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?

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
  • You may find it useful to revisit the Press Clippings on Trends and Challenges as you work on this question.
  • As you review what others have written, please add your thoughts and comments as well.
  • Please "sign" each of your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Larry Larry Oct 30, 2011


Compose your entries like this:
  • Trend Name. Add your ideas here with a 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!


  • The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. This multi-year trend from global report was again ranked very highly, indicating its continued influence, specifically in the UK. 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 — the central role of the university when it achieved its modern form in the 14th century — is again at the forefront. (Carried forward from the 2011 Technology Outlook for UK Tertiary Education)- paul.signorelli paul.signorelli Nov 15, 2011This, for me, remains one of the key trends that needs to be effectively addressed; there is, after all, little point in having a wealth of educational, creative, and informational resources available to us if we can't effectively manage our way through it. A U.S.A. Today article published Februrary 22, 2011 ("Social Media Users Grapple With Information Overload":http://www.usatoday.com/tech/news/2011-02-01-tech-overload_N.htm) provides one example of what we're facing. And the increasing number of tools to help us sort through our information streams (TweetDeck and HootSuite, for example, as ways of manage the flow of information through Twitter and other social networking feeds; http://www.tweetdeck.com/team/; http://hootsuite.com/about) tells us that a little help is arriving on the scene.---Yes, I agree. - jasonr jasonr Nov 18, 2011 Agreed Jason, This comes back to the age old Information overload and its only going to get much worse until there is something that provides a topic based view into this jumble of information. The real-time nature of todays information makes this an even greater challenge. - JamieMadden JamieMadden Nov 20, 2011 Jamie, yes I too support this point, although I didn't write the above statement (I'm not sure who the original author is :).- jasonr jasonr Nov 20, 2011 I could not agree more with this statement, although it is ironic that we are returning to 14th century ideals in order to progress in the 21st century. We need to think about the world our students will be graduating into, where fact retention is less important than the ability to process information and assess its validity and credibility. - damian.mcdonald damian.mcdonald Nov 18, 2011 - helga helga Nov 18, 2011 - jasonr jasonr Nov 18, 2011 I was going to include this video in one of my recent presentations, but did not have enough time.This is one of themost compelling videos I've seen on this topic, plus I enjoy listening to the British accent: http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded - melissa.burgess melissa.burgess Nov 19, 2011 Yes, absolutely. I actually find the 14th century model not too far off. In the online course I've created for this semester, I've found that I've developed a much more personal relationship with each student as well as they're getting such highly customized feedback at every step of the way, we have more of a tutor model going. That level of personalization wasn't possible in the face-to-face version of this course. And these students are getting a level of attention that allows me to help shape every interaction to help them for the world they'll be entering. It's that 14th century model but preparing students for the 21st century world. - lauren.pressley lauren.pressley Nov 19, 2011 Challenge to traditional Universities with this abundance of learning opportunities, ambient learning and ambient technology and connectedness - the growth of open universities such as the Free slow University of Warsaw http://wuw2010.pl/wuw.php?lang=eng, The School of Everything, The University of the People, Universidad Nomada, Citilab - DaveP DaveP Nov 20, 2011 Agree absolutely - and I suspect overall revisiting of our role as educators is something I'd be happy to see picking up pace. I think we might add to this, revisiting learners' roles too. Technology and the availability of information increases opportunity for authentic learning addressing real issues rather than working with "manufactured" problems. - Gavin Gavin Nov 20, 2011 Problem finders working with problem solvers: http://edu.blogs.com/edublogs/2011/09/ewan-mcintosh-tedxlondon-the-problem-finders.html Example of experience: http://citizensensing.posterous.com/arduino-meets-ushahidi - bdieu bdieu Nov 20, 2011 Yes, indeed. I have been singing this song (verbatim) for a few years now. See "A Harvest Too Large? A Framework forEducational Abundance, Trent Batson, Neeru Paharia, and M. S. Vijay Kumar. http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11309&mode=toc. It is important to note the significant role of "openness" in this shift, as well as the the agency of the community (crowds). These two domensions have not only created productive abundance ( as in resources are not merely visible but usefully accessible) but also altered the traditional relationships between the learners, educators and educational institutions.- vkumar vkumar Nov 20, 2011 Digital Literacy in a Global Society: The first two bullet points by Damian and Paul are crucial. I propose we take this one step farther and discuss this under the umbrella of digital literacy; specifically the notion of Digital Literacy in a globalized society. The American Association of Colleges and Universities (AACU) has a wealth of resources on the issues of social responsibility and global learning. See Shared Futures: Global Learning and Social Responsibility: http://www.aacu.org/SharedFutures/Tools.cfm. Thus, to be digitally literate in ways that are socially responsible, and in ways that contribute to a global society, means being facile with the use of social media and critically literate in the evaluation and the use of that medium to address real world issues.- jasonr jasonr Nov 18, 2011- melissa.burgess melissa.burgess Nov 19, 2011 [Editor's Note: Response combined with the above "Abundance of resources" trend.]
