Research Question 3: Key Trends

What trends do you expect to have a significant impact on the ways in which learning-focused institutions approach our core missions of teaching, research, and service?

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  • Trend Name. Add your ideas here with a few sentences of description, including full URLs for references (e.g. And do not forget to sign your contribution with 4 ~ (tilde) characters!

  • The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.Institutions must consider the unique value that each adds to a world in which information is everywhere. In such a world, sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live and work is again at the forefront. Universities have always been seen as the gold standard for educational credentialing, but emerging certification programs from other sources are eroding the value of that mission daily. (Carried forward from the 2012 Horizon Report) Absolutely still valid, but I wonder if it even needs to be mentioned anymore (it has been carried forward, as far as I remember, from Reports prior to 2012 even) - or if it´s plainly turned out to be a permanent challenge that we live and (try to) deal with on a daily basis, with a little help from new tools for organising these resources and relationships - helga helga Nov 30, 2012 Helga makes a very valid point - this is indeed more business as usual (B.A.U.) these days - damian.mcdonald damian.mcdonald Nov 30, 2012 I agree. However, over the past year I've started thinking of this issue in a different way. The central challenge for us as educators is to define our relationship to this reality in new ways that serve our students. What I mean by this is developing a clear understanding of where our value-added is to the technological environment of today. We have never really done this collectively. We can be replaced by Khan Academy if we teach the kinds of things that Khan Academy does. Where is our value-added that is different from what [[#|computers]]or mass duplication of information provide? It is there but we are well-served as a community to make clear what those elements are both to our students and to administrators, trustees, and legislators. - tom.haymes tom.haymes Nov 30, 2012- Holly.Lu Holly.Lu Dec 2, 2012I believe the abundance of resources allow teachers to offer a differentiated learning environment. We can utilize resources to better serve students. Having said that, many students at our college still find one-to-one interaction important. Technology allows us to augment our teaching to reach all levels of students, but any resource, as always, needs to be reviewed to ensure it is giving valid information. - lisa.koster lisa.koster Dec 2, 2012 Abundance changes the economics of education in such as way as the previous model are obsolete. Many other industries are experiencing this already. I don't think you can ignore the economic aspect of it. - andrew.barras andrew.barras Dec 2, 2012 yes, absolutely.- lauren.pressley lauren.pressley Dec 2, 2012 Agreed - paul.hollins paul.hollins Dec 3, 2012- DaveP DaveP Dec 3, 2012Agree with all. However the growing reliance on and direction of open (content, courses, technology) toward addressing significant (and enduring) challenges such as College Completion, Quality, Funding; cost (higher ed tuition and fees have gone up twice that of healthcare) and the demographic Challenge (Increasing diversity, low academic readiness) is a trend. - vkumar vkumar Dec 3, 2012One of the implications of this is that the Open movement which had been largely Supply driven is becoming more demand driven - early evidence is in how MOOCs are being used by learners and some of the institutional arrangements in response to the demand that are coming into play.- vkumar vkumar Dec 3, 2012 The abundance of these educational resources and venues demands that we now also have the obligation of teaching brand new never before needed 21st Century learning skills for self-regulation and meta-learning.- deborah.heal deborah.heal Dec 3, 2012
  • Apple's introduction of airplay and the proliferation of wireless devices has led to the possibility of radically rethinking the role of technology in the traditional classroom. For almost 30 years we have thought of technology classrooms in the context of big, inflexible computer labs. Now we can liberate teaching from wires and go back to an environment where furniture can be moved and the teacher and students are free to move about the learning space. This is a throwback to more traditional teaching spaces - even going back to campfire - and will dramatically reshape what we can do. Instead of technology being the centerpiece of a learning space it is supplanted by the human teaching element and merely serves to augment our capabilities in the classroom (now if we can just get the publishers to stop using Flash...). - tom.haymes tom.haymes Nov 29, 2012 I agree that this change is important but the challenge will get architects and campus planners to catch up to the potential when they design new learning spaces.- paul.turner paul.turner Dec 3, 2012 [Editor's Note: Great insights! This reads like a trend, so we moved it here from RQ 2] - Sam Sam Nov 30, 2012See comments in RQ2 - lisa.koster lisa.koster Dec 2, 2012 Tina Seelig at Stanford talks a lot about designing optimal learning spaces.....flexible seating arrangements, tables with wheels, nimble wi-fi connection all for the impact of learning happening in spontaneous and creative ways.- deborah.heal deborah.heal Dec 3, 2012
  • Computers as we know them are in the process of a massive reinvention. The computer is smaller, lighter, and better connected than ever before, without the need for wires or bulky peripherals. In many cases, smart phones and other mobile devices are sufficient for basic computing needs, and only specialized tasks require a keyboard, large monitor, and a mouse. Mobiles are connected to an ecosystem of applications supported by cloud computing technologies that can be downloaded and used instantly, for pennies. As the capabilities and interfaces of small computing devices improve, our ideas about when — or whether — a traditional computer is necessary are changing as well. (Carried forward from the 2012 Horizon Project Short List) Mobile computing is another area that may be regarded as B.A.U. as far as we are concerned in the U.K. - the main difficulty is getting things to work across all systems. As a Windows 8 mobile early adopter, I am paying the price for my techno-enthusiasm - it's not just users with old technology that are hindered by lack of compatibility. - damian.mcdonald damian.mcdonald Nov 30, 2012 Agree with what Damian has written, and would add that a massive challenge for all of us is how we find the funds to keep up with changing technology--something that the Bring Your Own Device/Bring Your Own Technology movement seems to be partially resolving for us.