Research Question 4: Critical Challenges

What do you see as the key challenges that higher education will face during the next 5 years?

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).

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 Feb 7, 2012

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

  • Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching. Traditional approaches to scholarly evaluation such as citation-based metrics, for example, are often hard to apply to research that is disseminated or conducted via social media. New forms of peer review and approval, such as reader ratings, inclusion in and mention by influential blogs, tagging, incoming links, and re-tweeting, are arising from the natural actions of the global community of educators, with more and more relevant and interesting results. These forms of scholarly corroboration are not yet well understood by mainstream faculty and academic decision makers, creating a gap between what is possible and what is acceptable.
  • Critical campus infrastructures are under-resourced. Rather than encouraging researchers to build on and extend core resources, leverage shared file systems, and open accessible service APIs, institutions are narrowing their focus to what they perceive as the minimal subset of enterprise services they can afford to sustain. As a result, educators are often trying to design new, innovative learning models that must be integrated with out-dated, pre-existing technology and learning management systems. - helga helga Oct 20, 2013- Melissa.Langdon Melissa.Langdon Oct 27, 2013Absolutely! And often the result is that the wheel is re- and reinvented and/or we walk in darkness not knowing what other fiery soul colleagues do as. One resaon for this is that the administrators not only go for the cheapest solutuoin, but also use it as a cost saving instrument. - ole ole Oct 22, 2013 Under-resourcing is particularly a problem for campuses that insist on building online degree programs without adequate infrastructure planning, for the goal of rescuing hemmoraging programs. - jasonr jasonr Oct 22, 2013 It is more sexy to buy iPads than to invest in the network to let them all work well. Big donors like to see things like that. - andrew.barras andrew.barras Oct 27, 2013 True, finding the balance in IT decision making that allows for supporting core infrastructure and allowing for innovation is difficult to maintain. A challenge that we face occurs when edge services have demonstrated value enough to become a core service. Often the edge service provider is not the right group to scale the service, so how do you honor and reward that service and make sure that in moving it to the core, you do not damage the innovator. - alanwolf alanwolf Oct 27, 2013
  • Data mining is much more suited to courses run under business models that can scale. The statistical and computer science methods behind most data mining approaches presume that a large amount of data is generated in a relatively constant and continuous flow, which allows the statistical discovery of significant bits of information that would be missed when examining smaller data sets. The challenge in developing such methods for learning situations is that few of them are capable of generating such data streams, although there is considerable potential to do so in online learning environments, especially those with very large enrollments. - helga helga Oct 20, 2013
  • The demand for personalized learning is not adequately supported by current technology or practices. The increasing demand for education that is customized to each student's unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today's diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching. The biggest barrier to personalized learning, however, is that scientific, data-driven approaches to effectively facilitate personalization have only recently begun to emerge; learning analytics, for example, is still in the very nascent stage of implementation and adoption within higher education. - damian.mcdonald damian.mcdonald Oct 14, 2013 - Jolie Jolie Oct 16, 2013 - helga helga Oct 20, 2013 - joseph.cevetello joseph.cevetello Oct 25, 2013A huge problem in this connection is - at least in my context - that the it departments more or less without consist of technicians who do not have an open mind to pedagogy. Many solutions are based on what works from a technical point of view and not on what is desirable from a pedagogical point of view. - ole ole Oct 22, 2013 Agree - deborah.cooke deborah.cooke Oct 22, 2013 - Holly.Lu Holly.Lu Oct 24, 2013 - jasonr jasonr Oct 24, 2013 - jochen.robes jochen.robes Oct 25, 2013 - bdieu bdieu Oct 25, 2013 Personalized learning is NOT just choosing the right LMS that can give individualized feedback on submissions, personalized learning is NOT employing an intelligent tutor to direct the learner to a personalized pathway. Data analytics can certainly assist when you are analyzing large numbers of data (aka student work) however I do not believe our students want to be part of the growing system of automated feedback. This lack of personalization especially in MOOC's is of great concern. Is personalized learning having the individual choose their own pathway? Often a learner doesn't know what they don't know. Personalizing Learning can be described here: - cchandler cchandler Oct 27, 2013cchandler - andrew.barras andrew.barras Oct 27, 2013 Agree much! "Often a learner doesn't know what they don't know" - crista.copp crista.copp Oct 27, 2013
  • Dividing learning into fixed units such as credit hours limits innovation across the board. For a long time now, credit hours have been the primary way of marking the progress of students in earning their university degrees. This method implies that time is an accurate and effective measure for knowledge comprehension and skill. This industrial construct hinders the growth of more authentic learning approaches, where students and teachers might make use of more creative strategies not bound by such constraints. - damian.mcdonald damian.mcdonald Oct 14, 2013 - paul.signorelli paul.signorelli Oct 18, 2013 - bdieu bdieu Oct 25, 2013 - tom.haymes tom.haymes Oct 27, 2013 It's also true that students may not need a full four credits of biology, but perhaps 2 micro-credits would suffice for their particular needs. Also, MOOCs need to be considered here and how this new learning venture can be measured in terms of marking progress. - deborah.cooke deborah.cooke Oct 22, 2013
