Research Question 4: Critical Challenges

What do you see as the key challenge(s) related to teaching, learning, or creative expression that learning-focused institutions will face during the next 5 years?

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  • You may find it useful to revisit the Press Clippings on Trends and Challengesas you work on this question.
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Compose your entries like this:
  • Challenge Name. Add your ideas here, with few sentences of description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!


  • Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching.Traditional approaches to scholarly evaluation, such as citation-based metrics, are often hard to apply to research that is disseminated or conducted via social media. New forms of peer review and approval, such as reader ratings, inclusion in and mention by influential blogs, tagging, incoming links, and re-tweeting, are arising from the natural actions of the global community of educators, with increasingly relevant and interesting results. These forms of scholarly corroboration are not yet well understood by mainstream faculty and academic decision-makers, creating a gap between what is possible and what is acceptable. (Carried forward from the 2012 Horizon Report)I agree! See also altmetrics in the field of research. http://altmetrics.org/manifesto/ - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012- jasonr jasonr Nov 28, 2012 - lisa.koster lisa.koster Dec 2, 2012 Agreed and this is becoming increasing challenging for "established" academics - paul.hollins paul.hollins Dec 3, 2012- paul.turner paul.turner Dec 3, 2012 While this represents another paradigm shift, the results will be worth it in terms of better, more relevant research.- deborah.heal deborah.heal Dec 3, 2012
  • As new advances in technology present new opportunities in education, questions of inequity and inequality have never been more important. Emerging technologies and tools are supposed to provide more open access to all. However, often times only those who already have access to resources, such as Internet, can use the new tools. The challenge is to ensure we make technology choices that expand opportunity, while we also work on policies and programs that can narrow the divide. (Carried forward from the 2012 Technology Outlook for STEM+ Education)This is huge, if understated. It plays into all kinds of decisions: embracing open access/education; using mobile apps instead of the Web; expanding international presence; taking advantage of MOOCs. - bryan.alexander bryan.alexander Dec 2, 2012 Agreed - Melissa.Langdon Melissa.Langdon Dec 2, 2012 Perhaps technology access becomes the new role in the educational paradigm. Institutions serving students traditionally left behind technologically become access centers providing technology, student success services, advising, tutors, assessments, etc. Everything but teaching.- wayne.butler wayne.butler Dec 2, 2012 As BYOD programs become more mainstream, there will be a need to for schools to ensure those that can't afford a device are provided one in the classes. I don't believe the need to have open access labs will ever disappear in the near future - as long as there are students who require access.- lisa.koster lisa.koster Dec 2, 2012 Yes, absolutely. People might have access to MOOC content, but if they don't have a computer or fast access, they don't really have a way to get to it. - lauren.pressley lauren.pressley Dec 2, 2012 As educators we must ensure our delivery and content is device agnostic -that it can be accessed by any device from the cheapest cell phone to the most expensive tablet- DaveP DaveP Dec 3, 2012 Crossing the digital divide and making education available to all will be an essential component to healthy, viable world societies and cultures in the future.- deborah.heal deborah.heal Dec 3, 2012
  • Commercial providers are delivering ever more credible educational content, providing a wide range of customizable offerings at quality levels that may dampen interest in traditional sources of scholarly work, such as university presses, and even open educational resources (OERs). Increasingly, publishers are either buying learning resource websites or creating their own virtual warehouses of digital textbooks and other educational content. iTunes University is a prime example of this, offering thousands of course materials for free from distinguished institutions and professors. This trend creates a related challenge for university presses that have traditionally been the publishers of much of the work of their faculties; there is a growing fear that they will become obsolete. Both OERs and university presses are at a critical juncture for different reasons, yet each is aggressively confronted with the need to adapt, evolve, or even reconstruct their roles in education over the next five years. (Carried forward from the 2012 Technology Outlook for Australian Tertiary Education)A vital point, which would make a relevant new addition to the Higher Ed edition. The question of who is behind the info and material that we receive and rely on (the latter being a point I also made with regard to the chapter on AR in RQ 1/Topics).- helga helga Nov 30, 2012 I think this is a key challenge / area of potentially shifting ground But we lack information to day much. How is the credentialing status of changes going to change and at what pace? What are the key indicators of the currency given to higher education certification by societies employers and how are these indicators shifting over time and at what pace? - Nick Nick Dec 2, 2012 Commercial providers linked with commercial content providers could provide a challenge to traditional HE.- DaveP DaveP Dec 3, 2012 Adaptation is the name of the game, overall, in many aspects of education. It's no longer 'publish or perish', it is adapt or become extinct.- deborah.heal deborah.heal Dec 3, 2012