  • 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) We're going to see an ever wider range of devices - what is a Kindle Fire - a reader? a computer? a tablet? it's all those - expect the blending to continue. - amichaelberman amichaelberman Nov 20, 2011 And these devices require rethinking the role of application software: big monolithic apps are unusable on these devices - small, nimble apps with clear task definition are required instead. And interestingly, the sum of several small apps may well be more powerful than what the monolithic application can provide. - rubenrp rubenrp Nov 21, 2011The improvements in Tablet devices over past 2 years have been stunning - along with the decrease in cost - it is not out of the question that most K12 and Higher Ed students will be carrying some form of tablet in the book bag within the next 1-3 years. This means software-as-service offerings will need to be redesigned to work on new mobile device(s) to offer a complete mobile/tablet ecosystem.- paul.turner paul.turner Nov 21, 2011
  • 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 2011 Technology Outlook for UK Tertiary Education) I'd add that tenure and promotional paths need to adapt to these new forms and recognize their contributions to the larger body of scholarship. - lauren.pressley lauren.pressley Nov 19, 2011 I believe in the creative arts fields the use of blogs and online journals has been in use for quite a while already. We required our students to keep an online blog and comment on each others projects throughout the semester as far back as 2004. - JamieMadden JamieMadden Nov 20, 2011
  • 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 even 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 used to a model of browser-based software that is device-independent. While some challenges still remain, specifically with notions of privacy and control, the promise of significant cost savings is an important driver in the search for solutions. (Carried forward from the 2011 Technology Outlook for UK Tertiary Education) I agree. Particularly in a time of limited resources, this shift of IT support to cloud-based services is very attractive to institutions. It will be interesting to see where this goes as we incrementally give over control as we move away from in-house solutions.- billshewbridge billshewbridge Nov 19, 2011 It also needs to be mentioned that moving services and tech to the cloud also removes someone locally that can solve your problem if there is an outage. Its great to be able to reduce costs but what happens when it breaks? Currently on-site IT support can get things going and you're able to have an idea of what is going on. - JamieMadden JamieMadden Nov 20, 2011 More and more, it doesn't matter whether you know what's going on. But I am concerned about the lose of control of your own data... - amichaelberman amichaelberman Nov 20, 2011
  • The world of work is increasingly collaborative, driving changes in the way student projects are structured. As more and more employers are valuing collaboration as a critical skill, silos both in the workplace and at school are being abandoned in favour of collective intelligence. To facilitate more teamwork and group communication, projects rely on tools like wikis, Google Doc, Skype, and online forums. Projects are increasingly evaluated by educators not just on the overall outcome, but also on the success of the group dynamic. In many cases, the online collaboration tool itself is an equally important outcome as it stores — and even immortalizes— the process and multiple perspectives that led to the end results. (Carried forward from the 2011 Technology Outlook for UK Tertiary Education)- paul.signorelli paul.signorelli Nov 15, 2011The collaborative workspace theme we are exploring through our discussions highlights the importance of fostering face-to-face and online collaboration among our learners; if they are given the chance to learn how to use some of the collaborative tools and processes available to them while they are students, they will be better prepared for the onsite-online world we so clearly have begun creating and inhabiting. If we don't provide and support these opportunities, we may be contributing to the divide that already exists between those who are comfortable and at least proficient with technology and those who will increasingly have to struggle to be competitive in the working world they are joining. -- great point! - Larry Larry Nov 17, 2011 It- helga helga Nov 18, 2011- jasonr jasonr Nov 18, 2011. Yes, I completely agree. In fact, I'm moving one of my earlier entries on Socially-constructed content to this section. Although related to the idea of "collaborative environments", socially constructed content is knowledge that is collaboratively created as a result of a network. As George Siemens puts it in his blog on Connectivism (11/10/2011), " I see learning and knowledge as networks. In global, digital, distributed, and complex settings, a networked model of learning and knowledge is critical. Most disciplines in society have become too specialized to function in isolation. Global problems are too intractable to be tackled by any structure other than networks." Thus, from this perspective, a socially-mediated process that enables collaborative knowledge creation is crucial if we are to affect real change. Perhaps the question isn't--what's next for social media or collaborative environments; rather--how can learners affect change through social media--either individually or through collaboration with each other?