    - Jolie Jolie Oct 16, 2013 There is value in using the Carnegie unit for chunking weekly content and having common, shared expectations of time on task--factors that influence knowledge construction, but are not measures of knowledge. If the interpretation of a 3-credit course is acquiring 9 hours of knowledge per week, then perhaps it is this interpretation that is outdated. The Carnegie unit is useful for teachers designing curricula and for students planning their schedules. See below on a related topic. - cchandler cchandler Oct 27, 2013cchandler As long as time is a constant in education, then the amount truly learned will be variable. - andrew.barras andrew.barras Oct 27, 2013
  • Degree Qualifications and Accreditation needs to connect with K-12 and the Common Core. There is a movement in Higher Education that was founded by the Lumina Foundation that degrees across the U.S. should have similar if not the same qualifications; establish qualifications as a national baseline. Accreditation in higher education provides a stamp on institutions but what does it mean to have an AA in Accounting from a community college in New York or from one in California? Degree qualifications Standards have long been localized to meet state needs and sometimes reflect political preferences. Beyond the DQP conversation is the need to connect Higher Education with K-12. The adoption of Common Core State Standards is the recent move to make universal standards in K12 that promote good learning universally for all institutions. State silos for standards are counter productive to the process of universal education. - cchandler cchandler Oct 27, 2013cchandler
  • Faculty training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession. Despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is rare in teacher education and non-existent in the preparation of faculty. As lecturers and professors begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral. - damian.mcdonald damian.mcdonald Oct 14, 2013 SO very true. There is still great apprehension in fully embracing technology, teaching technology and promoting digital media literace. - deborah.cooke deborah.cooke Oct 22, 2013- Holly.Lu Holly.Lu Oct 24, 2013 - bdieu bdieu Oct 25, 2013 Digital media literacy should at long last be considered THE most important basic skill of these days. ¨¨¨¨ - jochen.robes jochen.robes Oct 25, 2013 - Jolie Jolie Oct 16, 2013 Information literacy, digital media literacy, and technology literacy need to be more clearly defined in conversations. Faculty will need TPCK training and support for design and facilitation of online learning environments when teaching online for the first time. - paul.signorelli paul.signorelli Oct 18, 2013Digital literacy is exactly the sort of "wicked problem" that we've spent so much time addressing through New Media Consortium conversations. Doug Belshaw's intriguing PhD thesis ("What is 'digital literacy'?") is a wonderful starting point for anyone interested in exploring various facets of the evolving nature of digital literacy, and it reminds us that we're struggling with digital literacy because it is so multi-faceted: my experience a formalized cooperation with the university libraries is of great value in this respect. Too often we professors have reinvented the wheel forgetting that the libraries might be able to offer us the methods, techniques and solutions needed. - ole ole Oct 22, 2013 True, but part of the challenge of digital media literacy is that it needs to be incorporated at early on when students are learning the 'how to's' of research. They need to learn how to evaluate information in ways that are context-appropriate and just-in-time. Libraries can help with this; however, there needs to be structured time in class devoted to making these types of literacies sensitive to content. Professors need better education in what digital literacies mean and students need practice at transferring these skills across diverse topic areas. - jasonr jasonr Oct 24, 2013 I agree. I don't think there is a quick fix to this. In Denmark and presumably many other places, the freshmen are offered courses as part of the 'welcome package' in the first week(s) of the first semester, and that's very often all. These courses are good, but often too generic, and worst of all: not surprisingly, the students forget most of it due to the malstroem of new information they find themselves in during the first months. There should be a much more formal cooperation with the libraries so that inf. lit. (and the use of the it tools) gets a constituent part of the programs. And,,yes, the professors should know more about this - and realize that there is much qualified help to get outside one's professional world. Actually, I think many colleagues are not aware of the possibilities offered by the libraries, so it's not that they (or all of them ) believe they are omnipotent (BTW: I write the way I do, because I have admittedly been there myself years back - in my then ignorance). Activating the professors also means that the inf. lit. will be seen from many angles - needed since it is a rather dynamic concept.- ole ole Oct 24, 2013 Completely support this area - especially having designed by department around the support of digital skills for all staff and students (some key lessons at The real challenge is embedding this in the curriculum and staff development - neil.witt neil.witt Oct 26, 2013- billshewbridge billshewbridge Oct 27, 2013 I agree that professional development is a huge problem in the academy. - cchandler cchandler Oct 27, 2013cchandler
  • There is a conflict between current notions of digital literacy and digital skills and applied fluency skills. I agree that digital literacy is critical but digital skills and applied fluency skills are needed by all, in all disciplines. We have Web 2.0 applications that no longer live on our desktop that are collaborative and we expect everyone to apply collaboration skills in the cloud. Collaboration skills and practices are not taught, rather it is assumed. In order for the skills to be mastered, they need to be embedded into the curriculum Pre-K through college, by teachers and by students. Take a curriculum like the 21st Century Fluency Project "Today, it's essential that all of our students have a wide range of skills beyond those that were needed in the 20th century, a range that includes the skills needed to function within a rapidly changing society. These skills are not about tecnological prowess. The essential 21st Century Fluencies are not about hardware, they are about headware! Critical thinking, problem-solving, creativity, innovation, collaboration, solution fluency..." - cchandler cchandler Oct 27, 2013cchandler - andrew.barras andrew.barras Oct 27, 2013 Good quote, headware vs hardware.
