and poverty to the digital divide. The corporate sector is a critical partner in developing innovative solutions that can benefit marginalized communities while having broad societal benefits.

Each organization that commits to the Corporate Pledge to End the Digital Divide will be:

  • Provided ongoing opportunities for active participation and engagement to bolster desired outcomes.
  • Receiving access to a variety of tools, resources, research and thought-leadership opportunities.
  • Recognized by name and organization on the Corporate Pledge webpage on the Digitunity website.
  • Included in a quarterly press release announcing new organizations that join.
  • Featured in promotional and media campaigns to promote overall participation and adoption.

“We’re thrilled with the commitments we’ve received so far. We welcome everyone who wants to join in the coming months,” adds Krautbauer. “Together, we can move beyond incremental change to create a future where everyone can thrive in education, employment and connectedness.”

Digitunity is in discussion with a number of leading businesses and other organizations. They will be announcing new partners in the weeks to come. Please visit to learn more about Digitunity and the Corporate Pledge to End the Digital Divide. Sign the pledge today at

About Digitunity
Since the 1980s, Digitunity has advanced digital inclusion by connecting donors of technology with organizations serving people in need. Our mission is to ensure everyone who needs a computer has one, along with robust internet connectivity and digital literacy skills. To learn more about our mission, visit

About CompTIA
Founded in 1982 and headquartered in Downers Grove, Illinois, CompTIA is a nonprofit trade association that provides professional certifications for the information technology industry. Through education, training, certifications, philanthropy, and market research, CompTIA promotes industry growth, the development of a highly skilled workforce, and a commitment to creating an environment where innovation happens, and opportunities and benefits made possible through technology are available to all. For more information, visit

Media Contact:
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Mon, 25 Jul 2022 00:03:00 -0500 en text/html
Killexams : Up to 15 CF paras to be able to more easily land Bachelor's degree, teaching certification

CEDAR FALLS — Beginning this fall, a new program will allow Cedar Falls paraeducators to more easily earn a bachelor’s degree in elementary education and the certification needed to teach in elementary and special education classrooms.

In partnership with the University of Northern Iowa, Cedar Falls Community Schools was recently awarded $719,452 through the Iowa Teacher and Paraeducator Registered Apprenticeship Pilot Grant Program.

A total of 19 school districts were named benefactors of the $45.64 million made available through the federal American Rescue Plan Act.

“We were just told this week that we are the first registered apprenticeship program in the state, which is super exciting,” Tara Estep, executive director of enrichment and special programs, said Friday. “We are ready to roll.”

The new program is being launched with $4.166 million in assistance from the American Rescue Plan (ARP) federal funding.

Paraeducators can be paraprofessionals, educational aides, teaching assistants, educational associates, instructional aides and behavior interventionists. They assist teachers in the classroom, often working with students who have challenging educational and developmental needs.

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All grant recipients will be part of the two-year “innovative pilot program” that allows them to stay employed with the Cedar Falls school district and get paid, while gaining on-the-job training.

“If they want to be a teacher, this is a way for them to jump-start their career,” Estep said. “If they had wanted to do something like this in the past, they probably needed to quit their job and go back to school for two years. This a fast track opportunity and innovative plan that UNI and Cedar Falls have put together.”

In doing so, they’ll also be among the students taking advantage of UNI’s newly launched “Purple Pathway for Paraeducators” program, which offers online courses outside of the work day.

Additionally, the grant will cover up to $17,000 of a participant’s tuition and fees per year, according to Estep.

Once complete, she feels the pilot program will have helped Cedar Falls “grow their own,” because the participants can apply for a full-time teaching job in Cedar Falls or elsewhere in the Cedar Valley.

On Monday, the Board of Education voted in favor of the plans and specifications, which include the 'shell' of the building without the 'actual pools.' 

To be eligible, a person has to be a paraeducator in the Cedar Falls Schools and hold an associate of arts or science degree.

Purple Pathway

Some 40 students from across the state have applied for UNI’s Purple Pathway program.

“Anyone of those paras, as long as they have an AA or an AS, is eligible to be in this program,” said Benjamin Forsyth, UNI director of educator preparation. “And we have people who have applied from Storm Lake, Oskaloosa, Marion, Camanche, Cedar Falls, Cedar Rapids, Clear Lake, Iowa City, Des Moines, Mason City, Okoboji, I mean they’re applying from all over the place because this gives them access.”

As of a right now, an associate of applied science will not be acceptable, but Forsyth is optimistic those graduates will be accommodated in the future.

Previously, these applicants faced the barrier of not being able to obtain the Bachelor’s degree and teaching certification because they couldn’t leave their para job to attend day-time classes, which are “frequently” offered on campus.

“They literally have to leave the education profession in order to work in the education profession at the next level,” Forsyth said.

“In fact, when we presented (this program) to the State Board of Education, one of the comments was, ‘Why hadn’t this been around sooner?’ … Everyone has recognized that this is a need,” he added.

Cedar Falls Public Library patrons found the doors shut Saturday after the slaying of employee Sarah Schmidt, along with her husband, Tyler, and their 6-year-old daughter, Lula.

Not only will they be able to keep their jobs, but Forsyth said they “literally” will be able to try out things in the classroom that they learned through the Purple Pathway lectures.

As for other program benefits, Forsyth said, “It has the potential to affect generational poverty.”

“Let’s say you are making $12 to $15 per hour,” Forsyth said. “That is such a low wage, but you’ll have the ability to stay in that profession, and become a licensed teacher, with an average starting salary in Iowa for a teacher, which last year was $41,000.”

Additionally, he feels it will help bring about a more diverse group of teachers into the workforce.