  • Complexity as the New Reality: One of the things we continually struggle with in the Horizon Report is the realization of how inter-connected many of the topics we are focusing on are and balancing that off against producing something that is intelligible to a lay audience. Last year after the Horizon Retreat in January, I attempted to cull all of the amazing brainstorming we did into a mind map (http://learning.hccs.edu/faculty/tom.haymes/new-media-files/horizon-report-brainstorming-mindmap/view). There is so much going on it is hard to make sense of it all but one thing is becoming very clear to me (and maybe this is as a result of my own development as a thinker as much as anything else): The issues are becoming bigger and bigger and increasingly hard to view in isolation from one another. How can we express this in the report? - tom.haymes tom.haymes Nov 29, 2012 Tom--what a great mind map! You've hit on a point that I've been struggling with in this wiki. There's a *lot* of overlap among the categories that we're using to organize our thinking. It seems that part of this stems from the idea that many of the issues here are not about using any one technology vs another, per se. For instance, although a discussion of game-based learning, mobiles and augmented reality are each very useful, in reality these ideas converge when we look at mobile-based immersive learning environments that incorporate a game-based, augmented reality approach to engage students. To be fair GBL is more of a strategy than a technology, but I like your notion of complexity and overlap of use. I realize this is a technology-oriented report, but in many cases the dialogue that serves to underpin everything is teaching and learning. Sometimes I wish that we could revisit the way that we categorize our HZ material in ways that mirror the complexities of teaching and learning environments that involve technology, rather than trying to organize the technology categories in ways that discretely describe overlapping teaching and learning applications. Thanks for the post!- jasonr jasonr Nov 29, 2012 Thanks for both your posts, this is a vital point- helga helga Nov 30, 2012 Well I'm glad to hear I'm not the only one feeling this way - well said. - damian.mcdonald damian.mcdonald Nov 30, 2012 A countervailing view is that, unfortunately, even as we acknowledge that things do converge, morph, and evolve, we still need language to talk about them, and that is perhaps the greatest contribution of this work -- we are able, though these discussions, to continuously refine our language and definitions in every research cycle. Noting that games overlap with mobile, gps, NUI, and probably 3-4 other technology topics we are looking at is part of that analysis -- and part of the complexity that Tom referred to in his opening of this thread. In my view, games are still sufficiently distinct from NUI and from mobile -- even though we can point to games that use both -- that we need carefully considered language to understand what makes gaming and gamefication interesting to us. If we lump them all into a pile, we lose the important distinctions. At the same time, we definitely know that somethings those distinctions fade over time. A recent example is social media vs social networking, a dichoptomy that no longer exists in the topics we are bringing forward. Several years ago, before FB incporporated media as well as it did, Vimeo and Flickr were distinct platforms, and offered distinct approaches to sharing media. Today, those distinctions no longer seem relevant, so we no longer make them. - Larry Larry Nov 30, 2012. A last little point on this is that we do allow -- in 3 of the 4 RQs, for exceptions to the taxonomy we are using to be left behind. The door is open to new descriptions, new trends, and as we see here, new challenges. I agree with Tom. Complexity is the new Reality, and lots of things do indeed overlap. Life is a series of Venn diagrams. - Larry Larry Nov 30, 2012 Ed Note: Moved from RQ 3 Trends. Just to be clear, I stole that concept from John Naughton, From Gutenberg to Zuckerberg. http://books.google.com/books/about/From_Gutenberg_to_Zuckerberg.html?id=CiHjFJjKwKMCIt's a chapter title in the book. Fits, though. I agree that the complexity is quite daunting. However, humans excel in pattern recognition. We just have to be ready to reorient around new patterns as they emerge. I have a lot of faith in this group to do that. - tom.haymes tom.haymes Nov 30, 2012 - jochen.robes jochen.robes Dec 1, 2012- lisa.koster lisa.koster Dec 2, 2012 This should be somewhere, at least!! - lauren.pressley lauren.pressley Dec 2, 2012Stronly agree complexity is the new reality, but I think economics, i.e., "the market" will define new directions. Just as the industrial revolution influenced, i.e., literacy, manual skills, and basic education, cold war/space race drove the need for advanced education, the information age's need for even more highly educated workers without contributing to the escalating national debt will force changes. More and more value will be placed on employable skills meeting the needs of industry. Industry will play a larger role in dictating the curriculum by hiring workers based on demonstrable competencies and skill sets (hard and soft) and will be less interested in "inputs," the traditional higher ed curriculum built on what scholars and researchers think students need and will rely on "outputs." Higher ed brands will change based less on reputation and cache and more on the effectiveness, as defined by industry, of its graduates. - wayne.butler wayne.butler Dec 2, 2012 It is true, moving forward that educational efforts do become more interrelated and complex. There is no way around it. To reduce the dangers of cognitive overload (students) and information overload (educators), I like Timothy Ferris's idea of 'minimal effective dosage' of any effort we are to put forward. There are ways to cull the very best methods, technologies and deliver the 'minimal effective dosage of education on just the right platform for optimizing outcomes. It takes discipline of thought and the ability to winnow down the essential and best ideas.- deborah.heal deborah.heal Dec 3, 2012