  • The global drive to increase the number of students participating in undergraduate education is placing pressure across the system. The off-cited relationship between earning potential and educational attainment, plus the clear impact of an educated society on the growth of the middle class is pushing many countries to encourage more and more students to enter universities and colleges. In many countries, however, the population of students prepared for undergraduate study is already enrolled — expanding access means extending it to students who may not have the academic background to be successful without additional support. Many in universities feel that these institutions do not have sufficient time and resources to help this set of students. - damian.mcdonald damian.mcdonald Oct 14, 2013 In order to support student diversity and enable students from different backgrounds to enrol in undergraduate education, universities in Germany are offering (or in the process of preparing to offer) more introductory courses, comparable to teaching at college level, as an intermediary between school and university. - helga helga Oct 20, 2013 - ole ole Oct 22, 2013 The flipside of this is declining traditional-age enrollment in the US. This means increasing competition for a smaller pool of students, plus increased competition for non-US students. - bryan.alexander bryan.alexander Oct 24, 2013- Melissa.Langdon Melissa.Langdon Oct 27, 2013 In Australia, recent changes to admissions have meant that universities can increase student intakes. The pressure for universities to "teach smarter" i.e. adopt the large-scale lectorial model that combines lectures and tutorials, means that the more prestigious universities have the potential to attract the "lion's share" of students, leaving smaller universities to either miss out or re-think their approach i.e. offer more personalised teaching and learning experiences. the University of Notre Dame Australia, we are seeing students starting to leave the bigger universities part way through their first year, and choosing to move to a smaller university that offers a more tailored educational experience. Students with particular learning needs and circumstances also seem to do much better in this more personalised learning environment.- Melissa.Langdon Melissa.Langdon Oct 27, 2013
  • Most academics aren't using new and compelling technologies for learning and teaching, nor for organizing their own research. Many researchers have not had training in basic digitally supported teaching techniques, and most do not participate in the sorts of professional development opportunities that would provide them. This is due to several factors, including a lack of time and a lack of expectations that they should. Many think a cultural shift will be required before we see widespread use of more innovative organizational technology. Some educators are simply apprehensive about working with new technologies, as they fear the tools and devices have become more of a focus than the learning. Adoption of progressive pedagogies, however, is often enabled through the exploration of emerging technologies, and thus a change in attitude among academics is imperative. - damian.mcdonald damian.mcdonald Oct 14, 2013- Holly.Lu Holly.Lu Oct 24, 2013 - Jolie Jolie Oct 16, 2013 Agreed. Part of the problem seems to be that sufficient is not allocated by faculties for academics to attend and participate in personal development and training.- Melissa.Langdon Melissa.Langdon Oct 27, 2013I believe this will be one of the most significant challenges for online learning in the next five years. A focus on humanizing technology by helping faculty see the connections between her or his existing conceptions of teaching-- beliefs, philosophy, and pedagogy-- to technologies and strategies that are engaging in the online environment will become essential to help faculty transition to the online environment and support successful online program implementations. - paul.signorelli paul.signorelli Oct 18, 2013The increasing number of academics involved in designing, producing, and facilitating MOOCs suggests that this situation may be changing for the better.Hopefully - but there is still a way to go, and - as I have written quite a few times so far - without the administrators realizing that an effort must be made (mandatory courses etc.), the change will not take place. I would welcome a recommendation like the one Jolie suggests - see my posting below. - ole ole Oct 22, 2013 Very true...there still seems to be a real aversion to leveraging technology in the classroom to increase student engagement. - deborah.cooke deborah.cooke Oct 22, 2013 I love the idea of approaches that 'humanize' technology integration. Of course, this connects directly (as mentioned elsewhere) back to enhancing technology pedagogical content knowledge (TPCK). TPCK is just as relevant to higher ed faculty as it is to K-12 faculty. The notion is that faculty who are starting to teach need to understand how to a) teach a topic area b) the technologies that are best suited to enhance teaching and learning engagement and c) find the area of overlap between pedagogy strategies and technology innovation that are suited for their discipline. A humanizing philosophy is essential to this process as it promotes seeing students as "ends" in and of themselves--and not the "means" to meet a financial end. - jasonr jasonr Oct 24, 2013 Key point. - bryan.alexander bryan.alexander Oct 24, 2013 - bdieu bdieu Oct 25, 2013 Yes! - mpacansky-brock mpacansky-brock Oct 25, 2013 - crista.copp crista.copp Oct 27, 2013- rubenrp rubenrp Oct 28, 2013