- jasonr jasonr Nov 16, 2011 I think workplace learning is a very big area and am happy to contribute to this entry. Social and mobile technologies are starting to permeate the workplace and its practices. One focus of some of my work for the last 3 years has been a medium sized research and development project in the area of online people tagging in work-based contexts, MATURE (social learning in work-based knowledge networks http://mature-ip.eu/). The European Commission funded project has taken a participatory, educational design research approach to investigate how social media can mediate “informal learning” in the workplace. The background to tagging is well known. For example, Facebook has had, for some time now, the option to tag the people in a photo. This feature both identifies the tagged people to viewers of the picture and lets those that have been tagged know a photo that includes them has been posted on a web site or social network service. This is a very successful feature of Facebook and often acts as an object around which informal discussion can take place and is being used in Tertiary education across the world with varying levels of success. There have also been various people tagging applications on Facebook like Describe Me or iDescribe (for example that latter asks you to ‘select a friend to describe in 5 words’). However, it should be noted that these applications typically aim for entertaining rather than organizing and sharing knowledge about ‘who knows what?’ Social networking approaches to workplace learning have tended to focus on describing and augmenting employee profiles from the perspective of those profiles being used for expert finding and community formation. These platforms are mainly based on the self-promotion paradigm whereby people can represent themselves with a profile and indicate their connections to other users. Further, in some of these approaches, the principle of social tagging and bookmarking is transferred to people; for instance Linkedin (http://www.linkedin.com/), Xing (http://www.xing.com/) and Collabiohttp://research.microsoft.com/en-us/um/redmond/groups/cue/collabio/, (short for Collaborative Biography) developed by Microsoft (the latter is no longer active, but see video: http://apps.facebook.com/collabio/). In MATURE we examine how ‘people tagging’ can use this to gain a collective review of existing skills and competencies. Knowledge can be shared and awareness strengthened within the organisational context around ‘who knows what?’ This tagging information can then potentially be used to search for persons to talk to in a particular task situation. Moreover, it can also be used for various other purposes. For instance, human resource development needs to have sufficient information about the needs and current capabilities of current employees to make the right decisions about training requirements. The People Tagging tool was introduced to and formatively evaluated in two phases with Connexions Northumberland (Careers Guidance service, UK) between October 2009 and July 2010. Results specifically showed that: the simplicity of the system was attractive and important (being perceived as a ‘Facebook for work’). This approach could be adopted for workplace projects in the future for Tertiary education. - john.cook john.cook Nov 17, 2011
  • Collaboration in the workplace seems to be at odds with the individualism promoted in many institutions. Whilst students may collaborate on a project or two, we still assess them as individuals, especially when it comes to examinations, which are still the norm for most courses. One has to ask whether indicidual examinations are a valid method of assessment at all, given that in the workplace we are most interested in how individuals work as part of a team - surely continuous assessment of group-based work would be more analagous to the working world? I suppose it all comes back to the question of what it is we are aiming to do with our students i.e. prepare them for the world of work, or educate them in a subject they are passionate about - surely we can aspire to do both.- damian.mcdonald damian.mcdonald Nov 18, 2011 Ironically students understand the intuitively even though learning institutions sometimes don't. - amichaelberman amichaelberman Nov 20, 2011
