Research Question 3: Key Trends

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

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

  • As the abundance of resources and relationships made easily accessible via the Internet grows, we are ever more challenged to revisit our roles as educators. Institutions must consider the unique value that each adds to a world in which information is everywhere. In such a world, sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live and work is again at the forefront. Universities have always been seen as the gold standard for educational credentialing, but emerging certification programs from other sources are eroding the value of that mission. - Jolie Jolie Oct 16, 2013 I agree that teachers will need to prepare students to be successful in an Internet-mediated information age by teaching critical and creative thinking skills, information and digital media literacy, and guiding them to develop their own PLEs/PLNs. While it may be up for debate, I am not convinced that certification programs are eroding value. I believe accrediting organizations play an important role in this area. - paul.signorelli paul.signorelli Again find myself agreeing with Jolie--we have to stop meeting this way--and adding the idea that some of this need and call for "revisiting" our roles as educators is far from new; as I reread Carl Rogers' Freedom to Learn (1979) and rediscover documentation (in Knowles/Holton/Swanson's The Adult Learner, calling for experiential learning to replace the learner-as-sponge-through-lecture model in the 1920s), I'm reminded that one of the pleasures of what we do involves seeking innovations to produce better results, and one of the frustrations is that we can talk about these ideas for decades without producing the positive tranformations we are proposing.You're so right - words, words, words is often what comes from policymakers. And from colleagues who are not interested in change for the better - on the contrary. Many teacher see themselves as 'knowledge communicators' and deny what is going on right in front of them technology- and information-wise. A cultural change is needed, but university culture is a supertanker - difficult to turn. It is more important than ever that HE teachers learn about it in teaching and learning in tailored courses like the one I have referred to in another context; this course is mandatory within my main academic area - our management thus takes this seriously which is the prerequisite for a change to happen. To put it short: Our roles as teachers must change, and this change must be supported by the management / the administrators, and the courses must be managed by people who are experts on teacing and learning. - ole ole Oct 22, 2013 Agreed. In Australia, we are also increasingly seeing the creation of academic administration roles, and the reduction of academic teaching and research roles. New PhD graduates and Early Career Researchers often struggle to get academic jobs, and as a consequence, we're seeing a reduction in the number of students taking up postgraduate study. On the flipside, the rise in administrative rather than academic roles, has meant that the re-structuring and streamlining of programs in line with of national standards (in Australia's case HERDSA and TEQSA) is not always conducted by discipline experts.- Melissa.Langdon Melissa.Langdon Oct 27, 2013 - jasonr jasonr Oct 22, 2013 I do agree--I see this in the classes that I teach at even junior and senior levels. In many ways it is demand by students that must drive this change in thinking. Students use technology to suit their own interests, but that educators must be the ones to help them make sense of how technology can be useful as tools for both learning and personal development. In the Global Social Problems course that I teach ( I challenge students to take action to tackle social problems through social media participation. While Facebook usage is high, Twitter usage stands at about 50% and there is little to no familiarity with other online tools to curate content or even to source information. Bridging the gap between what the students think they know about technology and making technology relevant to them in a personally productive way is a key challenge of what we call digital literacy. It isn't that students need to be 'exposed' to tools--it's that students need to understand how and why technology is relevant to helping them develop as contributing members of society and how that helps them ultimately to be successful. Moreover, it is also helpful to think about digital literacy as not being constrained to a single professor in a single course. The Friday Institute for Educational Innovation at NC State suggests developing a "Literacy Plan" across the curriculum to plan how this effort might take shape: - jasonr jasonr Oct 22, 2013- ole ole Oct 23, 2013- Holly.Lu Holly.Lu Oct 24, 2013 - mpacansky-brock mpacansky-brock Oct 25, 2013 I still see way to many faculty doing the same-old, same-old and too many administrators chasing things they don't understand just because it's new. A very frustrating dichotomy that stifles change. We need to develop institutional mechanisms that facilitate effective change from within. We need to bring Silicon Valley's entrepreneurism into the Academy.- tom.haymes tom.haymes Oct 26, 2013 I agree with the statement above, specficially the need to teach 21st Century learning skills. Within that domain, I would place high emphasis on the teaching/practicing of critical thinking skills. This is a huge gap in K-12 education that bleeds over into higher ed. Latest stats show about 30% of most incoming Freshman are wholly unprepared for college and end up failing by the end of the first semester. - deborah.cooke deborah.cooke Oct 22, 2013 Hear, hear - ole ole Oct 23, 2013 - bdieu bdieu Oct 25, 2013 - tom.haymes tom.haymes Oct 26, 2013
  • 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. - tom.haymes tom.haymes Oct 26, 2013- rubenrp rubenrp Oct 28, 2013 You're so right. You can call this an ecosystem (I like that term), but it is a jungle as well. Once again, we face the platform problems (Apple vs. Android vs. Windows), and once again we stand - to use a Danish expression - like Moses at the Red Sea when we find new devices and applications.
  • Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information — often via their social networks. Institutions that embrace face-to-face/online hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. Online learning environments can offer different affordances than physical campuses, including opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments. - damian.mcdonald damian.mcdonald Oct 14, 2013 - ole ole Oct 22, 2013- Holly.Lu Holly.Lu Oct 24, 2013 - mpacansky-brock mpacansky-brock Oct 25, 2013 <- totally agree with this, but there's an assumption that students and staff have the skills to do this. There's a mismatch between confidence and competence that needs to be addressed, embedding of student and staff support is vital - neil.witt neil.witt Oct 26, 2013 - Melissa.Langdon Melissa.Langdon Oct 27, 2013We still haven't figured out how to educate most students effectively online. The LMS is a transitional, first-stage technology that promotes bad teaching and that we need to retire as quickly as possible. The attrition rate, particularly among unskilled learners, is alarmingly high, which should not surprise us. - tom.haymes tom.haymes Oct 26, 2013 Agreed - crista.copp crista.copp Oct 27, 2013Amen. - deborah.cooke deborah.cooke Oct 22, 2013 - Jolie Jolie Oct 16, 2013 Just as with hybrid models, not all online learning models are the same. Each individual OLE is as unique as a traditional classroom course that is influenced by teacher beliefs, pedagogy, content, technologies, learners, etc. The general conception and perception of what online learning looks like and how it feels to experience it will mature/change as more students take more immersive, interactive, engaging courses and as more teachers experience what works in this environment and what does not work. ... Let's not forget that a significant driver for this model is the desire for cost-savings. The question remains--how will online programs that are driven by cost savings impact student learning outcomes? Can this approach encourage and sustain meaningful, engaging learning experiences? - jasonr jasonr Oct 22, 2013 In response to jasonr: More than the online technology, I believe the student:teacher ratio would impact the learning experience for students. For example, with a 20:1 student:teacher ratio, students can be engaged online (when the course is well-designed and facilitated), but with 200:1 or 2000:1, then student engagement could become problematic. Crowdsourcing, cooperative learning, automated tasks, & GA support could likely have a positive impact on engagement levels and learning outcomes with massive courses. - Jolie Jolie Oct 22, 2013 I'm waiting for the term "blended learning" to be replaced by "learning", as we assume all learning likely involves digital processes.. - bryan.alexander bryan.alexander Oct 24, 2013 couldn't agree more - jochen.robes jochen.robes Oct 25, 2013
  • 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 advanced equipment in their personal lives than at school. - paul.signorelli paul.signorelli Oct 18, 2013 This is a great solution for universities that are either unwilling or have limited means to invest in upgrading their teaching technologies and infrastructure. However, it also means that students must know how to use their own device, as the provision of training for different models and devices may be limited. - Melissa.Langdon Melissa.Langdon Oct 27, 2013 - joseph.cevetello joseph.cevetello Oct 25, 2013 This appears to be well underway--I'm experiencing this personally as a trainer-teacher-learner--and provides benefits (learners of all ages focusing on the learning process with familiar tools rather than having to learn new technology before learning what is driving them into the learning process in the first place) and challenges (boundaries between what is personal and what belongs to businesses and other organizations is something students-as-future-employees and employers are going to have to increasingly address). Yes, the students expect us to use the technology they know from their daily lives, but often they are neither creative nor critical. See this quotation from the EU document Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources Individuals must acquire new skills for a digital world Although digital competences are essential for employment, today's young people lack the ability to use them creatively and critically. Being born in a digital era is not a sufficient condition for being digitally competent. Studies show that, on average, only 30% of students in the EU can be considered as digitally competent; and still 28% of students in the EU have practically no access to ICT, neither at school or at home. Only around half of initial VET students in Europe attend classes where teachers use ICT in more than 25% of the lessons. Furthermore, the low or non-existent digital skills of many adults hinder their productivity and innovation capacity at the workplace and limit their participation in society. This document also states: Today’s learners