  • New models of education are bringing unprecedented competition to the traditional models of higher education Across the board, institutions are looking for ways to provide a high quality of service and more learning opportunities. MOOCs are at the forefront of these discussions, enabling students to supplement their education and experiences at brick-and-mortar institutions with increasingly rich, and often free, online offerings. As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level. - damian.mcdonald damian.mcdonald Oct 14, 2013 - paul.signorelli paul.signorelli Oct 18, 2013As I mentioned in our work together last year, I don't think we need to view MOOCs solely as "competition"; if we see them as part of our overall learning landscape, they can also be seen as ways to sometimes draw learners back into more formal academic programs and, at other times, provide follow-up lifelong learning opportunities for those who don't have the time, resources, and need to re-immerse themselves in more traditional academic programs. Yes, MOOCs need to be evaluated for their use, their effectiveness and just how they fit into a learner's path. - deborah.cooke deborah.cooke Oct 22, 2013 As Dr. Paul Kim (Stanford) revealed during a workshop at the eLearning Conference in Las Vegas in his MOOC on Designing a New Learning Environment there were superstars who organically bubbled up to the top to create connections beyond his wildest imagination. It is what he didn't teach that learners took to the next level. Was it the new learning model that made this happen or was it because of the power of the instructional design and creativity that Dr. Kim infused into the learning experience? More research needs to be conducted in this area. It is my belief it is the power of the instructor and their facilitation that is the catalyst for creating new knowledge. Only about 2% of the MOOC population rose to the top and that top 2% received the attention. I would caution to note MOOC's as a trend. Many institutions have backed this methodology with big bucks. How does one measure success in this model with such a high drop-out rate? - cchandler cchandler Oct 27, 2013cchandler Chandler - agree to the caution as a MOOC as a trend - it has been a "flashpoint" of discussion, rather than something that is truly taking hold. - crista.copp crista.copp Oct 27, 2013
  • Our organizations are not set up to promote innovation in teaching. Innovation springs from the freedom to connect ideas in new ways. Our schools and universities generally allow us to connect ideas only in prescribed ways — sometimes these lead to new insights, but more likely they lead to rote learning. Current organizational promotion structures reward research instead of innovation and improvements in teaching and learning. The major consequences of student evaluations on teaching, as well as the direct impact on promotion and career options, translates to big risks associated with the failure of innovations and leaves little space for experimentation. - damian.mcdonald damian.mcdonald Oct 14, 2013- joseph.cevetello joseph.cevetello Oct 25, 2013 Yes. We continue to operate old systems, such as the primary/secondary egg-crate design. We need to also think about what new jobs are needed, stop replacing the current position. - michael.lambert michael.lambert Oct 15, 2013 I completely agree - have written about this in other postings. - ole ole Oct 22, 2013 Intellectual and research silos still exist. Again, departments seem to be highly threatened with collaboration, sharing resources and developing new projects. - deborah.cooke deborah.cooke Oct 22, 2013 - mpacansky-brock mpacansky-brock Oct 25, 2013 - bdieu bdieu Oct 25, 2013 See my comment under Q3 Trends. - tom.haymes tom.haymes Oct 27, 2013~
    - Jolie Jolie Oct 16, 2013 We need to continue to see the change in evaluations of faculty, rank and tenure decisions should include that they should be collaborating with others, using baseline technologies, and finding ways to encourage faculty to think outside the box. The entire policy and "reward" system does not promote innovation or collaboration. - crista.copp crista.copp Oct 27, 2013 Clearly the academy places greater value on research than on teaching, which is problematic. Intrinsic motivation will likely be the main driver for teaching innovations. What are the possibilities for connecting research/grants with experimentation?
  • Simply staying organized and current presents a challenge in a world where information, software tools, and devices proliferate at the rate they do today. New developments in technology are exciting and their potential for improving quality of life is enticing, but it can be overwhelming to attempt to keep up with even a few of the many new tools that are released. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics, but following even some of the hundreds of available authorities means sifting through a mountain of information on a weekly or daily basis. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us. - Jolie Jolie Oct 16, 2013 - paul.signorelli paul.signorelli Oct 18, 2013 Bring it on! I long for 'smart' tools that will gather information I want daily and present it in a way that give me headlines and brief overviews of subjects so I can have a sense of being on top of things. Just one tool. LOL - deborah.cooke deborah.cooke Oct 22, 2013 We are awash in an "information glut" as Neil Postman said, and we need tools to help us digest, process, and contextualize information, but we also need tools that will help us translate this information into the the harder and more important goal of constructing knowledge. Until now knowledge has been a uniquely human activity, but as computing power becomes not just more powerful, but more pervasive will machines be able to create knowledge and not just present information.- joseph.cevetello joseph.cevetello Oct 25, 2013
  • Too often it is education’s own processes and practices that limit broader uptake of new technologies. Much resistance to change is simply comfort with the status quo, but in other cases, such as in promotion and tenure reviews, experimentation or innovative applications of technologies are often seen as outside the role of researcher or scientist, and thus discouraged. Changing these processes will require major shifts in attitudes as much as they will in policy. - damian.mcdonald damian.mcdonald Oct 14, 2013 Yes, I would agree here. - deborah.cooke deborah.cooke Oct 22, 2013
    - Jolie Jolie Oct 16, 2013 Designing online learning environments for learner engagement and actively facilitating for teaching presence is time-consuming, which limits the time spent on other academic activities such as research and grant writing--tasks that impact tenure. Changing the culture of the academy would be exceptionally challenging. Are crowdsourcing technologies or learning analytics viable options for supporting a more efficient teaching process? Is it possible to automate some of the administrative tasks of teaching?I think both of you hit the bull's eye - this is indeed the most important challenge these years (also see my posting below). Not until HE teaching is considered as valuable as research, and not until the universities realize that we do have students that had not chosen a universitiy program only a few years back, it'll be very difficult to change this attitude. I would welcome an initiative / a recommenadtion in next years report that adresses this problem up front and states that we here have a problem that is of crucial importance for the development of HE teaching / learning over the next years. - ole ole Oct 22, 2013