  • The growing availability of bandwidth will dramatically change user behaviours 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) As would the addition of wireless power as mentioned in one of the technologies we considered. - lauren.pressley lauren.pressley Nov 19, 2011As more critical IT services migrate to the cloud, ubiquitious high speed, internet access becomes a critical commodity for end-users - much like electricity drove innovation in the 20th century, the Internet will continue to drive innovation and education in the 21st century. We already see user behavior changing on our campus as more students and faculty adopt mobile devices as their primary 'tether' to the Internet. This is having a major impact on our vision for modern 21st century learning spaces starting with redesign of traditional classrooms and moving outward to encompass our entire campus and international learning centers.- paul.turner paul.turner Nov 21, 2011
  • 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) Provided they know about them and feel like implementing changes, which is not always the case. - bdieu bdieu Nov 17, 2011 Blended learning continues to be an important buzz phrase, despite many of the people who use it having no idea what it is. Indeed, the above statement seems to confuse blended and distance learning. I believe the root of the confusion is that they both utilise the same technologies in their delivery. As I understand it, distance learning is learning that takes place remotely i.e. at a distance, usually via an LMS, whereas blended learning is the integration of technological delivery with traditional face to face delivery, taking the best elements of each and blending them together. Despite being a distance learning tutor for many years, and seeing first hand the amazing effect it can have on people who would not participate for whatever reason in face to face classes, I still believe that there is no substitute for excellent face to face classes. The argument about expanding numbers of students without explanding the physical capacity of an institution is a persuasive one from an administrational pont of view, but there is much more to university life than just the classes, and I feel that students who opt for a distance learning course over a blended learning course are selling themselves short. As the level of fees for traditional courses increases in the UK, more and more students may be tempted by cut price distance learning alternatives offered by companies with dubious provenance (For legal reasons, I will not mention any names here, but I am sure you know who I am talking about!) offering courses with sub-standard teaching materials to students who probably should not be doing a degreee course in the first place, and the increase in the adoption of distance learning methodology by traditional institutions only serves to validate their spurious claims e.g. We do distance learning and MIT do distance learning, therefore our degrees are just like MIT degrees. I am all in favour of new approaches to education, hence my involvement in this project, but I feel very strongly that we must consider what is best for our students, and that we must take a holistic approach to their education inside and outside the classroom, instead of simply concentrating on them passing modules and getting good grades.- damian.mcdonald damian.mcdonald Nov 18, 2011. Agreed! And therefore we are challenged: to think carefully about "quality" and the educational value proposition ad how to deliver a quality , comprehensive, educational experience that leverages the affordances of technology; to see how we can meet the need to deliver educational opportunity at scale and efficienty without sacrificing the value of intimate , proximal, situated learning experiences - and this is the opportunity/case for Blended education/learning.- vkumar vkumar Nov 20, 2011
  • People expect to be able to work, learn, and study whenever and wherever they want to. This trend, noted in several recent NMC Horizon Reports, continues to permeate all aspects of daily living. 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. A faster approach is often perceived as a better approach, and as such people want easy and timely access not only to the information on the network, but to their social networks that can help them to interpret it and maximize its value. The implications for informal learning are profound, as are the notions of “just-in-time” learning and “found” learning, both ways of maximizing the impact of learning by ensuring it is timely and efficient. (Carried forward from the 2011 Technology Outlook for UK Tertiary Education) This also leads to new forms of teaching, learning and accreditation (see OERu model and other initiatives like P2PU and School of Everything) - bdieu bdieu Nov 17, 2011 As we're seeing in so much of the material we're covering here, we need to create an extended and dynamic working-learning-studying environment that combines the best of face-to-face and online learning so we're available at the learner's point of need. One of the many variations that I find intriguing is the "social learning center" that a few colleagues and I are exploring (http://buildingcreativebridges.wordpress.com/2011/03/23/social-learning-centers-when-fourth-place-is-a-winner/); creating temporary social learrning centers in the form of face-to-face, blended, and completely online interactive presentations has been well received by participants, and it remains to be seen whether these social learning centers can become sustainable.