expect more personalization, collaboration and better links between formal and informal learning much of it being possible through digital-supported learning. However, between 50% and 80% of students in the EU never use digital textbooks, exercise software, broadcasts/podcasts, simulations or learning games. The EU lacks a critical mass of good quality educational content and applications in specific subjects and multiple languages as well as connected devices for all students and teachers. A new digital divide in the EU, between those who have access to innovative, technology-based education and those who do not, is on the rise as a consequence of this fragmentation of approaches and of markets. Altogether the problem is multi-facetted. - ole ole Oct 21, 2013 Again here we see the disconnect between the students ability to use tech and their ability to think critically and the mirror-imaged gap among instructors. Good at critical thinking but not good at understanding how technology can facilitate critical thinking. - tom.haymes tom.haymes Oct 26, 2013 Yes, students are more prone to using their own devices and they seem to be getting smaller and more portable as time goes on. - deborah.cooke deborah.cooke Oct 22, 2013
  • Massive open online courses are being widely explored as alternatives and supplements to traditional university courses. Led by the successful early experiments of world-class institutions (like MIT and Stanford), MOOCs have captured the imagination of senior administrators and trustees like few other educational innovations have. High profile offerings are being assembled under the banner of institutional efforts like edX, and large-scale collaborations like Coursera, the Code Academy, and in Australia, Open2Study. As the ideas evolve, MOOCs are seen more and more as a very intriguing alternative to credit-based instruction. The prospect of a single course achieving enrollments in the tens of thousands is bringing serious conversations on topics like micro-credit to the highest levels of institutional leadership.- damian.mcdonald damian.mcdonald Oct 14, 2013 <- the problem is that they may have "captured the imagination of senior administrators" but selling the concept to people on the ground needs more work - neil.witt neil.witt Oct 26, 2013 Finding that MOOCs are actually getting a bad name from those same "senior adminsitrators" who were so captured by them a few months ago. As the data rolls in, MOOCs are being seen as something to avoid not something to follow. While the idea of Massive and Open is appealing, the promise it holds has been seriously tested and I believe we will see a different iteration that will hold more promise, and perhaps a new name that colleges want to hold onto. - crista.copp crista.copp Oct 27, 2013- Jolie Jolie Oct 16, 2013 The format of MOOCs are likely to evolve. It will become increasingly important in conversations to distinguish among the various MOOC models (xMOOC vs cMOOC). We will also likely see variations on the theme of openness (i.e., what it means to be open will be contextual). - paul.signorelli paul.signorelli Oct 18, 2013 Completely agree with Jolie on this one. There's a tremendous need to distinguish between what the various types of MOOCs offer and how each type can become part of our evolving learning landscape. Participation in two connectivist MOOCs and one xMOOC this year provided great first-hand examples of what each can produce; the experience of being part of a formal connectivist MOOC in progress and then remaining involved in the community of learning that the MOOC (#etmooc, the Educational Technology & Media MOOC) inspired demonstrates how lifelong learning can be fostered by those who are also deeply immersed in higher education (e.g., Alec Couros and his "co-conspirators" who designed and facilitated #etmooc). This is learning at its best, and deserves our attention. - It will definitely be interesting to see MOOCs evolve, as well as the pertaining business models. In Germany, data protection is a big(ger) issue, and therefore ideas like making MOOC-student data availble, for instance, to potential recruiters is seen very critically. - helga helga Oct 20, 2013 - jochen.robes jochen.robes Oct 21, 2013 MOOCs have a lot of exciting possibilities for use including course remediation, college prep and cutting/splicing segments into traditionally designed models of instruction. The issues that remain are: Credit - How to assign and how much to charge? Who owns the Intellectual Property Rights? How to fund the development of a MOOC on a local campus? How to monetize MOOCs for University gain and branding? - deborah.cooke deborah.cooke Oct 22, 2013
  • Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value. As authoritative sources lose their importance, there is need for more curation and other forms of validation to generate meaning in information and media. “Open” continues its diffusion as a buzzword in education, and it is increasingly important to understand the definition. Often mistakenly equated only with “free,” open education advocates are working towards a common vision that defines “open” as free, copiable, remixable, and without any barriers to access or interaction. - damian.mcdonald damian.mcdonald Oct 14, 2013 - Jolie Jolie Oct 16, 2013 It is likely that the concept of openness will evolve into various levels of openness, rather than a binary. - jochen.robes jochen.robes Oct 21, 2013 Yes, open content (etc.) is becoming of value. Sensitive issues, such as where open content intersects with MOOC monitization remain. - deborah.cooke deborah.cooke Oct 22, 2013 Be sure to include scholarly publication in this. The open access struggle is huge, and deeply connects with many faculty. - bryan.alexander bryan.alexander Oct 24, 2013 Openness and the free exchange of knowledge is vital for academia. - bdieu bdieu Oct 25, 2013. Early MOOCs were assisted by the OER movement, and many MOOCs are based around exisitng OER material. One has to wonder what happens when the OER material is exhausted or out of date and the true cost of content development is realised. - neil.witt neil.witt Oct 26, 2013
  • People expect to be able to work, learn, and study whenever and wherever they want. Life in an all the time more busy world where learners must balance demands from home, work, school, and family poses a host of logistical challenges with which today’s ever more mobile students must cope. Work and learning are often two sides of the same coin, and people want easy and timely access not only to the information on the network, but also to tools, resources, and up-to-the-moment analysis and commentary. These needs, as well as the increasingly essential access to social media and networks, have risen to the level of expectations. The opportunities for informal learning in the modern world are abundant and diverse, and greatly expand on earlier notions like “just-in-time” or “found” learning. - damian.mcdonald damian.mcdonald Oct 14, 2013 - ole ole Oct 22, 2013 - Jolie Jolie Oct 16, 2013 Emerging tech will facilitate the transfer of learning as a student graduates and enters the workplace. A PLE/PLN cultivated in school can support the learner in workplace performance and success. - paul.signorelli paul.signorelli Oct 18, 2013 Ditto! - Jolie Jolie Oct 20, 2013 Great minds! :) I think this will only increase in the future. The days of having to conform to a school schedule and show up in a brick and mortar classroom are passing. Learning needs to be convenient for it to be relevant and in demand. - deborah.cooke deborah.cooke Oct 22, 2013- ole ole Oct 23, 2013- Holly.Lu Holly.Lu Oct 24, 2013While I agree that this statement in general, I believe that some underestimate the value that an imposed structure can have for a substantial number of learners, new as well as more experienced learners. - alanwolf alanwolf Oct 27, 2013 Agree Alan. Younger students consistently show (and tell) us their need for structure and the research is fairly clear about the need for self motivation for anytime learning - crista.copp crista.copp Oct 27, 2013
  • Social media is changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than one billion people use Facebook regularly; other social media platforms extend those numbers to nearly one third of all people on the planet. Educators, students, alumni, and even the general public routinely use social media to share news about scientific and other developments. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector. I would agree with this statement. Facebook and other social media platforms are becoming increasingly important, for instance in the group assignments in various MOOCs. It seems to be the way 5 people all living on different continents can communicate across timezones, collaborate and get assignments turned in with reletive ease. - deborah.cooke deborah.cooke Oct 22, 2013- Jolie Jolie Oct 16, 2013 Social media will also have a significant impact on the design for online learning experiences-- engagement, social presence, pedagogy, facilitation. - paul.signorelli paul.signorelli Oct 18, 2013 Another under-studied and extremely interesting aspect of the way social media is changing the way we interact involves "multidimensional facets of time in online learning," as explained in this wonderful paper published in 2011: Participation in the Exploring Personal Learning Networks MOOC as well as in #etmooc, the Educational Technology & Media MOOC this year, leads me to believe that MOOCs are the perfect place to explore this idea of how we view and use time in learning, as I have written in a number of blog postings, including this one: - My impression is that many students still tend to use Facebook, in particular, more for private communication and leisure, games, fun, than for organised learning. But the potential is definitely there. However, reservations concerning data protection are prevalent in this area, too. - helga helga Oct 20, 2013 I do agree - have written about this in another context. - ole ole Oct 22, 2013 This related to what I wrote earlier in