  • More learning hubs, labs, and internships must become the norm -- not just online or face-to-face classes. Companies need to partner more closely with universities so students have a smoother transition between coursework and practical experience. Seems universities are willing to link with outside organizations but it is not the case in the other direction. Just an observation. [[user:michael.lambert|1381830897]- paul.signorelli paul.signorelli Oct 18, 2013 - ole ole Oct 22, 2013
    - Jolie Jolie Oct 16, 2013 Could PLEs/PLNs help bridge this transition from student coursework to workplace performance? Perhaps a greater focus onteaching students the value of networking and participating in communities of practice could also help students transition to successful careers. Are these new to the digital age? Service learning credit is required for high school graduation across the U.S. Service Learning also gives the college applicant a leg up on other applicants in the screening process. While I am 100% in favor of internships for applied learning experiences, there is a lot of discussion how unpaid interns do not have legal rights and responsibilities like their paid counterparts moreover, why pay for a worker when you can have an intern for free? Think this might be a separate idea all together - but the actual space of classrooms needs to be reconsidered. The idea of "learning spaces" and not a standard lecture type classroom needs to be key at transforming how professors use the space (movable desks, flexible technology, configurable and customizable for different topics on different days). I'd really like to see this issue addressed more. - crista.copp crista.copp Oct 27, 2013 I wholeheartedly agree. Space IS a technology and if we fail to provide environments that support innovative teaching, we fail in reforming teaching itself. - tom.haymes tom.haymes Oct 28, 2013
  • Teaching is generally (or at least often) rated lower than research in academia. This is not a problem at alle universities, but in an European context it is. Many professors consider themselves researches first of all, and teaching is to many but an obligation that must be over and done with as easily and quickly as possible. This hampers pedagogical rethinking and not least the creative use of it in teaching and learning; these professors are do a large extent have no it literacy nor intereset at all. So one of the primary tasks of the it front runners is to contribute to a change in culture. Of course there will be a pressure on them from the students to use it (ICT, that is), but - according to my experience - first of all this is about LMS's and social Networks. The students of today are not very creative as to using it. The EU has taken initiavtives in this context: . - ole ole Oct 21, 2013 - mpacansky-brock mpacansky-brock Oct 25, 2013 This is also the case in Australia. While there is generally a sense that research is more important than teaching, as reflected in selection criteria for job applications and guidelines for promotion, sufficient time is not always allocated for it. At bigger universities, there is a move to follow overseas models, whereby academics are given heavy teaching loads in one semester and reduced teaching loads in the next to support research. In others, however, teaching and coordination loads are extremely high, and little (if any) research time is formally factored into academics' contracts. - Melissa.Langdon Melissa.Langdon Oct 27, 2013
  • There are too many copyright barriers to reliably distribute materials digitally. In Europe (EU) we face some very strict regulations as to digital copy right. In practice we can only base our blended learning on short extracts of digital materials, even linking to resources can be difficult. I don't know all the details, but originally this mess has to do with soft-ware and not with research articles and online books. It is about time that there is put a massive pressure on the lawmakers and some international standards are established. The copy right issues are to my opinion really an obstacle for the development of our field.- ole ole Oct 21, 2013 I completely agree - the European copyright laws are so far behind the times and the technology. - damian.mcdonald damian.mcdonald Oct 22, 2013 - jochen.robes jochen.robes Oct 25, 2013
  • Learning Management Systems and publishing companies provide prepackaged course materials/texts/online environments, that when coupled with MOOCs, automated assessment, etc. remove agency from academics. Already this is being marketed to lower tier universities as a way to 'boost' their courses, but it is a short step to removing academics from the process and replacing them with lower cost tutors who can deliver packages. - j.zagami j.zagami Oct 23, 2013 This is a worrying trend as in the UK publishers are already circling the HE sector, in terms of content, assessment and as validated course providers - consumerisation of eduction - neil.witt neil.witt Oct 26, 2013 Their continued reliance on Flash has retarded implementation of mobile-based solutions and BYOD as neither Android nor iOS effectively support that software any more. - tom.haymes tom.haymes Oct 27, 2013- rubenrp rubenrp Oct 28, 2013