- paul.signorelli paul.signorelli Dec 2, 2012 I would go further still. We're beginning to realize ubiquitous computing as our sense of computer as single thing begins to unravel. Computing is disintegrating, becoming invisible as it weaves itself ever further into the fabric of life. We're moving computation into multiple pieces, different objects of computation. Services increasingly arc between hardware objects in ecosystems. Our interfaces shrink (or expand) from the old keyboard + mouse to gestures, returning interaction to more and more of our bodies. - bryan.alexander bryan.alexander Dec 2, 2012- lisa.koster lisa.koster Dec 2, 2012 Computing is indeed disintegrating or as I put it disaggregating. - andrew.barras andrew.barras Dec 2, 2012 agreed. - lauren.pressley lauren.pressley Dec 2, 2012 100% - Dougdar Dougdar Dec 3, 2012 Agreed the whole BYOD Bring you own devices agenda is rising as a challenge for institutions - paul.hollins paul.hollins Dec 3, 2012 Managing the devices is fairly simple -mostly about connectivity but how do institutions manage the apps on each device? If students start submitting portfolios on evernote or pocket, how can we manage access for everyone if each app has to be paid for by the individual linked to their itunes or google play account?- DaveP DaveP Dec 3, 2012 This presents a key challenge for instructional design...ways to stay up with ever evolving design and functionality of devices. - deborah.heal deborah.heal Dec 3, 2012- jasonr jasonr Dec 3, 2012 Devices like Apple's iPad are filling a niche that is neither 'big smart phone' or 'small laptop.' As more people use, and discuss the ways they are finding to use, devices like the iPad, it is becoming clear that these are neither oversized phones nor stripped-down laptops. Instead, they represent a new class of devices that perhaps we were not even aware we wanted until they became available — and almost ubiquitous. They are more and more commonly seen, and are already gaining a footing in education, the health industry, and other sectors as tools for learning and for serious work. (Carried forward from the 2011 Horizon Report.) Once again, this is not a taste of things to come - it's something that I come across every day. - damian.mcdonald damian.mcdonald Nov 30, 2012 My Samsung Note (a "phablet") is another good example of this, neither fish (phone) nor fowl (laptop).- bryan.alexander bryan.alexander Dec 2, 2012 As prices continue to drop, these devices will become more commonplace and students will be coming to school with them instead of laptops.- lisa.koster lisa.koster Dec 2, 2012 Having played with the iPad Mini, I would say that it has a lot to offer. The size difference adds comfort, but the display still provides clarity and quality for a number of uses. - Dougdar Dougdar Dec 3, 2012 Next generation of displays with smarter ways to share content, will be useful in Higher Education. Adding screens by proximity, for instance - Dec 3, 2012I don't think we have reached the 'tipping point' quite yet with students and faculty carrying tablets - but's it coming - especially if manufacturers can continue to innovate and get the price point down in the $100-200 range for fully functioning table devices.- paul.turner paul.turner Dec 3, 2012 Again, in the world of instructional design, we need to be thinking of design that can accomodate smaller screens.- deborah.heal deborah.heal Dec 3, 2012
  • I think that the following trends: "Computers as we know them," "Rethinking the Classroom," "The Growing Availability of Bandwidth," "Students want to use their own technology," New Technological Models are Emerging," "New Pedagogical Models," Teaching Paradigms are Shifting," and "There is a growing willingness on the part of Administrators to Consider New Approaches to Teaching" should be merged into one trend as they all speak to the same point and/or reflect the same emerging reality. I would propose: The reshaping of our understanding of what technology is, and where it fits, will radically transform existing learning eco-systems. - tom.haymes tom.haymes Dec 3, 2012
  • Digital humanities has emerged as a lively, challenging force within the humanities.Projects proliferate, support systems grow (think of the federal Office of Digital Humanities (NEH) !), new job descriptions are attracting people in new career paths. Technologies help shape the DH community, from its famous reliance on Twitter to the way Web 2.0 services in general have supported a broad DH community. New forms of scholarship and teaching are surfacing from this movement. - bryan.alexander bryan.alexander Dec 2, 2012 It is very interesting to watch this change. It reminds me very much of the introduction of computational methods into several fields in the sciences including the political and cultural changes.- alanwolf alanwolf Dec 2, 2012 DH is definitely gaining respectability and advocates on my campus.- paul.turner paul.turner Dec 3, 2012 Some of the most interesting innovations in education today are coming from within this movement - in fact, I'd say that I've seen more radical proposals from it recently than from its counterparts in math and the sciences. - rubenrp rubenrp Dec 3, 2012 We're a little slow sometimes in the humanities and social sciences. :-) - tom.haymes tom.haymes Dec 3, 2012
  • Education paradigms are shifting to include online learning, hybrid learning and collaborative models.Budget cuts have forced institutions to re-evaluate their education strategies and find alternatives to the exclusive face-to-face learning models. Students already spend much of their free time on the Internet, learning and exchanging new information — often via their social networks. Institutions that embrace face-to-face/online hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. We are beginning to see developments in online learning that offer different affordances than physical campuses, including opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments. (Carried forward from the 2012 Horizon Report) Again, hearkening back to my comment above: We have to ask whether our educational model is effectively reproduced in an online environment and/or how to preserve what makes the academy unique in a fairly generic online environment such as Blackboard, Moodle, etc. I think we can do this but we need to make that goal explicit or risk irrelevance. The risk is especially high in the online environments most educational institutions use today, which tend to emphasize archaic teaching strategies because of limited user-interface design options. - tom.haymes tom.haymes Nov 30, 2012- Holly.Lu Holly.Lu Dec 2, 2012- lisa.koster lisa.koster Dec 2, 2012 Agreed. The student population shifts towards more non-traditionals has helped facilitate some of this, though there is still resistance within certain circles.