the digital literacy posting, but I think the title of this section should be: 'Social Media *has* changed the way people interact, present ideas...' This paradigm shift has already happened for other audiences. However, college students come from a K-12 culture where use of social media is highly restricted and whose participation is looked upon as a risky endeavor. We should be encouraging kids in the opposite direction--that there is more to using social media tools than what their interests through Facebook or (now) Instagram typically dictate. The millennials need to be taught the value of these tools, and the neo-millennials need to learn the proper way to participate and engage with these tools head-on. Regardless, the challenge with the current higher education crowd is making the use of these tools relevant to personal and college learning. - jasonr jasonr Oct 22, 2013 I think we are in a few phase of "social media" as the trends show the younger students are moving away from the more stable "Facebooks" to very short lived Social platforms (Snapchat, Vine, etc).. students are using these "networks" differently then they were even a few years ago. If we are looking at how these technologies impact our students in the future, it would be very shortsighted to view how our current student use them - it is evolving very rapidly. Currently high school students share less on Facebook, than their parents do - crista.copp crista.copp Oct 27, 2013
  • The technologies we use are more and more cloud-based, and our notions of IT support are decentralized. The continuing acceptance and adoption of cloud-based applications and services is changing not only the ways we configure and use software and file storage, but also how we conceptualize those functions. It does not matter where our work is stored; what matters is that our information is accessible no matter where we are or what device we choose to use. Globally, in huge numbers, we are growing accustomed to a model of browser-based software that is device independent. While some challenges still remain, specifically with notions of privacy and sovereignty, the promise of significant cost savings is a driver in the search for solutions. Yes. I especially like the statement "It does not matter where our work is stored; what matters is that our information is accessible to matter where we are or what device we choose to use." With life becoming increasingly mobile and diverse, cloud storage becomes key. Storing data in the cloud can be a lot safer than on a local server. - deborah.cooke deborah.cooke Oct 22, 2013- joseph.cevetello joseph.cevetello Oct 25, 2013 From recent experience, getting institutional IT department to accept a cloud solution has been a fraught experience. Getting the institution on board, overcoming concerns over ownership, data protection etc is time consuming and is a strategic decision - neil.witt neil.witt Oct 26, 2013 In some cases institutions are embracing cloud solutions for economic reasons, leveraging online solutions to reduce the need to support services locally. - billshewbridge billshewbridge Oct 27, 2013
  • There is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave a clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use data for enrichment. Dashboards filter this information so that student progress can be monitored in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes. - Jolie Jolie Oct 16, 2013 Personalized learning will become increasingly important. We have the tools to create highly individualized leaning modules online and I believe we should do so supporting varying approaches and learning styles. - deborah.cooke deborah.cooke Oct 22, 2013- joseph.cevetello joseph.cevetello Oct 25, 2013 This should be one of the short term items. - ole ole Oct 23, 2013 Yes. And how does the quantified self movement translate to education? - bryan.alexander bryan.alexander Oct 24, 2013 While I'd like to say this is happening, we don't see young students taking the reigns on their own learning, they still need to be guided a lot! The graduate student tends to be more interested in a personalized learning experience, the undergrad student is often far from being intrinsically motivated to do so. - crista.copp crista.copp Oct 27, 2013
  • The world of work is increasingly collaborative, driving changes in the way student projects are structured. This trend is being driven by the increasingly global and cooperative nature of business interactions facilitated by Internet technologies. The days of isolated desk jobs are disappearing, giving way to models in which teams work actively together to address issues too far-reaching or complex for a single worker to resolve alone. While this trend is not widespread, where schools have created a climate in which students, their peers, and their teachers are all working towards the same goals, where research is something open even to first year students, the results have shown tantalizing promise. Over the past few years, the emergence of a raft of new (and often free) tools has made collaboration easier than at any other point in history. - Jolie Jolie Oct 16, 2013 - paul.signorelli paul.signorelli Oct 18, 2013 - ole ole Oct 22, 2013 This is true...working collaboratively is a 21st Century Learning Skill. - deborah.cooke deborah.cooke Oct 22, 2013- Holly.Lu Holly.Lu Oct 24, 2013 yes...even secondary is making shifts. - michael.lambert michael.lambert Oct 27, 2013