  • Plagiarism is a growing problem. I'm not sure whether this is totally within the scope of Horizon Report, but it is a huge and growing it caused problem today. Of course we have tools to detect plagiarism, but they are first and foremost used in connection with assignments. But the problem is wider - goes for instance for semi official and grey publishing that it spreading these days. Here I can't help mentioning the undergrowth of web based (more or less) academic/scientific magazines which contacts os all the time. Perhaps I'm not that clear - I'm writing af a long, long day of teaching :-) - but hopefully you understand my message.[[user:ole|1382596449]* Higher education faces many economic and political pressures. Recessions have sapped public support for universities in Europe and the United States. Criticism of education (higher ed + K-12) continues to grow, and reform drives cross political boundaries. Campus leaders address tech issues in this context.* There is rift between accreditation and learning. Formal educational institutions (those granting degrees) try to adapt the technologies to their current accreditation model. As long as they do these, the focus is the accreditation and not the learning experience. Turning it around would mean the disappearance of the accreditation as we know it, to ensure that these institutions facilitate learning in the best way possible. Presently, and as far as I know, there are no accreditation institutions focusing on the individual learner. The challenge here being finding a new educational model that can first focus on learning and then on accreditation. Could an institutions have 2 educational offerings? One MOOC-like offering for formal/traditional accreditation (massive classes, homogeneized tests, etc.) and another offering that results in individual portfolios that includes a list of people that the learner has collaborated with (in that institution and cross institutions)? - Eva Eva Oct 24, 2013 - michael.lambert michael.lambert Oct 27, 2013 See also above regarding Degree Qualifications. - cchandler cchandler Oct 27, 2013cchandler Yes this!- andrew.barras andrew.barras Oct 27, 2013
  • We need to rethink privacy in the age of surveillance. From Google Glass and ads to the NSA's global snoopery, from Snowden to Clapper, we're living in a golden age of surveillance. (Another example: So how are we revising our understanding of privacy? Will we accept or resist data-veillance? Can cryptography become a consumer good? Will students, staff, and/or faculty find data analytics creepy or empowering? Should we teach information literacy in new ways? How does surveillance connect with other challenge and trends in this report, like copyright (the MPAA/RIAA would love some surveillance powers)? - tom.haymes tom.haymes Oct 27, 2013 - crista.copp crista.copp Oct 27, 2013
  • The traditional development model is broken. I noted this in Q3 also. This is, in some ways, a more precisioned way of framing the previous point. Local professional development programs are designed to support full-time faculty populations, using few (at most) tools. This model relies mostly upon home-grown media resources for training faculty, workshops, retreats, etc. The traditional PD model does not align with the landscape of teaching with emerging technologies. As a result, faculty are left to manage their own PD, which is fine for some but will never engage the mainstream. Moreover, in the U.S. most college faculty today are part-time. New PD models that leverage community-fueled solutions and look to faculty, institutions, and early startups as partners in solving this problem are needed. - mpacansky-brock mpacansky-brock Oct 25, 2013 Educational entrepreneurs are certainly leading the new models in education. The tension between the educator and the entrepreneur is evident...but healthy tension is always good, in my opinion. - michael.lambert michael.lambert Oct 27, 2013 I posted a related post in Q3 this morning. I second Michaels point as well. - tom.haymes tom.haymes Oct 27, 2013 - crista.copp crista.copp Oct 27, 2013- rubenrp rubenrp Oct 28, 2013
  • There is an over-reliance on part-time faculty. The majority of college faculty in the U.S. are part-time (and, by the way, I am one). The infrastructure must be amended to foster incentive for part-time faculty to take on the time consuming task of learning how to teach with new tools and understand why emerging technologies are valuable in instruction. How can new models of online course development be piloted or showcased to spread new options for improving the integration and support of part-time faculty into the instructional paradigm? Are charter online universities an option ... breeding grounds for experimetation and innovation in online teaching? - mpacansky-brock mpacansky-brock Oct 25, 2013 I too have this concern for the 20+ adjuncts I work with in the programs I lead. Although we do not have tenure, there is a need to hire faculty who are more current and more technologically savvy.
  • The gulf between IT and ET continues to widen. IT in many institutions continues to be stuck in Windows-world and the Wild West that the rest of the community tends to live in is increasingly alien to their structures, skillsets, and imaginations. Increasingly, I find that the discussion on that part of the shop is about security over opportunity and a consequent focus on what can be controlled rather than enabling opportunities created by technology. Educational institutions have always had trouble attracting top-end IT talent who can square the circle toward augmenting our efforts rather than simply supporting the status quo. Administrators, who are at best thinking about technology in a 1990s framework, and are generally more worried about damage control than anything else, easily subscribe to the IT mindset. As a consequence, we have an over investment in technologies (LMS, intranets, security, etc.) that seem to support the bottom line but do not really enable growth in teaching and learning and an underinvestment in technologies such as mobile, wireless and Maker Spaces that provide opportunities for intellectual exploration and innovation. This is an old problem but one that has never been resolved and consequently continues to grow worse as the two worlds become ever more separated. It's also completely understandable because their mission objectives are first and foremost the protection of the institution and, by extension, their systems. A victory for them is not having an Edward Snowden-type event on their watch. - tom.haymes tom.haymes Oct 27, 2013
  • Many of our current structures and practices fail to teach creativity over conformity. The need in the real world is for creative problem-solvers, not drones. Drones were fine on an assembly lines but computers make great drone replacements. Our educational processes, aided and abetted by the standardized testing regime, are more geared to creating drones whose primary purpose is to take tests. When they reach higher ed, they seem incapable of thinking outside their traditional boxes. Indeed, it scares the crap out of many of them. Therefore, when we try to do something creative or use technology to enable them to be creative, it often takes students out of their comfort zones, generating resistance and an attitude of, "just give me the grade and leave me alone." More capable students are able to withstand this brainwashing more effectively but students with poorly-developed learning skills really struggle with the dichotomy between what they have traditionally been asked to do and what we, and the workplace, expects them to be able to do. - tom.haymes tom.haymes Oct 27, 2013 The system is setup where conformity is dominant on purpose. - andrew.barras andrew.barras Oct 27, 2013