- Dougdar Dougdar Dec 3, 2012 It is true that online environments (and the plethora of increasingly capable LMSs) will force teaching to change. In order for the student as 'active agent' is to emerge, the teacher in his/her traditional role has got to shifit to a new role of a learning partner. Right now, without enough professional development, this change is difficult and not always successful. It requires training and a mental orientation to becoming a mentor and guide rather than a top-down education distributor of knowledge.- deborah.heal deborah.heal Dec 3, 2012 Deborah, I would agree. However, we need to figure out ways to design online environment that better facilitate this kind of teaching. Most of the ones I've seen facilitate top-down knowledge distribution. This is because it is easier to sell someone one the familiar when it is anchored in the familiar and the fact of the matter is that most educators and administrators evaluating the purchasing of these systems have been brought up in this kind of educational environment. It doesn't make sense for LMS vendors to get too radical on this group when they are trying to sell institutions on systems. I think the trend here is that the online learning model, as we know it, will appear increasingly broken as the end product continues to be sub-optimal, forcing good teachers and students to look outside of the traditional educational software environment (which creates its own set of challenges). - tom.haymes tom.haymes Dec 3, 2012
  • Educational games are increasingly being used to not only master new concepts, but also apply and assess them. Games have proven benefits in engaging learners of all ages and helping them better understand complex material. Taking that notion one step further, simulations and game-based scenarios enable students to apply what they have learned in a realistic environment and receive instant feedback. Game development is one of many strategies employed in higher ed environments, as it is inherently multi-disciplinary, requiring programming, engineering, design, and other key skills to create a successful game. (Carried forward from the 2012 Technology Outlook for STEM+ Education) Even simple games can help students to understand concepts that are considered easy to grasp. I used a simple game in my class. The result was amazing. In order to "win", students had to figure out what they were doing wrong, thus forcing them to "learn". I find students today are reluctant to "make mistakes", but in the game environment, they are willing to take chances.- lisa.koster lisa.koster Dec 2, 2012 Educational games are a beautiful idea, and each time I attend a technology conference I am intrigued at the various ways people are trying to introduce this type of learning, but I have yet to see it successfully used on a widespread basis, and I still believe that the use of the word "game" is one of the greatest barriers to widespread adoption - the theory and the practise are based on sound principals, but there is still a long held belief that "games" have no place in H.E. - damian.mcdonald damian.mcdonald Nov 30, 2012 I agree. We need to understand that practically everything we do is technically a "game." Students constantly "game" our classes to get the best grade possible ("level up," if you like). How can we use this insight coupled with technology to become game masters again? - tom.haymes tom.haymes Nov 30, 2012 Agreed about the word "game"; try replacing it with "simulation". Gaming is still in early adopter stage for higher education; the question is when, and if, it will cross the chasm into the mainstream. - bryan.alexander bryan.alexander Dec 2, 2012 As mentioned earlier, there is high potential when teaching STEM. A consideration is that the demand in K-12 is increasing for game-base solutions. While higher education may not be embracing the implementation of educational gaming as readily, institutions will need to think about ways to prepare future educators for using these learning strategies, as well as developing programs specifically aimed and developing educational gaming solutions.- Dougdar Dougdar Dec 3, 2012 actually it is used today the term "serious games", as those which are continous or H.E. oriented. It is an important trend, I guess. They are defined as games with more purposes than the entertaining. - Dec 3, 2012 Instead of using the word game, I would suggest using the word and concepts of 'gamification'. It is important to recognize that not all elements of gamification are useful for motivation and academic success. A thorough learner analysis is needed coupled with a careful examination of desired outcomes before any elements of gamification are employed. If however, these conscientious steps are taken, gamification of courses can be immensely successful with students enjoying the process of learning so much they not only surpass all standards and expectations easily, but they *enjoy* the process of learning because they now have meaningful choice.- deborah.heal deborah.heal Dec 3, 2012 What's wrong with making education "entertaining"? It's been the greatest entertainment of my life. Why can't we recognize that? In the immortal words of Frank Zappa, "Whatever happened to all of the fun in the world?" Seriously (or maybe not), I don't think we should overlook the "fun" aspect of gaming. That's an essential part of what makes it work. I also think we need to have more fun in teaching and learning to reap the potential benefits here. - tom.haymes tom.haymes Dec 3, 2012 I agree that game-based approaches are definitely still an emerging trend. However, I caution against positioning GBL as "gamification", as that word has specific connotations related to the use of game mechanics, and in some cases evoke a more behavioristic perspective, particularly when badges are paired with gamified approaches. I think we should look at game-based learning as a spectrum of teaching and learning strategies that offer opportunities for experiential learning, in ways that incorporate both philosophical, strategies, mechanics and technologies to support learning and, that hopefully have positive motivational outcomes.- jasonr jasonr Dec 3, 2012