  • Communications are becoming more visual. As smartphone technologies become more advance and ownership continues to increase around the world, communication will continue to morph into a blend of text and image. While we once lived in an electronic communication stream of email and then text, images and videos are becoming more central to the way individuals share their everyday experiences, communicate their unique voices, and perform low order cognitive tasks too, as well, like remembering. - mpacansky-brock mpacansky-brock Oct 13, 2013 - damian.mcdonald damian.mcdonald Oct 14, 2013 Yes. And I still wonder why we call the course--English. - michael.lambert michael.lambert Oct 15, 2013 - Jolie Jolie Oct 16, 2013 Yes. And once Again I address the problem of digital copyright. - ole ole Oct 22, 2013 Some research is showing that students are preferring to have course instruction delivered graphically or by video rather than to have to read through a long list of detailed instructions. - deborah.cooke deborah.cooke Oct 22, 2013 Video is, in some ways, the killer app here. We have generations of people reared on television, and find video a fine way to experience the world. Meanwhile videoconferencing keeps on rising. - bryan.alexander bryan.alexander Oct 24, 2013- Holly.Lu Holly.Lu Oct 24, 2013 GIS, GIS, GIS - making some big impact in projects - crista.copp crista.copp Oct 27, 2013
  • Student recording and self publishing of their academic experiences are gaining traction. Recording lectures/tutorials/online sessions using technologies such as mobile devices and Google Glass, and publishing their experiences to personal public blogs, youtube and social media services. This may result in extended dialogue amongst their communities and a wider public commentary on this reporting. While this has many potential positives in reflective and deep learning, and lifelong learning for those not engaged in the course, it poses significant challenges to individual academics and their institutions. Students will likely redistribute copyrighted materials and in significant numbers, publicly defame individual academics and their institutions, particularly where an institution's culture of anonymous student feedback has emboldened students to provide such commentary on their academics and institutions performance. - j.zagami j.zagami Oct 23, 2013 This also addresses the problem of plagiarism, - ole ole Oct 23, 2013- Holly.Lu Holly.Lu Oct 24, 2013 This requires a rethinking of student support, guidance and institutional policy. Adapting existing policies does not work easily and these policies need rebooting with the learner as the focus. There is also a major digital literacy issue here as well in order to embed awareness of these issues into the curriculum - neil.witt neil.witt Oct 26, 2013
  • Asynchronous voice and video tools are humanizing online learning. LMSs are (finally) beginning to incorporate options for recording directly into the text editor (Canvas has this built-in for both instructor and students) and Blackboard now has an add on for recording straight from YouTube (the video defaults to 'unlisted'). External tools are becoming increasingly video based, as well (as noted in earlier questions). These innovations will be impactful, if adopted by faculty and students, as the human presence in asynchronous learning increases social presence (Ice, Curtis, Phillips, & Wells, 2007; Borup, West, & Graham, 2012; Pacansky-Brock, In-press), which has been demonstrated to improve interaction (Tu, 2000), student satisfaction (Gunawardena & Zittle, 1997; Rovai & Barnum, 2003), and depth of learning (Picciano, 2002; Richardson & Swan, 2003; Rovai & Barnum, 2003). - mpacansky-brock mpacansky-brock Oct 25, 2013 This is aspirational and I agree with the aspiration, but I'm not sure it's a "trend" as much as a hope or wish? It's phrased as a prediction, "... will humanize" so in that sense at least it's not a trend. While I hope the prediction comes true, I think it's far from assured :) . BTW at Stanford we have built a similar capability on top of the Sakai engine. - holeton holeton Oct 25, 2013
  • The shift continues towards becoming a creator-society. While consumption culture dominated modern mainstream society, our increasingly mobile society continues to display evidence that creation may be taking over. The maker-movement, ed tech startups, user-generated videos and branded YouTube channels, self-published eBooks, personalized domains, and Minecraft have all seen steep increases in recent years. How is higher education shifting its curricular focus to ensure learning environments align with the engagement of creator-students and foster the critical thinking skills needed to fuel a creator-society? - mpacansky-brock mpacansky-brock Oct 25, 2013 Yes. And the design of courses and degrees is on the rise. Interest-driven will soon be the new norm. Waiting until the third year to declare and take classes that relate directly to one's degree will soon be an obsolete format. - michael.lambert michael.lambert Oct 26, 2013- tom.haymes tom.haymes Oct 27, 2013