- paul.signorelli paul.signorelli Nov 17, 2011 - helga helga Nov 18, 2011 This is a wonderful concept in theory, but it worries me that we keep breaking our teaching materials down into smaller and smaller bite size pieces for those who want to learn "On the go" as they rush around leading their busy lives. Is there nothing to be said for sitting down, and actually thinking about things any more? I believe we are in danger of creating an entire generation of snorkelling students who splash around on the surface of a subject rather than scuba diving students who fully immerse themselves in what they are studying, and pandering to the "I want it now " mentality only seems to encourage that. Having said that, I have posted several entries about how I believe we should prepare students for life after university, and the world outside education seems to favour the snorkellists (who will then hire deep sea diving consultants if and when they need to dive a little deeper into a subject for a particular project). I want to do what is best for my students, and what is best for them and what they want (or think they want!) are often quite different things.- damian.mcdonald damian.mcdonald Nov 18, 2011- melissa.burgess melissa.burgess Nov 19, 2011 I think that students know they are learning for the world that they will be living in. We need to figure out how to support this and not be nostalgic. - amichaelberman amichaelberman Nov 20, 2011 Schedule flexibility and learning options are key considerations for both traditional and non-traditional online students. - Dougdar Dougdar Nov 20, 2011
  • 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 2011 Technology Outlook for UK Tertiary Education) This is why open source technology and interoperability are key concepts for future developments.- bdieu bdieu Nov 17, 2011 - paul.signorelli paul.signorelli Nov 17, 2011 Institutions that move some way to this will have a competitive advantages (I note caveats about equality of access and interoperability below but remain optimistic (especially given high penetration of mobile devices in devloping countries, they are leap-frogging PC/landlines with mobile networked infrastructures - john.cook john.cook Nov 19, 2011 Well this is brilliant if all of your students can afford the relevant technology, but becomes a real barrier to learning if they cannot. Paul is right on the money regarding open source technology and interoperablility, but this is just not something we can guarantee in the real world. If students are to use their own devices, then we need to ensure they all have the same device (or at least compatible devices), and that the device(s) will last for the duration of the programme - having said that, the pace of change is so quick that we would need to provide a new device to all of the students at least every other year if not every year e.g. our class sets of iPads are already looking distinctly old school, despite being less than two years old. Of course, we could always move to an LMS that is up to date enough to supports all current technologies, but that would probably mean going open source, which many institutions do not like because they believe it is "not supported" and so we're back to square one...- damian.mcdonald damian.mcdonald Nov 18, 2011 - helga helga Nov 18, 2011 Can Universities compete with the bandwidth and computing experience which consumer technology now offers- DaveP DaveP Nov 20, 2011 Campus IT support will continue to face the overhead of issues resulting from personal technology being used by students in learning critical situations. Given the degree of unknown variables involved, and the probable expectation for turn-around for resolution, clear policy and standards enforcement will continue to be a front line factor in maintaining a stable environment. - Dougdar Dougdar Nov 20, 2011
  • 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 2011 Technology Outlook for UK Tertiary Education)I think this is really going to surprise us over the next few years - Larry Larry Nov 17, 2011 I find this ecosystem + wireless power mentioned on the other page very exciting as it increases mobility - and more than mobile technology, a mobile and flexible mind - bdieu bdieu Nov 17, 2011 - paul.signorelli paul.signorelli Nov 17, 2011 - helga helga Nov 18, 2011. I think this point and the next one on expectations go hand in hand here--computers are in the process of being re-defined and re-invented--and user expectations are key to that process.- jasonr jasonr Nov 18, 2011 Tablets are becoming a bigger player (http://www.eweek.com/c/a/Desktops-and-Notebooks/Tablets-Smartphones-Fuel-10-Technology-Trends-for-2011-Deloitte-113531/), as they offer the desired flexibility and features to support a wide-range of programs. - Dougdar Dougdar Nov 20, 2011