  • Education entrepreneurship is booming. We've seen hundreds of start-ups pounce on the .edu space, accompanied by new moves from giant firms. Lots of venture capital funding is flowing, and lots of media attention. - bryan.alexander bryan.alexander Dec 2, 2012 So, we need to ask where will the return on investment will come from and what (or who) is the product. - alanwolf alanwolf Dec 2, 2012 I think we'll be seeing more and more of this as people continue to discuss the idea of the higher education bubble. - lauren.pressley lauren.pressley Dec 2, 2012 Everyone is jumping on the bandwagon here as old institutional paradigms are crumbling....yet, is the quality there, are students being exploited? My thinking is *always* about the impact on students with any of these massive financial outpourings. Who's really being served?- deborah.heal deborah.heal Dec 3, 2012 Let's not forget the potential for institutions to engage in their own internal entrepreneurship. There has been a big drive for this at Houston Community College and it is a central part of our strategic planning. I'm particularly interested in the rapid iteration of Eric Ries's The Lean Startup and how that might be applied at our institutions. - tom.haymes tom.haymes Dec 3, 2012

  • The growing availability of bandwidth will dramatically change user behaviors in teaching, learning and research over the next five years. The advent of cloud computing has alleviated the burden of storing software, email services, and other applications locally. Major resources are now accessible via web browser in just one click, no longer bogging down computer speed. Students and educators can now connect and collaborate with more ease, transfer files and information quicker, and store more new content. (Carried forward from the 2011 Technology Outlook for UK Tertiary Education) Cloud computing is, without doubt, the shape of things to come, but I believe it will be a gradual evolution, rather than immediate revolution, and that, in the end, widespread adoption will be driven, as many of these are, by economic rather than pedagogical forces - if it saves us money, we will adopt it. If it doesn't we won't. - damian.mcdonald damian.mcdonald Nov 30, 2012 The more we move to the cloud, the less we need those services on campus. Big implications for IT and library.- bryan.alexander bryan.alexander Dec 2, 2012- lisa.koster lisa.koster Dec 2, 2012 So higher ed institutions and students, whether affiliated with an institution or independent, need to take care that they are not exchanging short-term savings for vendor lock in like we have seen in journal pricing.- alanwolf alanwolf Dec 2, 2012 I like the way cloud computing also levels the playing field for the underserved around the world.- deborah.heal deborah.heal Dec 3, 2012
  • Increasingly, students want to use their own technology for learning. As new technologies are developed at a more rapid and at a higher quality, there is a wide variety of different devices, gadgets, and tools from which to choose. Utilizing a specific device has become something very personal — an extension of someone’s personality and learning style — for example, the iPhone vs. the Android. There is comfort in giving a presentation or performing research with tools that are more familiar and productive at the individual level. And, with handheld technology becoming mass produced and more affordable, students are more likely to have access to more advanced equipment in their personal lives than at school. (Carried forward from the 2012 Horizon Project Short List) This trend is well known in the business world as Bring Your Own Device (BYOD) - and I agree that this is also a trend in higher education. - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 Agreed, it's an exciting trend - Melissa.Langdon Melissa.Langdon Dec 2, 2012 Ditto! Bring Your Own Device/Bring Your Own Technology is already with us, and we need to be exploring how to make this work for all involved so that we don't lose those learners who don't yet have their own devices/technology. Agreed.- deborah.heal deborah.heal Dec 3, 2012 - paul.signorelli paul.signorelli Dec 2, 2012 This is indeed the way things will have to go, but in order to ensure compatibility, we will have to issue approved device lists to students, and those unable or unwilling to buy devices on the list will inevitably be left behind, which is simply not acceptable. Agreed.- deborah.heal deborah.heal Dec 3, 2012 The alternative is providing students with compatible hardware, which one or two of our programmes are starting to do. Ironically, bearing in mind Rudolf's comment above, it is our Business School that is leading the way... - damian.mcdonald damian.mcdonald Nov 30, 2012 Instituions are beginning to recognise BYOD and there's a trend to attempt to lock systems down. The issue is that outdated usage and security policies are being applied to mobile technology owned by students and staff. Cohesive, flexible and sustainable policy and guidance is the solution, and a willingness for institutions to be open to BYOD- neil.witt neil.witt Nov 30, 2012 It's not just students, but also staff and faculty. Sure, not so technophilic as teenagers, but getting there, as their consumer lives become increasingly networked. - bryan.alexander bryan.alexander Dec 2, 2012 We are looking into this at our school. I have tablet PCs in my classroom that students can use and many of them still want to use their own computers. BYOD is definitely in the future for schools, but as already mentioned, it's important for schools to have a plan to ensure that students who don't have the funds are not left behind. - lisa.koster lisa.koster Dec 2, 2012
  • Institutions are increasingly exploring technologies that allow teachers and students to better collaborate. Social networks and cloud-based tools and applications are changing the ways teachers and students communicate with each other. Open resources such as wikis and Google Apps also enable the free exchange of ideas and prompt insightful discussions between teachers and students. The result is more opportunities for collaboration, and a change in the dynamic of the teacher-student relationship that promotes more of an equilibrium. (Carried forward from the 2012 Horizon Project Short List) I believe our Trojan horse when it comes to the use of collaborative tools in teaching will be their wholesale adoption by the research community - if academics find such tools useful in their research, this should filter through to their teaching. Eventually. - damian.mcdonald damian.mcdonald Nov 30, 2012 We need to understand the different kinds of collaboration as spelled out by Clay Shirky and develop strategies to move our students "up the ladder" of collaboration for their own benefit as well as society writ-large. - tom.haymes tom.haymes Nov 30, 2012 Student collaboration has been shown to foster the development of student self-regulation.- deborah.heal deborah.heal Dec 3, 2012