  • Critical campus infrastructures are under-resourced.As educators seek to leverage various technologies, develop software for personalizing learning, and visualizations for making that learning possible, campus information technology groups are struggling to deploy bandwidth and access. Rather than encouraging researchers to build on and extend core resources, leverage shared file systems, and open accessible service APIs, institutions are narrowing their focus to what they perceive as the minimal subset of enterprise services they can afford to sustain. As a result, educators are often trying to design new, innovative learning models that must be integrated with out-dated, pre-existing technology and learning management systems. (Carried forward from the 2012 Technology Outlook for Australian Tertiary Education).Yes, we need new infrastructure and staffing than we've ever had before, but it's hard to justify it when institutions also want to increase faculty lines. - lauren.pressley lauren.pressley Dec 2, 2012Innovative institutions will outsource and partner with enabling companies. In the meanwhile, faculty lines as we currently understand them will continue to morph with classes of educators, with fewer star researchers and celebrity faculty comprising the top tier and more growth in support service, contingent faculty. Could even lead to an industry of independent "learner consultants" and learner consultant companies offering fee-based services to help students navigate choices and fulfill competencies.- DaveP DaveP Dec 3, 2012Agree but institutions must change and challenge exisiting structures themselves or be changed by emerging for profit and 'occupy' 'social entrprise' learning opportunities - a new paradigm shift will ensure the old model becomes obsolete very quickly.- DaveP DaveP Dec 3, 2012I think in this area the challenge is for institutions to let go of older technologies - and the legacy staff assigned to maintain them - and think critically about hiring new and different types of skilled workers who can help faculty/students take better advantage of the cloud-based tools and services. Then focus scarce campus resources on getting the best and biggest pipes available from campus (wired and wireless) out to the net to enable use of cloud-based resources.- paul.turner paul.turner Dec 3, 2012
  • Cross-institution authentication and detailed access policies are needed to allow sharing of online experiments among institutions.While teachers are more equipped than ever to produce online experiments, what they are creating is rarely scalable. Too many institutions are recreating the same types of experiments over and over. Quality standards may improve the reuse of federated designs and experiments, but institutions also need to consider standards that would allow students from collaborating institutions to access data and tools across security domains. (Carried forward from the 2012 Technology Outlook for STEM+ Education)- rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012
  • The demand for personalized learning is not adequately supported by current technology or practices. The increasing demand for education that is customized to each student's unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today's diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching. (Carried forward from the 2012 Horizon Project Short List) - bdieu bdieu Dec 1, 2012 Students learn differently and technology allows teachers to provide a variety of sources that can provide differentiated learning. The two considerations here are PD for teachers to learn about the technology as well as the time it takes for teachers to find valid resources. Both need the support of administration as the time it takes to learn and evaluate the resources can be daunting. - lisa.koster lisa.koster Dec 2, 2012 yes, absolutely. - lauren.pressley lauren.pressley Dec 2, 2012 This is a key issue at my campus as well. - Melissa.Langdon Melissa.Langdon Dec 2, 2012- DaveP DaveP Dec 3, 2012 Agreed (from UK perspective) - paul.hollins paul.hollins Dec 3, 2012 I think that technology supports it but practices should change supported by the institution, what perhaps is a serious lack today - javier.no javier.no Dec 3, 2012 I think this is a great idea in theory, but currently very expensive to design, develop, code and deliver. It's a great idea if it can be pulled off in a cost-effective way.- deborah.heal deborah.heal Dec 3, 2012
  • Digital media literacy continues its rise in importance as a key skill in every discipline and profession. Despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is rare in teacher education and non-existent in the preparation of most university faculty. As lecturers and professors begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as an expected norm for academic professionals, nor as a key part of degree programs. (Carried forward from the 2012 Horizon Report) - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 Building on this challenge is the need for students to develop global literacies that provide global perspectives but with connections to local contexts. (http://www.aacu.org/liberaleducation/le-wi12/nair.cfm). According to Nair et al, universities should strive to design curriculum to support global context in ways that are, "thoroughly integrated into a student’s framework for problem solving and decision making." Such perspectives require that students critically evaluate online information and contribute to the social media discourse around global problems in ways that are informed, well-sourced and critical.- jasonr jasonr Nov 28, 2012 I'd include information literacy with this as well. - lauren.pressley lauren.pressley Dec 2, 2012- DaveP DaveP Dec 3, 2012 and transliteracy. Massively important here in the UK digital literacy is a key theme for a number of JISC programmes ads instituions grapple with the employability of graduates - paul.hollins paul.hollins Dec 3, 2012 Completely agree. Digital and media literacy is another "language" that deserves its own development, status, and credentialing.- deborah.heal deborah.heal Dec 3, 2012