  • Our expectations are shifting so that we expect all forms of media to be touchable and interactive. We have accepted tablets as a new norm. Touch-based interfaces feel more natural and are quick to learn. We expect a touch to activate, highlight, enlarge, move, and rearrange. As a consequence, we are becoming increasingly impatient with pre-touch technologies. In the near future, I expect to see all laptops support a touch-interface. Or to put this another way, today's children will be confused by devices that do not react to them. (e.g. Baby thinks a monitor is a broken iPad) - allan.gyorke allan.gyorke Nov 17, 2011 - paul.signorelli paul.signorelli Nov 17, 2011- damian.mcdonald damian.mcdonald Nov 18, 2011 - helga helga Nov 18, 2011Why stop a small touch devices - why not touchable interactive walls, fully interactive touch-enabled classrooms and learning spaces or with Kinect like technologies completely gesture-based environments that don't require an interactive surface to trigger interactive engagement with content or in collaborative learning activities.- paul.turner paul.turner Nov 21, 2011
  • Shift from device-specific functionality to app- or service-specific functionality. Gone are the days when an activity necessitates a certain device. PayPal has built an app for FaceBook that allows users to transfer money to each other (adios Western Union and ATMs?), and Skype is embedding phone functionality into FaceBook as well. iPhones and iPads allow for video chatting, once reserved for web-cam enabled PCs. Apple iCloud (and other similar cloud services) will allow documents, music, ebooks, magazines, newspapers, movies, etc. to be instantly available on (almost) every device a user owns. If someone wants to create a document, they now have several devices, formats, and physical forms from which to choose. A "phone" call no longer requires a phone, or even a phone number. What will the impact be on teaching and learning if each individual approaches the solution to a problem with a completely different, completely personalized set of tools? Are the days of "writing a paper" over? Should they be? - PaulHicks PaulHicks Nov 18, 2011The proliferation of options also means there is a growing need for sophisticated and easy-to-use middleware services from Apple, Amazon, Google, Microsoft and others to mediate our use of all these services. Ideally our education-centric solutions like learning management systems and the like can keep pace - otherwise they will fall by the wayside quickly.- paul.turner paul.turner Nov 21, 2011
  • Online learning, hybrid learning and collaborative models. In my local environment, again budget cuts and state economics have forced both K-12 and Colleges and Universities to look into these 'alternatives' as they are having to do more with less. There is trepidation of course, in that the introduction of these topics brings up issues of job security (or lack thereof), professional development, evidence of learning proficiency and the control of plagiarism. However, I believe each of these issues can be managed in such a way that Universities and Colleges can move forward into the 21st Century without feeling threatened, but more empowered to deliver what is truly needed right now. As we have seen with the "Occupy WallStreet" movements across the country, well educated "20 somethings" along with others are voicing their discontent of having spent money and time in institutions that have awarded them a degree, but not the skill set of the new global economy with all of its inherent instability. I believe that we can enrich a student's learning journey and that those of us in a position to do so, also have a responsibility to do so. - deborah.heal deborah.heal Nov 19, 2011 Online education will wake up and do things differently. Up until now, online education seems to be the younger and clumsy brother of face to face education. It's often less valued and seen as a second option or back up, for those unfortunate people who can not acces "proper" education. Current online programs are replicating the weak pedagogy developed during the industrialization era, so it has tried to replicate what was already not working. We will soon be seeing new developments in online learning that challenge the current face-to-face campus environments and offer even better learning environments, opportunities or scenarios. Online learning will cease to be a second option and will be a first option for many, as it offers people the possibility to collaborate with the best of the world, and not just the best in your neighborhood, without the limitation of time and space, at one's one pace and style, with potential to juggle easier with work or personal, therefore becoming more integrated into student's life - EvadeLera EvadeLera Nov 20, 2011 [Combined with new trend Online learning, hybrid learning and collaborative models.]