  • Lecture capture, podcasting, and cheap personal video recorders increasingly make it much easier to prepare lecture-style content for students to see/hear before coming to class. There is an ever-growing cadre of professors posting lectures, pre-lectures, and other video-based reflections online. Similar to how students would prepare for class by reading a book, they can now watch or listen to educators exploring the course material beforehand. This frees up time during class to engage in responsive activities and collaborative problem-solving. The driving forces behind this trend are popular models such as Khan Academy, which contains thousands of brief video tutorials that convey material. (Carried forward from the 2012 Horizon Project Short List) One of the problems I have with live lecture capture, which is currently in the process of being adopted wholesale by our institution, is that the research suggests that it's simply not the best way of presenting the information - short and to the point pre-prepared materials are far more useful to students than warts and all videos. As such, I would separate out live lecture capture and pre-recorded capture as two different things. Live lecture capture may well lead to the desire for, and acceptance of, the value of pre-recorded materials, but wouldn't it be better to just skip the hugely expensive installation of recording infrastructure in every lecture theatre and give everyone a webcam to use in their office? - damian.mcdonald damian.mcdonald Nov 30, 2012 Of course, is the lecture not archaic and technologies such as these only serve to encourage archaic content-delivery? Where does the traditional lecture fit into a world characterized by information abundance, not scarcity? Until we answer this question, capturing it doesn't make much pedagogical sense in 99% of the cases out there. - tom.haymes tom.haymes Nov 30, 2012 Agreed the proliferation of personal devices facilitates lesson/lecture capture - paul.hollins paul.hollins Dec 3, 2012 I still think there is good work to be done to help develop learning tools that help students make their own learning materials with video lectures or other forms of educational video instruction. Capturing lectures via video is now easy - knowing how to find and make sense of the growing body of video available is less easy.- paul.turner paul.turner Dec 3, 2012 The best suggested approach here is to create pre-recorded lectures with the main key points and key words instead of putting the whole lecture up. This way, the student is able to start developing a cognitive schema before walking through the door of the classroom.- deborah.heal deborah.heal Dec 3, 2012
  • Massively Open Online Courses (MOOCs) are proliferating. Led by the successful early experiments of world-class institutions (like MIT and Stanford), MOOCs have captured the imagination of senior administrators and trustees like few other educational innovations have. High profile offerings are being assembled under the banner of institutional efforts like MITx, and large-scale collaborations like Coursera and the Code Academy. As the ideas evolve, MOOCs are increasingly seen as a very intriguing alternative to credit-based instruction. The prospect of a single course achieving enrollments in the tens of thousands is bringing serious conversations on topics like micro-credit to the highest levels of institutional leadership. (Carried forward from the 2012 Technology Outlook for STEM+ Education)I agree, this is an important trend, connected to a general open movement. - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012Agree- helga helga Nov 30, 2012 Amen to that. - damian.mcdonald damian.mcdonald Nov 30, 2012 How does this relate to collaboration? - tom.haymes tom.haymes Nov 30, 2012 agree, but what we can see now is a wide range of MOOCs covering completely different pedagogic approaches and technical infrastructures - jochen.robes jochen.robes Nov 30, 2012- Holly.Lu Holly.Lu Dec 2, 2012 Agree with comments already posted, and would suggest that we should be looking for ways to connect MOOCs and more formal learning opportunities so that learners move seamlessly between those options to meet their lifelong learning needs.- paul.signorelli paul.signorelli Dec 2, 2012 Important to recognize the huge difference between xMOOCs (Stanford, Coursera) and urMOOCs (DS106, Connectivism). - bryan.alexander bryan.alexander Dec 2, 2012- lisa.koster lisa.koster Dec 2, 2012 it'd be weird for the report to not mention this. - lauren.pressley lauren.pressley Dec 2, 2012- DaveP DaveP Dec 3, 2012 This is a huge movement that is just getting off the ground. It is being used as a testing ground by many institutions of higher learning to see how online education works for higher ed delivery....but, it is already morphing into short term classes to promote college readiness and help existing students stay in college. Much remains to be seen about this emerging trend. Several of the big issues are: forming legitimate teams for collaboration, handling platform crashes due to the sheer weight of student activity, and whether or not these courses qualify for credit.- deborah.heal deborah.heal Dec 3, 2012
  • New pedagogical models are emerging that encourage a wide range of technologies and tools to be embedded seamlessly into the course design.In the traditional pattern, when a new technology emerges, there is a period of time where it is studied as an independent variable to find out its impact on learning outcomes. New pedagogies are emerging, however, in which technologies play a supporting, rather than a central role, allowing much faster assessment of the value of the tools employed. In these models, more basic ideas are central, such as 24/7 Internet access for students, use of their personal devices, and considerable flexibility in the apps or software applied to the learning goals. (Carried forward from the 2012 Technology Outlook for STEM+ Education)These new pedagogical models are also important for the creation of new interactive multimedia digital textbooks.- rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 How do we use technology to explode this model entirely? - tom.haymes tom.haymes Nov 30, 2012 What are some examples of this new pedagogical model (a fairly serious claim)?- richard.holeton richard.holeton Dec 1, 2012 One that comes to mind - Challenge Based Learning - Holly.Lu Holly.Lu Dec 2, 2012 See "Adventure Learning" by LT New Media LABS at UMN. - deborah.heal deborah.heal Dec 3, 2012