  • Dividing learning into fixed units such as credit hours limits innovation across the board.For a long time now, credit hours have been the primary way of marking the progress of students in earning their college degrees. This method implies that time is an accurate and effective measure for knowledge comprehension and skill. This industrial construct hinders the growth of more authentic learning approaches, where students and teachers might make use of more creative strategies not bound by such constraints. (Carried forward from the 2012 Horizon Project Short List) Agreed. See Western Governor's University and Southern New Hampshire University for models of how competency-based can replace "Carnegie Unit." Barrier to downfall of credit hour structure will be financial aid rules still being based on credit hours.- wayne.butler wayne.butler Dec 2, 2012
  • Economic pressures and new models of education are bringing unprecedented competition to the traditional models of higher education.Across the board, institutions are looking for ways to control costs while still providing a high quality of service. Institutions are challenged by the need to support a steady — or growing — number of students with fewer resources and staff than before. As a result, creative institutions are developing new models to serve students, such as streaming introductory courses over the network. As these pressures continue, other models may emerge that diverge from traditional ones. Simply capitalizing on new technology, however, is not enough; the new models must use these tools and services to engage students on a deeper level. (Carried forward from the 2012 Horizon Report)- jasonr jasonr Nov 28, 2012 - bdieu bdieu Dec 1, 2012 This is hugely important in the US. Public institutions are entering the fifth year of state funding cuts. Student loans are swelling. Campus leaders are looking to technology for help, which might tie into institutional transformation.- bryan.alexander bryan.alexander Dec 2, 2012 - lisa.koster lisa.koster Dec 2, 2012No doubt. - wayne.butler wayne.butler Dec 2, 2012 Agreed - Dougdar Dougdar Dec 3, 2012 Agreed - paul.hollins paul.hollins Dec 3, 2012
  • Educators are increasingly expected to teach digital citizenship. The notion of digital citizenship, and our role as educators in instilling it, is not well understood. Clearly, people of all ages need to understand how to behave civilly and responsibly online, but there is disagreement as to what constitutes responsible behavior and whose province it is to teach it. Like other social mores, online etiquette varies from community to community and culture to culture; the challenge arises in the ease with which community and cultural borders are crossed or even blended in a networked world. (Carried forward from the 2011 Horizon Report) Question--can we combine this with the Digital Media Literacy listing? I think these are different facets of the same challenge.- jasonr jasonr [Editor's note: Great point, Jason, but there is enough distinction to keep these separate.] - Sam Sam Nov 30, 2012 Good post relating past to present rights and responsibility of citizens + how the practices changes in the presence of new media What Ancient Greek Rhetoric Might Teach Us About New Civics: http://dmlcentral.net/blog/ethan-zuckerman/what-ancient-greek-rhetoric-might-teach-us-about-new-civics - bdieu bdieu Dec 1, 2012 and often without any training in the area for themselves! - lauren.pressley lauren.pressley Dec 2, 2012 Linked to this is curation of your own digital life - like a tamogotchi pet of old - we must tend and manage and curate our digital lives, consider who we share with and what we share. As we feed and groom ourselves and look after our health so too must we practice this on the web - this responsibility is a key concept of digital citizenship and digital literacy. See the tuttuki bako toy for an example of how our digital and physical lives intertwine!http://www.tuttukibako.com/toy/- DaveP DaveP Dec 3, 2012
    - DaveP DaveP Dec 3, 2012
  • The global drive to increase the number of students participating in undergraduate education is placing pressure across the system.The off-cited relationship between earning potential and educational attainment, plus the clear impact of an educated society on the growth of the middle class is pushing many countries to encourage more and more students to enter universities and colleges. In many countries, however, the population of students prepared for undergraduate study is already enrolled — expanding access means extending it to students who may not have the academic background to be successful without additional support. Many in universities feel that these institutions do not have sufficient time and resources to help this set of students. (Carried forward from the 2012 Horizon Project Short List) Connection to MOOCs here. - bryan.alexander bryan.alexander Dec 2, 2012 Yes, indeed.Pushing this global drive is a rapid development agenda. acutely visible in developing nations that require radical educational solutions in order toexpand access and quality so they can meet their goals for acceleratedparticipation in the global knowledge economy; a new generation of learners, with highly differentiated types and levels of preparation, who are entering both the K–12 and higher education systems; Greater agility needed for rapidly changing knowledge and skills in the marketplace. (Kumar, 2009). The College Completion problem is a related problem also. One result of this completion problem is that we don’t have as many educated workers as we need in the U.S. Tony Carnevale, from Georgetown University, estimates that by 2018 we’ll be at least 3 million graduates short. - vkumar vkumar Dec 3, 2012