  • If Higher Ed does not adapt to the times, it will be superseded. I think most universities are operating under several false assumption. 1. Since they have been around for hundreds of years, so they will be around for hundreds more. 2. They have time to solve these problems in a gradual way, with study, scholarship and lots of conferences. Nature abhors a vacuum. As long as students think the ROI for with universities is acceptable, the industry has time. I believe however that the window for change will be short. One year a new player for higher learning will emerge. It will be cool, it will be fun and it will be very cheap. It will go viral and will become a valid alternative to traditional universities.I say this because there is far to much money involved in higher education for other people to not try to enter the field and the cost of entry is so very low. - andrew.barras andrew.barras Oct 27, 2013
  • Manufacturers are reducing owner control over their devices. Increasingly, devices are becoming walled-gardens controlled by the manufacturer and purchasers of these devices often have limits on their ability to hack the device to make it do things the manufacturer/designer intended. - alanwolf alanwolf Oct 27, 2013

Moved from RQ2:
  • Today's environment requires students to acquire skills on branding, marketing, strategic visioning, digital footprint, entrepreneurship, etc. More courses designed around an entrepreneurial spirit should be developed. - deborah.cooke deborah.cooke Oct 22, 2013- Holly.Lu Holly.Lu Oct 24, 2013 A Core Curriculum To Create Engaged Entrepreneurs by Cathy Davidson. - michael.lambert michael.lambert Oct 14, 2013 I wholeheartedly agree with this, Cathy, but I would also add Intrapreneurship to the mix i.e. behaving like an entrepreneur within the context of a large business or organisation. - damian.mcdonald damian.mcdonald Oct 14, 2013 - agree with both - helga helga Oct 20, 2013 So do I [[user:ole|1382445463] Building on this idea, links between entrepreneurship, social enterprise, social empowerment and connective technology might be more powerfully made in the classroom. Ideas around innovation, social justice, entrepreneurship and technology already underscore TED and TEDx, as public learning forums.- Melissa.Langdon Melissa.Langdon Oct 27, 2013.> [Editor: this feels more like a challenge than a new technology -- moved to RQ 4.]
  • New platforms are needed for Teacher-Trainer-Learners to Explore, Try, and Document Innovations in Digital/Blended Learning-- Platform (a wiki or some other form of open collaborative environment?) Reading the reference to Cathy Davidson's A Core Curriculum to Create Engaged Entrepreneurs reminded me of another document I came across from her and her collaborators earlier this year: Rights and Principles for Learners, which was originally referred to as A Bill of Rights and Principles for Online Networked Learners in the Digital Age. An expanded form and forum for Rights and Principals where we actually explore and document digital and/or blended projects that produce effective learning experiences might be a place where anyone involved in the learning process would explore and expand upon the rights and principles in the current document, add to them, experiment with them in a variety of settings, and document them in a place accessible to all interested parties and open to contributions--an "ultimate" online/onsite collaborative sandbox/workspace to help all of us benefit not only from experimentation and innovation in higher education, but also in other lifelong learning venues. Seems to me that Davidson's group and the New Media Consortium could be strong players--if not the strong players--in creating this expanded collaborative platform/sandbox/workspace. Potential players: students who actually complete semester-long projects that become part of the pool of examples of effective learning principles; faculty members (think of Michael Wesch and what he and his students produce as part of their learning process); and those involved in workplace learning and performance (staff training) to support lifelong learning that builds upon what higher education initially fosters. It could have the flexibility and reach of a connective MOOC (cMOOC), where there is a central core site/hub supported by participants' interactions in a variety of places (e.g., a Google+ community, tweet chats unified through a consistent hashtag, a blog hub similar to what Alan Levine created for #etmooc); the organization of something as sophisticated and inclusive as Wikipedia; and as rewarding and inspiring as the best of the projects we document through our work on Horizon Project reports. - paul.signorelli paul.signorelli Oct 21, 2013 - ole ole Oct 22, 2013 - deborah.cooke deborah.cooke Oct 22, 2013 [Editor: Moved to RQ4, Challenges]

Moved from RQ3
  • There is a need for some sort of database where HE teachers review applications and give some 'description of contents' as to learning / teaching potential. - ole ole Oct 22, 2013 (That's a great expression, and one I'll borrow) Yes, it's taken a while, but we're finally migrating into the world of ubiquitous computing. Education needs to get involved in the big strategic questions, like: copyright; app vs Web; open standards vs proprietary ones. - bryan.alexander bryan.alexander Oct 24, 2013 - jochen.robes jochen.robes Oct 25, 2013 - holeton holeton Oct 25, 2013 Totally agree that educators need to go beyond the technical and pedagogical questions - bdieu bdieu Oct 25, 2013. In reading the mobile video topic addition, I am struck by the reliance upon mobile-flexible project strategies by my students. Their action projects are increasingly mobile-enabled, and their class participation through Twitter relies on a mobile-first approach. I don't know that computers themselves are undergoing massive reinvention--but in a sense, "our" GenX+ definition of computing devices needs to expand to include what neo/millennials define as a computing device. These are mobile --but not necessarily "tablet". - jasonr jasonr Oct 24, 2013 - mpacansky-brock mpacansky-brock Oct 25, 2013 What is a computer anymore? These are all just devices! - crista.copp crista.copp Oct 27, 2013 How does the idea suggested trend that people are increasingly becoming makers? The ability to make on tablets or other less general purpose computing devices is limited when compared to "traditional computers", in part, because the environment is more tightly controlled, and limited by the device manufacturer. - alanwolf alanwolf Oct 27, 2013 I agree with this statement adding that tablets will probably become a device of choice right next to the smartphone. - deborah.cooke deborah.cooke Oct 22, 2013- ole ole Oct 23, 2013 [Editor: Moved to Challenges, RQ4]