  • People expect to be able to work, learn, and study whenever and wherever they want. Life in an increasingly busy world where learners must balance demands from home, work, school, and family poses a host of logistical challenges with which today’s ever more mobile students must cope. Work and learning are often two sides of the same coin, and people want easy and timely access not only to the information on the network, but also to tools, resources, and up-to-the-moment analysis and commentary. These needs, as well as the increasingly essential access to social media and networks, have risen to the level of expectations. The opportunities for informal learning in the modern world are abundant and diverse, and greatly expand on earlier notions like “just-in-time” or “found” learning. (Carried forward from the 2012 Horizon Report) They do, already! - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 Agree. Much like the first point on this list, this trend has become an established fact of life. Yet again, it hasn´t been around for long, so it will be interesting to see long term studies on how these changes affect our ways of living, working, our social and family lives and not least our health. I see both pros and cons.- helga helga Nov 30, 2012 Still in its infancy, I guess, but what people want, and what they need, are not necessarily the same thing. - damian.mcdonald damian.mcdonald Nov 30, 2012- lisa.koster lisa.koster Dec 2, 2012 - andrew.barras andrew.barras Dec 2, 2012 And not just from one institution - this course here, this expereince there and this mooc here. May be the digital viva for accreditation might be a growth industry.- DaveP DaveP Dec 3, 2012 I agree that this is a huge consideration for educational design and delivery in the future. Those that make learning impactful, easy, relevant and convenient will succeed.- deborah.heal deborah.heal Dec 3, 2012
  • Social media is changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than one billion people use Facebook regularly; other social media platforms extend those numbers to nearly one third of all people on the planet. Educators, students, alumni, and even the general public routinely use social media to share news about scientific and other developments. Likewise, scientists and researchers use social media to keep their communities informed of new developments. The fact that all of these various groups are using social media speaks to its effectiveness in engaging people. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector. (Carried forward from the 2012 Technology Outlook for STEM+ Education)The more we try and use Social Media for educational purposes, the less it will be used by our students - we are already teaching groups of students at my institutional how to manage their online profiles so that potential employers can see them in a positive way before they offer them an interview. Social media is very now, but I believe it is trending down. - damian.mcdonald damian.mcdonald Nov 30, 2012 I disagree. First, we're not talking about social media as much because it is becoming assumed. Asocial Web: that's weird. Second, some students resist some uses of some social media, depending very much on institutional culture, individual classes, specific platform, and other factors. "Creepy Treehouse" is not universal, nor do we have good evidence for it being the majority of experience. Third, scholarly publication continues to shift into the social media space, such as discipline-specific blogs. *That* has a huge impact on faculty, sometimes more than anything in the teaching and learning space.- bryan.alexander bryan.alexander Dec 2, 2012 Absolutlely. Again the use of social media for the purposes of building peer-to-peer scaffolding will increase the prevalence of much need self-regulation skills.- deborah.heal deborah.heal Dec 3, 2012
  • Teaching paradigms across are shifting to include online learning, hybrid learning, and much more teamwork and collaboration. Budget cuts have forced institutions to re-evaluate their traditional approaches and find alternatives to seat-bound learning models. What Horizon Project researchers began tracking several years ago as a challenge has morphed in this climate into an increasingly interesting trend. Students already spend much of their free time on the Internet. We are beginning to see developments in online learning that offer similar — and for particular groups of students, even better — environments than physical campuses, and include team tasks and digital skills. Hybrid models, which blend classroom and online experiences, are often seen as the best of both worlds, and thus are emerging as an ever more common norm for course design. (Carried forward from the 2012 Technology Outlook for STEM+ Education)....I'm not sure if paradigms are shifting, but I think a reasonable claim is that there is more widespread discussion and use of online learning, hybrid learning, and (perhaps) team and collaborative teaching (if that is what is meant). - richard.holeton richard.holeton Dec 1, 2012 - andrew.barras andrew.barras Dec 2, 2012 Yes! AND universities and districts must be willing to invest time, energy and IT talent to make the technical experience seamless.- deborah.heal deborah.heal Dec 3, 2012
  • There is a growing willingness on the part of administrators to consider new approaches to combining face-to-face and technology-assisted instruction. While blended methods of instruction have been part of the toolset available to faculty for over two decades, they are becoming increasingly common. Older students with jobs and families, and students who live in remote locations that prevent regular on-campus attendance, have long sought alternative means of attending courses. Today we are seeing a growing number of conventional students opting for blended classes, and remote instruction is also seen as a viable means of supporting increasingly large survey courses that cannot be accommodated in existing classroom spaces. For these and other reasons, administrators are more interested than ever in these kinds of approaches. (Carried forward from the 2011 Horizon Report)Surely this too is B.A.U. for most, if not all, of us? - damian.mcdonald damian.mcdonald Nov 30, 2012 I have many students who are in the situation where they can't always make it to class. Increasing the offering of alternative delivery methods and the ability to "attend" class is key. The tools are there, we just need to start being open to implementing them.- lisa.koster lisa.koster Dec 2, 2012
  • There is an increasing interest in using data for personalizing the experience and for performance measures.As learners participate in online activities, they leave a vast trace of data that can be mined for a range of purposes. In some instances, the data is used for intervention, enrichment, or extension of the learning experience. This can be made available to instructors and learners as dashboards so that student progress can be monitored. In other cases, the data is made available to appropriate audiences for measuring students’ academic performance. As this field matures, the hope is that this information will be used to continually improve learning outcomes. (Carried forward from the 2012 Technology Outlook for Australian Tertiary Education)