  • Digital humanities and computational social science research approaches are opening up new pioneering areas of multidisciplinary research, innovative forms of scholarship and publication, and new kinds of courses and pedagogies. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open source tools. At the same time they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools allowing real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to whole new research areas such as "Distant Reading" (Moretti) or "Macroanalysis" (Jockers), the study of large corpuses of texts as opposed to close reading of a few texts. These new research areas in turn have led to exciting new courses and curricula for undergraduate and graduate students. See for example digital . - holeton holeton Oct 25, 2013 - michael.lambert michael.lambert Oct 27, 2013Agreed - and the rise of the tablet as the dominant computing model seems to be fueling some of these trends - see, for instance, the re-ignition of interest in Interactive Fiction on the iPad.- rubenrp rubenrp Oct 28, 2013
  • Digital delivery will one day be the norm, with resulting less face-to-face interaction. With the open-source movement, thousands of educational resources and multi-layers of educational entrepreneurs the primary source of information and delivery will take place online and in a digital format. With the digital rise of TED videos, Wikipedia, and Google’s increasing role in disruptive change in education, higher education will continue to shift and find the intersection of personalized learning and personal experience. Informal learning is also pushing the formalized 4-walled environments. Digital curriculum and content are increasingly becoming created by students and teachers, personalizing learning and increasing student achievement- michael.lambert michael.lambert Oct 26, 2013 I strongly disagree with this, while digital delivery will play in a role (albeit a very large one) in educational space, I think this means that we simply need to make our face-to-face interaction more meaningful. Students (and their parents) will be looking for ways to make sure that they get real life experience out of college. Our students are not always coming to college for a subject, but for a life changing experience. - crista.copp crista.copp Oct 27, 2013
  • The immersion of job skill training will play a stronger role in curriculum, not the academic subject. Community colleges continue to expand and their courses often reflect what the business community is requesting. Entrepreneurship is on the rise. - michael.lambert michael.lambert Oct 27, 2013
  • Entrepreneurship and innovation, coupled with technology, are providing a way forward for resolving many of higher education issues. The fact of the matter is, as most of the comments above indicate, we have an increasingly unclear picture of how to move forward with technology and the future of higher education. This applies to both institutional leadership and teaching. There are so many options and so many things going on simultaneously it's hard for faculty and leadership to know what to do. All paths, whether they be MOOCs or Learning Analytics bring with them severe limitations that bring with them at least many questions as answers. Yet institutions seem ill-prepared to implement them in an effective manner. This is in part because higher education, to a large degree, resists the kind of effective change for a long list of, mostly legitimate, reasons including preserving academic discipline and rigor, funding and scalability issues, accountability and legislative/trustee oversight, etc., etc. What is needed is a mechanism that stimulates change and can be implemented across a broad range of institutional settings. The Lean Startup movement currently the rage in Silicon Valley may offer such a path toward using technology as a catalyst for building and measuring change in a rapid, cost-effective manner. It mirrors the trend the Michael Lambert posits above as a Creator Society in that institutions can use technology to create pilots and other experiments in teaching, organizational structure, etc. and then evaluate them quickly using rigorous scientific method. It is only through this kind of rapid iteration (pivoting) that Eric Ries posits in the the Lean Startup ( that we can hope to make sense of some of the myriad options presented on the wiki so far and to chart a course forward to the continued relevancy of higher education. - tom.haymes tom.haymes Oct 27, 2013

Moved to RQ4
  • 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]