  • Institutions learning to use their data. While there is a tremendous amount of talk around learning analytics, the fact is that very few institutions even know what data they have access to or how to begin working with it. The next 2-3 years are going to be a time in which institutions are going to have to begin to tackle the problems of data federation, normalization and road mapping what their IR and BI strategies are going to look like. While being far from glamorous, these stages are necessary precursors for engaging in work that is desperately needed. Without these foundations, none of the hype around analytics will materialize. - phil.ice phil.ice Nov 19, 2011
  • Open Online Courses. Small course or massively large (like Stanford's artificial intelligence course) are surfacing causing a great deal of conversation, reflection and disruption in higher education. Issues arise surrounding these courses including credit, ownership, resources to create courses, threat to smaller institutions, opportunities to collaborate with instruction and shared content. This is a game changer!- wshapiro wshapiro Nov 20, 2011 [Editor's note: Combined with new RQ2 emerging technology topic "Massively Open Online Courses."]
  • Trust-based specialized networks. Only "by recommendation" will learners select and filter in the information/contacts they will consult with to gain knowledge for a desired objective. The need for trusted recommendations increases as the amount of content available also increases. - EvadeLera EvadeLera Nov 20, 2011 [Editor -- moved to RQ 2)
  • Smaller de-centralized student groups are showing to be more efficient and inspirational than large local and non-diverse groups. - EvadeLera EvadeLera Nov 20, 2011 The boundary between "student" and others is breaking down as well. Anyone can be a student at any time. - amichaelberman amichaelberman Nov 20, 2011
  • Lecture capture, podcasting, and cheap personal video recorders make it much easier to prepare lecture-style content for students to see/hear/view before coming to class. That creates the possibility to use class time for activities that engage students through discussion, collaborative activities, problem sets, etc... Active learning classroom designs provide models for spaces that encourage those types of activities. - allan.gyorke allan.gyorke Nov 17, 2011 - jochen.robes jochen.robes Nov 18, 2011 Agreed. I think that this is enabled due in large part to the technologies you listed, as well, though. My experiences with flipped courses have been entirely due to the ease and low cost of website creation, video hosting, and screen capture. - lauren.pressley lauren.pressley Nov 19, 2011. Agreed that flipping the classroom is something that is set for considerable development. Driving forces may include developing online resources such as the Khan Academy Videos, and increasing focus on productivity of learning approaches in a time of cost scrutiny. A key concern will to ensure that flipped courses lead to improvements in learning rather than a new industrialisation of learning - Gavin Gavin Nov 20, 2011 Yes I agree that flipped courses are a huge issue - especially in the short to medium term - glenda.morgan glenda.morgan Nov 20, 2011 [Editor's Note: Moved from RQ2."] is what Khan does really a "lecture"? do we really want to capture "lectures" - most of them are better off not being captured! - amichaelberman amichaelberman Nov 20, 2011 The lecture method has never been an effective way of teaching the vast majority of students. You know what they say: Lecture is a method of passing the notes of the instructor to the notes of the student without passing through the brains of either. I think the success of active learning projects demonstrates this fairly clearly. - tom.haymes tom.haymes Nov 21, 2011
  • Collaboration: What's the magic bullet?: Most of the important trends identified so far involve collaboration in some format or other. Electronic publishing facilitates collaboration and provide a potential avenue for OER to finally reach its potential. Learning Analytics would potentially provide us with key insights into the learning process and allow for transparency in teaching as well as support efforts around the learning process. PLEs/PLNs challenge the closed-box environment of the LMS. All of these are exciting possibilities that are currently limited more by the demand for them than the technologies involved. The barriers to entry are falling all of the time but the institutional and cultural resistance to them remains. I'll put the question to the group: What is the magic bullet that will suddenly allow us to cross the threshold to real cooperation and collaboration. We've been talking about these issues in one form or another for years. Every year the technology advances in its simplicity and the contradictions with the legal and institutional grow wider and wider. At some point, this system will flounder on its contradictions. What happens then? - tom.haymes tom.haymes Nov 21, 2011
  • Challenge-based/Active Learning: One way we can leverage technology to bring the world into the classroom and the classroom into the world is through active learning and challenge-based learning projects. These seem to be getting some traction due to Apple's Challenge-based Learning Project (working with the NMC) and other similar efforts. Perhaps this a way of greasing the skids toward greater cooperation. Perhaps this should be considered for a trend? - tom.haymes tom.haymes Nov 21, 2011