  • With the yearly increase in processing power of computers, comes a corresponding increase in the ability of computers to understand the world around them. Many companies such as Google are working on harnessing this power to organize and search more than just text. Soon video will be able to be automatically searched and indexed. You will be able to go onto YouTube and search for "blue car" and get videos that have that in them. This does two things. 1. It opens up a huge amount of new content for search online. 2. As computers start to understand this information it will be able to put it in context. Eventually hey will be able to create new content and new contexts. At that point they will be able to construct lesson that can be tailored to individual students. I have written quite a bit about this concept on my blog. Here's a link to a video on this topic. - andrew.barras andrew.barras Oct 22, 2013 [Editor: Moved to Challenges, RQ4]
  • With an increasing division between academics embracing new technologies and approaches such as MOOC's, Open Content, etc. and those who are not, there may increasingly be different categories of courses. Those for which students can expect to engage with such technologies (sometime labeled 'blended') and those that will not. Student choice in such courses may drive change, but with many students preferring familiarity, it may not be in favour of innovative approaches. - j.zagami j.zagami Oct 23, 2013 [Editor: Moved to Challenges, RQ4]
  • There is increasing administrative and marketing control of learning analytics. While learning analytics were introduced to improve learning, they can also be used for targeted marketing (drawing upon many years of market analytic research) and staff management, in which analysis of staff performance is based on the data collected about student performance, online activity, etc. How often and when an academic logs into the LMS as a predictor of their likelihood of success as an instructor... - j.zagami j.zagami Oct 23, 2013 This leads to a very narrow view of learning as much of it occurs outside the LMS walls. - bdieu bdieu Oct 25, 2013 [Editor: Moved to Challenges, RQ4]
  • There are disturbing signs of a faculty revolt against online learning. 2013 saw faculty publicly oppose and criticize MOOCs, citing labor reasons. The fear of campuses using technology to further reduce tenure, lay off instructors, or not hire replacements is big. This could be also linked to the administrative and marketing control of learning analytics - bdieu bdieu Oct 25, 2013 [Editor: Moved to Challenges, RQ4]
  • With all the abundance of content, technologies and overall participatory options, learning institutions need to lead the way to facilitating finding a balance between connected/unconnected life. Lifestyle Learning. 3G/wifi-less environments, non-tech related activities, an increase on awakening and also developing the other dimensions of learners (including sensorial) will be needed. Educational institutions should lead the way to ensure learners do not get lost and absorbed by the abundance of information and technology and should evangelize, promote and act on ensuring that there's a balance and that learners have time to feel, digest, reflect, discuss, touch, smell, and so on. Finding a balance and guiding learner's to personal success should be society's compromise with new generation of digital natives. - Eva Eva Oct 24, 2013[[user:ole|1382682152] [Editor: Moved to Challenges, RQ4]* New models of professional development are needed to align with emerging technology landscape. With the explosion of web 2.0 and social media tools and the integration of these tools into learning, it is no longer sustainable, economical, nor logical to leverage an internal faculty development staff to develop training resources for these technologies and train local faculty. Early startups have the same problem; they need to also develop pedagogical support resources for their growing educational users -- faculty are asking for this. Social networks are one option for seeking out resources but an opportunity exists here for cultivating a new, community-based solution for supporting faculty in the future. Are faculty-authored eBooks a solution, for example? Can early adopter faculty position themselves as subject-matter experts for teaching with particular tools by self-authoring eBooks and selling them for a nominal fee? The eBooks could be purchased in bulk by institutions to support faculty if a tool was adopted large-scale or individually by faculty who choose to dig deeper individually. What other solutions are there for reshaping professional development to align with the emerging technology landscape? - mpacansky-brock mpacansky-brock Oct 25, 2013 [Editor: Moved to Challenges, RQ4]
  • The fear of being vulnerable is a barrier to voice and video communication adoption. In my teaching and in my research, I have found that a significant reason students and faculty are reluctant to use voice and video communications online is because they carry anxiety about recording themselves. There are a few things to be said here. As educators, we need to support the social-emotional needs of our learners by supporting them through the early stages of technology adoption. Also, as educators, we need to understand the value and importance of embracing vulnerability. The research of Brene Brown is key here. Brown's qualitative studies have located vulnerability as an origin of creativity and innovation. - mpacansky-brock mpacansky-brock Oct 25, 2013 [Editor: Moved to Challenges, RQ4]