  • The growing choice that emerging technologies make possible — and how people navigate through this choice — is an on-going challenge.When there are so many options for both educators and students on which technologies to use, it is easy to lose sight of how they will impact the teaching and learning process. In online learning environments in particular, there is a plethora of available communication, collaboration, and information management platforms. Individually, each tool or application may be effective, but when used all together, they can create a complex user interface where the focus is on the technologies rather than the learning. Navigating through the potential technologies and understanding how they will interact with each other to create a simple, easy-to-use environment is a pressing issue that must be solved at the conceptual — not implementation — level. (Carried forward from the 2012 Technology Outlook for STEM+ Education) - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012Absolutely.- helga helga Nov 30, 2012- Holly.Lu Holly.Lu Dec 2, 2012- lisa.koster lisa.koster Dec 2, 2012See Search Visualizer for an example of how content might be searched and displayed in a way the end user can see patterns or content of use either in one complete work or through 1000s of full text documents, this could the type of tool to help wrangle full text OER, OA content.http://www.searchvisualizer.com- DaveP DaveP Dec 3, 2012/ Is this not part of The bigger digital literacy agenda ? (as previous point above)
  • Increasingly, it is becoming part of the public debate that educators need to improve the ability to measure learning in real time. Current assessment models are criticized for not supporting learners when they are most in need, and educational outcomes are limited by our inability to accurately assess individual student abilities and areas for improvement. Learning analytics is increasingly interesting as a possible avenue for addressing this problem, so much so that major efforts are being undertaken to explore and develop it by EDUCAUSE, the Gates Foundation, and other learning-focused bodies. (Carried forward from the 2011 Horizon Report)
  • Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.Too often it is education’s own processes and practices that limit broader uptake of new technologies. Much resistance to change is simply comfort with the status quo, but in other cases, such as in promotion and tenure reviews, experimentation with or adoptions of clearly innovative applications of technologies is often seen as outside the role of researcher or scientist. (Carried forward from the 2012 Horizon Report) Reluctance on the part of the teachers, especially those who have been teaching for a number of years has always been an issue and will continue to be. I see it everyday. Their view is why change what they "believe" works. Professional Development can help to reduce the reluctance, but this will continue to be an issue.- lisa.koster lisa.koster Dec 2, 2012Agreed.- paul.turner paul.turner Dec 3, 2012
  • Most academics aren't using new and compelling technologies for learning and teaching, nor for organizing their own research. Many researchers have not had training in basic digitally supported teaching techniques, and most do not participate in the sorts of professional development opportunities that would provide them. This is due to several factors, including a lack of time, a lack of expectations that they should, and the lack of infrastructure to support the training. Academic research facilities rarely have the proper processes set up to accommodate this sort of professional development; many think a cultural shift will be required before we see widespread use of more innovative organizational technology. Many caution that as this unfolds, the focus should not be on the technologies themselves, but on the pedagogies that make them useful. (Carried forward from the 2012 Horizon Project Short List)- rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 Question--Is this related to the first bullet on metrics for evaluation? It seems that if we expect scholars to integrate technology for teaching and learning, we need to revisit what counts as academic scholarship. Given that can these items be combined in some way?- jasonr jasonr Nov 28, 2012 I see these as separate points to the extent that the one (above) relates to evaluation of scholarly outputs and the other (here) to using or not using new technologies in one´s daily work (or indeed in achieving the aforementioned outputs), i.e. a question of media competency- helga helga Nov 30, 2012- Holly.Lu Holly.Lu Dec 2, 2012 Proper PD is essential. Teachers need to see how the technology improves the pedagogy they already use, not just how to use it. TPACK is a great way to connect what they already know with technologies that can improve it. - lisa.koster lisa.koster Dec 2, 2012 Lisa's comment, for me, goes to the heart of the issue here: if we aren't rethinking how new technology requires new approaches (e.g., it's not enough to simply take an onsite learning opportunity and replicate it as is in a new platform as we sometimes do by taping an onsite lecture and posting it online, or simply typing our lectures into PowerPoint presentations that contain mind-numbing amounts of bullet-point material without visually engaging imagery), we're not only providing inappropriate and ineffectve learning opportunities, but missing opportunities for more engaging and effective learning that the new technologies offer.- paul.signorelli paul.signorelli Dec 2, 2012