  • There is a recent emphasis in the classroom on more challenge-based and active learning.Challenge-based learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones now have proven applications in higher education institutions, educators are leveraging these tools, which students already use, to connect the curriculum with real life issues. The active learning approaches are decidedly more student-centered, allowing them to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter. Studies of challenge-based learning in practice, including two authored by the NMC, depict an increase in the uptake of 21st Century Skills among learners, including leadership and creativity. (Carried forward from the 2012 Horizon Report) ... I think these claims really need examination. It seems a bit of a self-fulfilling prophecy insofar as NMC and Apple paired up for a "challenge based learning" project. As far as I can tell, this concept is a re-packaging of a special form of problem based learning, that has been discussed in the educational literature mainly in the area of biomechanics. That's not necessarily a bad thing. But the Apple-NMC reports on challenge based learning are not real "studies" or serious academic research, and I think we should be cautious about asserting self-created "trends." As for the claim that there is a recent emphasis on active learning, I do really hope that is the case but would like to see evidence of it, beyond our wishful thinking. We tend to seize upon each new trend or technology -- currently, MOOCs -- as the harbinger of more use of active learning pedagogies. In the case of MOOCs at least, the jury is certainly still out. - richard.holeton richard.holeton Dec 1, 2012
  • The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized. The continuing acceptance and adoption of cloud-based applications and services is changing not only the ways we configure and use software and file storage, but also how we conceptualize those functions. It does not matter where our work is stored; what matters is that our information is accessible no matter where we are or what device we choose to use. Globally, in huge numbers, we are growing accustomed to a model of browser-based software that is device independent. While some challenges still remain, specifically with notions of privacy and sovereignty, the promise of significant cost savings is an important driver in the search for solutions. (Carried forward from the 2012 Horizon Report) Agreed - see The growing availability of bandwidth will dramatically change user behaviours in teaching, learning and research over the next five years &Increasingly, students want to use their own technology for learning. One manifestation of this is the use of synchronization in education content on different devices through cloud computing, which is changin our perception of qhere is what, but promoting cooperation - Dec 3, 2012. Agreed. This trend is really challenging the role of central IT organizations as traditional places faculty and students turn to for IT tools and support. Apple and others are keenly interesting in promoting their tools directly to faculty without central IT in the conversation.- paul.turner paul.turner Dec 3, 2012
  • What were previously thought of as new and disruptive forms of scholarship are now becoming the norm for scholarly communication. Blogs, open textbooks, electronic journals, and forms of expression embodied in new media formats have challenged notions of scholarly writing and communication for several years. Yet these techniques are increasingly common and are readily accepted as informal outlets for scholarly work. A more gradual trend toward official acceptance is moving slowly, but its stirrings are visible in the adoption of electronic content, experiments with crowd-sourcing, and open, online peer review of scholarly work. This trend is related to the challenge of developing metrics for evaluating such work, noted in the 2010 Horizon Report, as well as again in 2011. (Carried forward from the 2012 Technology Outlook for Australian Tertiary Education) ... Here is an example of a new model for scholarly communication that has garnered a lot of attention: -- it's a scholarly paper, an interactive geospatial mapping tool, and set of learning objects all in one.- richard.holeton richard.holeton Dec 1, 2012 Exactly. Cf my comments about scholarly communication above. Add to this the longstanding yet still urgent crisis in scholarly publication. - bryan.alexander bryan.alexander Dec 2, 2012 Crowdsourcing and 'rapid failure' feedback could more finely hone research results..- deborah.heal deborah.heal Dec 3, 2012
  • The world of work is increasingly collaborative, driving changes in the way student projects are structured.Because employers value collaboration as a critical skill, silos both in the workplace and at school are being abandoned in favor of collective intelligence. To facilitate more teamwork and group communication, projects rely on tools such as wikis, Google Docs, Skype, and easily shared file-storage sites including Dropbox. Students are increasingly evaluated not just on the overall outcome, but also on the success of the group dynamic. In many cases, the way an online collaboration tool is used is an equally important outcome. Like the wiki used to create this report, such sites preserve the process and the multiple perspectives that lead to the end results. (Carried forward from the 2012 Horizon Report) Not sure who posted this..but I agree...- lisa.koster lisa.koster Dec 2, 2012 Yes! Project based learning is essential for success in future employment.- deborah.heal deborah.heal Dec 3, 2012
  • DIY is changing our production models for publishing in combination with the trend to open content, OER and open accessmake it necessary for today often separate departments at universities (library, e-learning, it-services, multimedia services) to closely cooperate and to design new production processes. In order to be able to publish digital textbooks open access it is important to use open standards. Apple gave us with iBooks Author an idea, how easy it could be to create interactive multimedia e-books (and textbooks), but this is a dead end, because Apple uses a proprietary format and restricts the usage of the created content to their own devices. - rudolf.mumenthaler rudolf.mumenthaler Nov 28, 2012 Open resources need open infrastructure (See below!) - damian.mcdonald damian.mcdonald Nov 30, 2012 I think we need to add to this DIY programming such as outlined in this article. tom.haymes tom.haymes 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: The "open resources need open infrastructure" and the description beneath reads more like a challenge. Moving to RQ 4.]- Sam Sam Nov 30, 2012 trends and challenges always come together, but I see the point. Open is such a powerful, huge claim, not sure how to deal with that - jochen.robes jochen.robes Dec 1, 2012- lisa.koster lisa.koster Dec 2, 2012 especially since many of the courses claiming to be MOOCs are not open in 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 New 'standards' and measures of competencies have to be set for this new arena.- deborah.heal deborah.heal Dec 3, 2012