If not coming from a pilot apprenticeship district like Cedar Falls, Forsyth said those interested in the program can seek financial assistance by applying for university aid and other scholarships.

Unlike the teaching apprenticeship, which for now is a two-year pilot program, Forsyth expects Purple Pathway to last in “perpetuity.”

And he emphasized that it grew from the success of the Teach Waterloo Program, which according to its website, is a partnership providing “financial resources and resilience support for Waterloo staff of color seeking a teaching certification.”

Sun, 31 Jul 2022 01:00:00 -0500 en text/html
Killexams : Biden Administration Looks to Jumpstart Cyber Training

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Thu, 21 Jul 2022 23:00:00 -0500 en text/html Killexams : Chattanooga State TCAT receives VETS campus certification

The Tennessee College of Applied Technology [TCAT] at Chattanooga State Community College became second TCAT in Tennessee to receive a VETS Campus certification by the State of Tennessee Higher Education Commission [THEC] and Student Assistance Corporation [TSAC].

“This certification is in part thanks to the tremendous work already done by Renee Kennebrew and Rick Durham who head up our Veteran Affairs office on campus,” stated Jessica Green, TCAT dean. “They work hard to help our veterans navigate the red tape around accessing their educational benefits for their service to our country.”

The Tennessee Veterans Education Transition Support [VETS] Act recognizes higher education institutions that allocate resources for veterans’ successful transition from military service to college enrollment.

The certification not only prioritizes outreach to veterans but successfully delivers the services necessary to create a supportive environment where student veterans can prosper while pursuing an education.

According to the Tennessee Board of Regents in the 2022 VETS Campus Data Report, close to 1,800 student veterans are enrolled at TCATs and one-in-three military-affiliated students are military dependents. The top five programs chosen by approximately 85% of student veterans include mechanic and repair technologies/technicians, health professions and related clinical sciences, precision production, construction trades, and personal and culinary services.

Chattanooga State had 197 veterans enrolled in academic programs and 37 enrolled in TCAT programs for the 2021-2022 year.

“Not only do Veteran Affairs personnel work hard to make sure student veterans get connected to programs that suit their career goals and needs, but they help locate services on campus and in the local area when needed,” added Ms. Green.

For more information about programs for veterans at Chattanooga State, call (423) 697-2509.

Fri, 05 Aug 2022 15:00:00 -0500 en text/html
Killexams : Evolution Academy Charter School Expands Community Healthcare Worker Certification

Open enrollment for the program available for Dallas, Houston and Beaumont campuses

DALLAS, Aug. 3, 2022 /PRNewswire/ -- Evolution Academy Charter School, along with Texas Education Agency and Region 10 Education Service Center, now offers a Community Health Worker (CHW) Certification as an option to help students prepare for the workforce as part of its College and Career Readiness requirements.

Community Health Workers (CHWs) are non-medical public health workers who connect communities to health care and social service providers. CHWs have been identified by many titles, such as Community Health Advisors, lay health advocates, promotoras, outreach educators or community health representatives. Community Health Workers are a necessary link for hospitals, churches, insurance companies and nonprofits to connect with diverse populations and promote healthy behaviors.

This is the first year this program was offered to high school students and Evolution Academy Charter School Richardson took advantage of the opportunity by enrolling fourteen students to participate in the pilot program in partnership with Region 10. These students were required to meet 120 hours of core competency in eight areas: communication, interpersonal skills, service coordination, capacity building skills, advocacy skills, teaching skills, organization and knowledge base.

"Our students completed individual and group projects. They also gained hands-on experience by hosting a Health & Wellness Fair as well as a blood drive earlier this spring," said Cynthia Trigg, superintendent and founder, Evolution Academy Charter School. "We are so proud of all the work they have accomplished and for the jumpstart this certification will give them in their careers."

Seven students have completed the program thus far. These students will receive their Community Health Worker Certification from the Texas Department of State Health Services and Region 10 Education Service Center, which will allow them to have an advantage at landing a job in the healthcare Industry.

Following the success at the Richardson campus, Evolution Academy is now launching the Community Health Worker Certification program on all three of its campuses, located in the Dallas, Houston, and Beaumont, Texas. Programs like this support Evolution Academy's ability to provide students with access to college, career and military readiness skills while they earn a high school diploma, ultimately providing students with increased opportunities post-graduation.

In addition to the Community Health Worker Certification program, Evolution Academy Charter Schools also offers additional professional certification options including Microsoft Office Specialist, OSHA 30-Hour Construction, Entrepreneurship and Small Business, Educational Aide I, and ServSafe Manager certifications.

As Evolution Academy celebrates its 20th school year, it is revitalized in its mission to help students achieve academic, social and career success. This is accomplished by providing a comprehensive, integrated instructional program, demonstrated through a variety of innovative programs such as a 4-hour school day, online learning programs which predate the COVID-19 pandemic, and more. Evolution Academy is currently enrolling for the upcoming school year on all three of its campuses. To enroll, visit any location in person or visit

About Evolution Academy

Founded in 2002, Evolution Academy offers one-on-one attention with a mix of traditional and computer-based instruction, enabling students to earn two or more credit hours every nine weeks, allowing them to catch up or graduate early. The school also offers multiple career and technical education courses that prepare students for certificates in professional fields. Evolution Academy has graduated more than 3000 students, many of whom were unsuccessful in traditional school settings. Evolution Academy has campuses in Richardson, Beaumont, and Houston, Texas, and has open enrollment year-round for all three campuses.

Kayla Tucker Adams; KTA Media Group,; 214-403-9852 cell


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SOURCE Evolution Academy Charter School

Wed, 03 Aug 2022 00:51:00 -0500 en-US text/html
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