  • New modes of scholarship are presenting significant challenges to libraries and university collections, how scholarship is documented, and the business models to support these activities. While the university library has traditionally housed collections of scholarly resources, social networks and new publishing paradigms, such as open content, are challenging the library’s role as curator. Students and educators are increasingly able to access important, historic research in web browsers on devices of their choosing. As such, libraries are under tremendous pressure to evolve new ways of supporting and curating scholarship. (Carried forward from the 2012 Horizon Report)- rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012Here, I see a close(r) relation to point 1 on this list with a perspective to perhaps collapsing them into one bullet point- helga helga Nov 30, 2012
  • Online educational resources must be more mobile-friendly.As smartphones and tablets gain more traction in educational settings, there is a demand for online content to keep up, to load quickly, to be of high quality, and to be easy to use. Online educational resources must meet this demand to be relevant to today’s students. (Carried forward from the 2012 Technology Outlook for STEM+ Education)- rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012- lisa.koster lisa.koster Dec 2, 2012 True. For online programs to work, students need to have optimal access and flexibility with their learning opportunities.- Dougdar Dougdar Dec 3, 2012 Agreed the notion of the PC as the primary connection wiht institutional systems is outdated mobile must be the default consideration in supporting institutional systems - paul.hollins paul.hollins Dec 3, 2012
  • Our ability to remix and reuse content is increasingly limited. Over the last eighty or so years, but especially within the last decade, copyright laws have become more and more restrictive. Where once it was natural to study, learn from, and build upon the creative works of the past, it is now difficult even to understand what is permissible and what is not. Open content and digital scholarship are impeded by laws that circumscribe the ability of teachers and scholars to reuse material of all kinds that could be employed in the service of learning. (Carried forward from the 2011 Horizon Report) Still and issue DRM and IPR as barrier to reuse as is level of granularity of resources - paul.hollins paul.hollins Dec 3, 2012
  • The role of the higher ed educator is changing. As the focus in tertiary education shifts from teacher-centred, lecture-based classrooms to open educational resources (OERs), educators must adapt to the role of online facilitator. Because these OERs are loaded with pre-developed materials, teachers must sift through the resources and identify what is credible and revise the materials often as new information arises. In this sense, they will be online resource managers, but they also must develop creative ways to digitally interact with students in regards to those resources — otherwise they risk becoming dispensers of course materials rather than scholarly guides and instructional designers. (Carried forward from the 2012 Technology Outlook for Australian Tertiary Education).As I've alluded to in other comments, I envision a caste system developing (in place already in some sense, so technology, MOOCs, OER, competency-based credentialing will accelerate the phenomena) where top tier stars (researchers, celebrity faculty, revenue generators) will occupy top caste, and more and more "educators" won't so much be dispensers of course materials ('committees" will, perhaps in revenue-sharing partnership with publishers or OER authors who wish to capitalize their IP) as educational concierges.- wayne.butler wayne.butler Dec 2, 2012 Regardless of whether we are working onsite or online with learners (and I believe we're already clearly at the point where we need to be equally facile at both), we're going to continue to have to be very good at using a variety of models to facilitate learning and reach our learners in a world that values and benefits from social learner and learner-centric endeavors. In many ways, it seems as if the traditional model of learner engagement at the graduate-seminar level in the best of situations (where learners were very much at the center of creating the learning experiences) has become a learning model that works well for learners of all ages and at all levels of development. Like the world our learners inhabit, it's dynamic, flexible, and creative--and most importantly, it requires that we continually seek new ways and new tools so we can remain effective.- paul.signorelli paul.signorelli Dec 2, 2012
  • Simply staying organized and current presents a challenge in a world where information, software tools, and devices proliferate at the rate they do today. New developments in technology are exciting and their potential for improving quality of life is enticing, but it can be overwhelming to attempt to keep up with even a few of the many new tools that are released. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics, but following even some of the hundreds of available authorities means sifting through a mountain of information on a weekly or daily basis. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us. (Carried forward from the 2012 Horizon Project Short List) .. I definitely find keeping up with all the new developments a challenge and I am very technologically savvy (A Geek)...I can't imagine how those who aren't tech. minded must feel- lisa.koster lisa.koster Dec 2, 2012 This is clearly as much of a challenge for instructors-trainers-learning facilitators as it is for learners--something we tend to forget when we succumb to the illusion that our youngest learners are completely adept at incorporating new technology into their lives; had a great reminder of this recently when a student at a major ivy-league university was talking with me about the work we do on the Horizon project and expressing envy over how much more adept some of us are at the usual of social media tools than she is.- paul.signorelli paul.signorelli Dec 2, 2012