  • Assessment and Accreditation are changing to validate life-long learning and a modular structure
    The traditional degree, with its four-year time commitment and steep price tag, made sense when the university centrally aggregated top academic minds with residency-based students.The benefit of modern, online education is that the burden of logistics and infrastructure are greatly reduced, allowing for the potential of a fluid, lifelong education model. Initiatives: ;; /OER_university/Home ; - bdieu bdieu Dec 1, 2012 - andrew.barras andrew.barras Dec 2, 2012 I think this area is starting to become a major trend tied to open education / open badges / MOOCs, etc but maybe we should be looking more boradly at trends in credentialing, so Credentialing and Accreditation rather than Assessment. - Nick Nick Dec 2, 2012 Yes and along with this the increasing importance of ePortfolios and the recording of all evidences of learning.- deborah.heal deborah.heal Dec 3, 2012
  • Formal and Informal Learning. Both formal and informal learning experiences are becoming increasingly important as college graduates continue to face a highly competitive workforce. Additionally, many employers are disappointed with the lack of knowledge and skills new graduates are bringing to the workforce. In online environments, leveraging both formal and informal learning experiences for students can be cumbersome, as much of the learning requires simulated informal instruction. The majority of research focuses on formal classroom experiences, therefore many of the measures germane to teaching and learning engagement and presence focus on experiences that occur in a formal and structured context. Related measurement instruments most often ask students to share perceptions of how their individual learning manifested within the confines of the formalized, somewhat contrived context. Although not as extensive, there is a respective body of literature that addresses informal learning contexts. Rarely however, are students asked to reflect on how their formalized learning experiences ultimately impact their informal learning experiences. This type of learning will become increasingly important in online learning environments of all kinds (fully online, blended, on-demand, etc).- melissa.burgess melissa.burgess Dec 1, 2012 ... Very sympathetic with this general notion and thanks for this. "Most learning takes place outside the classroom" has been the mantra here. Where are we seeing this trend (if it's a trend)? I'm a little sad it would be driven by competitive workforce pressures. :) There's lots of research from the student affairs folks -- George Kuh et al. -- about the importance of informal learning opportunities. That research goes back a couple decades, and continues. It's focused on student success. There is also Richard Light's work (Harvard) on the importance of ad-hoc study groups. A major study of undergraduate education at Stanford released last year recognized the importance of learning outside the classroom: . - richard.holeton richard.holeton Dec 1, 2012- Holly.Lu Holly.Lu Dec 2, 2012 Supporting the idea that informal learning is a huge part of the lifelong learning process and, at the same time, responding to Richard Holeton's question about where we're seeing the informal learning trend: workplace learning and performance (staff training) publications/conferences/meetings/webinars are full of discussions on the topic, and there are plenty of great resources available. One recent article, written by Patti Shank for the eLearning Guild, provides a wonderfully written and concise overview while also providing links for further exploration.- paul.signorelli paul.signorelli Dec 2, 2012 Maybe framing MOOCs this way for the Trends section? Seems very related. - lauren.pressley lauren.pressley Dec 2, 2012 In agreement here....- deborah.heal deborah.heal Dec 3, 2012
  • Consolidation and collaboration across state systems, regional institutions, and institutions similar to one another. Students are beginning to put together their own programs of study using technology (e.g., MOOCs) and content (e.g., MIT Open Courses) to gain competencies for what they are interested. The value of certification will change and become more flexible over time. With budget constraints, many states will start looking to consolidate programs. Every university in a system will not have a psychology department for example. One of the institutions within the system will be identified as a center of excellence and will provide that expertise and programs for the entire state--resident, blended and totally online in their area of excellence. General core 101 courses will be provided in well designed MOOC type classes. State wide system technology tools will be common platforms that are flexible, but investments are maximized to take advantage of economies of scale. Other consortia will be formed to serve similar purposes. Some will use common platforms to offer large online courses for credit. Others will offer specialty programs to the consortia rather than investing in competitive programs. Models for sharing investment and expertise across institutions while just beginning to emerge from long standing credit transfer consortia will take on more economic models.- paulette.robinson paulette.robinson Dec 2, 2012 Outsourcing and disaggregation has been coming to every information based industry. It makes sense it will also come to education. - andrew.barras andrew.barras Dec 2, 2012Agree- vkumar vkumar Dec 3, 2012 Agreed. - deborah.heal deborah.heal Dec 3, 2012
  • Changes in K-12 education will progressively have a greater impact on higher education expectations and practices. Multiple movements in the US (and counterparts in other countries) are pushing in the direction of individualized instruction/customized learning. While it remains to be seen whether these movements bear fruit, they have already created a demand for changes in teacher education programs that reflect these new goals. Down the line, students graduating from a customized learning environment will make demands upon the higher education system that are quite unlike those posed by current students, and that are unlikely to be satisfied by current structures. - rubenrp rubenrp Dec 3, 2012 Agreed.- deborah.heal deborah.heal Dec 3, 2012