  • Massively Online Courses are a compelling but universities must critically evaluate their use. MOOCs, by definition excel at providing access to higher educational materials for the masses who have the means to access them. However, they have been criticized for low completion rates and an overall low engagement with the instructor (http://www.washingtonpost.com/local/education/elite-education-for-the-masses/2012/11/03/c2ac8144-121b-11e2-ba83-a7a396e6b2a7_story_1.html) (http://www.aaup.org/AAUP/pubsres/academe/2012/ND/Col/sotp.htm). How should universities integrate MOOCs to support courses and programs? What audiences are likely to benefit most from the use of MOOCs? What educational outcomes are best served through the use of MOOC courses, or through participation in MOOC courses for credit? Universities need to carefully weigh the benefits offered by integrating MOOCs with the realities of student learning in massively open educational environments.- jasonr jasonr Nov 28, 2012 good points - jochen.robes jochen.robes Dec 1, 2012- lisa.koster lisa.koster Dec 2, 2012MOOCs will become "credit by exam" preparation experiences. MOOC providers will use for branding, much like nationally prominent football/basketball programs "brand" universities now. Will be used for international outreach to build "good global citizen" brand. Analytics within MOOCs will identify types of students institution wants to attract and who will be successful. MOOC providers will generate revenue by licensing courses to lower tier institutions and share revenue with credit-granting aggregators.- wayne.butler wayne.butler Dec 2, 2012 I would suggest that "critical evaluation" is only one part of a much more important challenge: all of us involved in universities and other educational organizations must look for positive ways to see MOOCs as part of the lifelong learning continuum that benefits from coordinated rather than competitive approaches. We don't need to take a narrow either-or approach to learning that favors educational organizations over MOOCs or MOOCs over educational organizations since so much of the content is generated by educational organizations.- paul.signorelli paul.signorelli Dec 2, 2012 Agreed MOOC impact must be better understood still a case of" emporeres new clothes" ,- paul.hollins paul.hollins Dec 3, 2012
  • Poor Understanding of What a Technology Eco-system Looks Like (aka, A Little Knowledge is Dangerous) Many think that as technology systems become more approachable technology expertise becomes more expendable. What I mean by this is that everyone thinks that they are a technology expert and goes out and purchases technology "solutions" that seem to meet their particular situations without considering the broader technological eco-system that those systems need to co-exist within. As a result we have many systems with limited inter-operatibility. Technologists increasingly need to be good systems thinkers and need to advocate for infrastructures that support openness, collaboration, and collective information flows. Unfortunately, this kind of thinking is not always easy to grasp and doesn't fall neatly within our traditional spheres of operation. It also doesn't jibe well with the "IT mindset" that is very focused on narrow problem-solving rather than global solutions. This is in parallel with struggles in the world writ large over issues ranging from privacy to copyright and the challenges posed to them by new systems of information exchange.- tom.haymes tom.haymes Nov 29, 2012 Good point- helga helga Nov 30, 2012 I especially agree, when given that "a little knowledge is dangerous." - lauren.pressley lauren.pressley Dec 2, 2012
  • What happens to OER when the funding runs out?From the UK perspective there has been significant investment in OER, but this is mainly linked to funding from various agencies. With the funding now vastly reduced I see an impact on OER development and sharing and have found several examples where the content is locked down under institutional copyright as soon as the funding ends. The key to this is encouraging a culture of sustainability even digital entrepreneurship to remove the need of public funding to develop content designed to be shared.- neil.witt neil.witt Nov 30, 2012 ... and still only a small number of educators is able to develop new learning resources incorporating OER - jochen.robes jochen.robes Dec 1, 2012- jasonr jasonr Dec 1, 2012- Holly.Lu Holly.Lu Dec 2, 2012- lisa.koster lisa.koster Dec 2, 2012This brings in the need to advance new models of scholarly publishing and reward structures to match.- alanwolf alanwolf Dec 2, 2012 Sustainability is crucial to te further developmemnt of OER - paul.hollins paul.hollins Dec 3, 2012
  • Open resources need open infrastructure - damian.mcdonald damian.mcdonald Nov 30, 2012 Open is a key trend in future education and publication: open content, open educational resources (OER), MOOC, open access... Content created at universities should be open for educational purposes and for research.- rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 - damian.mcdonald damian.mcdonald Nov 30, 2012 [Editor's note: Moved here from RQ 3]- Sam Sam Nov 30, 2012- lisa.koster lisa.koster Dec 2, 2012 I've noted this in a few places, but I'll say it here too, many of the courses claiming to be MOOCs are not open by the definition that open education advocates would use. It is important to reenforce that open and free are not the same thing.- alanwolf alanwolf Dec 2, 2012
  • MOOCs have put a spotlight on residential campus education and its unique value. The challenge is to identify and articulate that value in the context of MOOCs and financial challenges. [originally posted to RQ 3, moved here]Much of the discussion about MOOCs focuses on comparisons with face to face education. Most of the early innovators have said they are not trying to replace face to face education but, on the contrary, apply lessons from distance learning that can also help improve on-campus learning. There is an important opportunity in the next several years to identify and articulate what our successful physical campuses do best and what they can do that cannot be done online. We should not think of this opportunity as zero-sum or either/or, a contest between the physical and the virtual, but rather as a chance to identify the unique strengths and weakness of each medium or channel -- including the wide-bandwidth face to face channel -- for different types of learning and teaching activities. Part of the opportunity should be a reexamination of the importance of place in learning and of the physical learning environment and how it integrates with virtual environments. - richard.holeton richard.holeton Dec 2, 2012Place-based institutions will need to identify the "unique value" or residential campus education. Those that can articulate the unique value and make a compelling value proposition argument will prevail as "boutique" experiences, appealing to the brand and class concious. "Boutiques" will probably become breeding grounds of the affluent, leadership classes less reliant on financial aid and less concerned with return on educational investment. - wayne.butler wayne.butler Dec 2, 2012 Might be worth noting that the proliferation of MOOCs, badging, prior learning assessment--these are all things that will have a significant cost to institutions as they evaluate the content and learning that has taken place outside of their own institution to determine how or if they will accept it for credit, to meet a requirement or in some other way. - drvdiaz drvdiaz Dec 3, 2012
  • Technology is creating increasingly diverse students. We sometimes look at education as a process where we take raw students in at one end and produce functional members of society at the other. As I look through all the wonderful content on these pages I see that while we focus a tremendous amount on the process and the outcomes, we spend almost no time pondering the implications of the next generation of students. Consider; 50 years ago, a group of college freshmen would have had similar experiences growing up. Sure they may have come from different parts of the country, and different parts of society but they had certain things in common. They would tend to have watched the same TV shows as there were only 3 channels. They would have listed to the same music and read the same magazines. Their parents would have probably had the same job for their whole childhood, thus creating a stability of sorts. Technology moved much slower, therefore society had more of a chance to assimilate it. How things have changed! In just the course of a 4 year college degree there will be at least 4 generations of smartphones. 3 years ago social media as it exists today didn't even exist. There are hundreds of webtools and sites created yearly and the students are creating a lot of them. You may have a student ina software class who runs a software company! Communications is instant and worldwide. Most importantly, these kids didn't all grow up playing baseball; there are a hundred different things now to shape their lives. So here is my point. A lecture to a class of 30 people is teaching to an average theoretical student. In the past the real students were close enough to each other that you could do that but these days students are increasingly diverse, not just from the teacher, but from each other. This is a huge challenge because it may very well invalidate techniques that have served higher education for centuries. - andrew.barras andrew.barras Dec 2, 2012 I saw this, but didn't comment. Closed the page, and had to come back. I think this is very very important. Even within students born at the same time, they can have radically customized backgrounds due to the longtail that they've been able to make use of their entire lives. Every classroom of 30 people has always had diversity, but now it is greater, and isn't necessarily obvious at first glance. - lauren.pressley lauren.pressley Dec 2, 2012
  • Some of the most disruptive technologies are - paradoxically - being leveraged for reactionary uses. Tablets offer the full potential of a creative toolset in a device that can accompany a student anytime, anywhere, and afford a rich set of possibilities for new learning interactions. However, multiple tablet initiatives read like variations on "back to the textbook" approaches, with tablets replacing both paper and laptops in the classroom, but relegated to a consumption-only, rather than creation mode. Similarly, MOOCs allow for the creation of new approaches to courses that can be shared with learners worldwide. However, much of the discussion seems to be governed by mimicry of the traditional large lecture course, in some cases resuscitating drill-and-kill practice and assessment, only slightly enhanced by the introduction of intelligent tutor technologies. The risk here is not that these technologies will be ignored, but rather that they will be co-opted in the service of outdated and ineffectual modes of instruction. - rubenrp rubenrp Dec 3, 2012 Yes yes yes I completely agree! Technologies are adopted when they are not disruptive and support the status quo. Great point ruben! - andrew.barras andrew.barras Dec 3, 2012