NMC 2014 Summer Conference: Not In My Wildest Dreams!

June 20, 2014

The words “ambassadors” and “learning spaces” might not be at the forefront of your mind if you’re attending an educational-technology conference, but they certainly were for me while I was in Portland, Oregon for the New Media Consortium (NMC) 2014 Summer [ed-tech] Conference earlier this week.
NMC Summer Conference - PortlandIt was, in fact, at the intersection of ambassadors and learning spaces that I again saw what most attracts me to ed-tech and all other aspects of training-teaching-learning: the learners themselves. And what I saw needs to be seen by every one of us involved in and passionate about learning.

The ambassador connection initially came within hours of my arrival onsite early in the week through my conference roommate, Jonathan Nalder—an Australian educator/ed-tech enthusiast who partially funded his trip to the conference by running an online fundraising campaign via Kickstarter. Nalder was among the more than 20 ed-tech aficionados worldwide chosen to serve in the first cohort of NMC ambassadors for their willingness to play the role of “knowledgeable members of NMC Horizon Project K-12 Advisory Boards in the discussions that lead to future K-12 editions of the NMC Horizon Report series, be the experts in their field in the NMC Commons, and gain recognition among an international body of colleagues as innovative educators,” as we are reminded on the NMC website. (The ambassadors earned their positions by submitting video applications that describe the innovations taking place at their schools and also give us a wonderful overview of what was happening in the world of K-12 ed-tech at the time those videos were submitted.) So it was an unexpected pleasure to join him and several other ambassadors for dinner—which is when the learning-spaces connections began.

Hearing NMC Ambassador Lisa Gustinelli chat, during dinner, about a library that had become an “innovation center” she recently joined in a private high school in Florida teed up the topic nicely because it connected transformations I have been following: learning spaces that feature equipment and furniture that can easily be moved to accommodate the needs of learners and learning facilitators; collaborative environments; and the continuing evolution of libraries in ways that more overtly acknowledge and promote their long-standing role as learning centers. My own extremely rewarding onsite conference explorations of learning spaces continued during the week through a series of experiences including attendance at Houston Community College Northwest Director of Technology and Instructional Computing Tom Haymes’ session on idea spaces, and Al Biles’ engaging session providing an overview of innovations at the Rochester Institute of Technology Center for Media, Arts, Games, Interaction and Creativity (MAGIC)—which is beautifully described on the MAGIC website.

The ambassador-and-learning-spaces connection came full circle early in the afternoon of the final day of the conference when I joined colleagues in exploring the conference “Idea Lab”—a stimulating ed-tech version of poster sessions designed to serve as “a dynamic place where creativity flows,” and where displays took various shapes including simple yet elegantly-designed stand-alone posters and informal presentations that incorporated content viewable on tablets.

 

Cheryl Steighner with students

Cheryl Steighner with students

Walking over to the “Social Media: Connecting Young Learners to the World” session organized by NMC Ambassador Cheryl Steighner, I found what I hadn’t even known I was seeking: learners at the center of an Idea Lab session about the training-teaching-learning process. And not just any learners: Steighner’s co-presenters (lovingly referred to as her “Steighnerds”—were an amazing group of fourth- and fifth-grade students who were the youngest presenters ever to be included in an NMC Summer Conference, conference organizers confirmed. With Steighner standing nearby and intentionally taking a back seat to her learners, the students described how they had studied an interwoven variety of subjects by using Skype, Twitter, and other social media tools. Via Skype, for example, they interviewed students from other parts of the United States; their initial challenge, shaped through gamification techniques and involving a series of yes-no questions, was to determine where their Skype colleagues were physically located. Once they determined the geographical setting inhabited by their fellow students, they located and marked those places on a map that is usually kept in their classroom and was brought onsite to the NMC conference to be incorporated into their Idea Lab display. But the learning didn’t stop at that elementary level during the Skype sessions; the students learned about their Skype-partners’ cities and states through conversations during those online sessions. The students also honed their English reading and writing skills by composing grammatically correct sentences that became tweets, and by using iPads to compose writing assignments on a variety of topics including the civil rights movement in America.

Skyping to learning geograpny...and more

Skyping to learn geography…and more

Most striking about this blended learning/blended presentation approach is that it made me think far more broadly about the interwoven nature of our learning spaces than I ever had before. The Idea Lab space was a temporary learning space in which adults were learning about Steighner’s approach to teaching as well as about her learners’ sophisticated and enthusiastic approach to learning. The students’ learning space is an intriguingly blended onsite-online classroom that reaches as far as Steighner, Skype, Twitter, and NMC Summer Conference attendance will take them. The conference itself was a dynamically-inspiring learning space comprised of numerous elements: the smaller overlapping learning spaces ranging from the Idea Lab displays, workshops on massive open online courses (MOOCS) and other topics, and session break-out rooms to the larger ballroom settings where plenary sessions were held—and then beyond the hotel where the conference took place, extending into the restaurant where the ambassadors and I talked about innovation spaces and so much more Monday night, then extending even further into another restaurant the following evening with a slightly expanded group that included NMC staff, a workshop facilitator, and one of the conference plenary speakers.

NMC CEO Larry Johnson chats with one of the youngest conference presenters

NMC CEO Larry Johnson chats with one of the youngest conference presenters

I clearly wasn’t the only one to notice the spectacular nature of what was occurring in this wonderfully expansive learning space. NMC CEO Larry Johnson, visiting with Steighner’s learners during the Idea Lab session, was clearly as moved by the experience as any of us were. After listening to the students describe what they have gained, he reached into his pocket and in what was clearly an unplanned act, handed each of them a business card and told them that when these fourth- and fifth-grade students were ready to enter the workforce, there would be a place waiting for them at the New Media Consortium.

“When NMC started the Ambassador Program a year ago, did you have any idea that people like Cheryl would be producing results like this at an NMC conference?” I asked him a few minutes later.

“Not in my wildest dreams,” he responded without hesitation.

It simply has to be said: the ambassador project is one well worth observing and emulating, and those fourth- and fifth-grade learners who are becoming our partners merit all the attention we can give them, for they are going to be entering our workplaces sooner than we think. And the learning experiences and expectations they bring with them are going to offer us magnificent opportunities to continue growing with and responding to the evolving challenges of training-teaching-learning—or they are going to leave us in the dust.

“They are going to change the world,” Steighner predicts in a way that cannot be denied, for they already are as we spend time with them. Learn from them. And are inspired to be even better than we are at what we do.


NMC 2014 Summer Conference: Lighting Candles and Taking It Down  

June 18, 2014

Listening to Tom Haymes (director, technology & instructional computing at Houston Community College Northwest) talk about how to create idea spaces this afternoon at the New Media Consortium (NMC) 2014 Summer [ed-tech] Conference here in Portland, Oregon, I realized that worlds were converging. What better place, after all, to be hearing and dreaming about those creatively dynamic and innovative academic learning centers than at a conference which brings colleagues together to at least temporarily form an inspiring space for the development and sharing of ideas?

Haymes--Idea_SpacesThe topic Haymes was addressing—the need to be “looking at our spaces, the time allotted for reflection, and the mental, institutional and cultural structures we put into place to support teaching and learning”—isn’t just something of interest to those of us at this first-rate ed-tech conference; it’s a topic that is essential to what I see my training-teaching-learning colleagues in workplace learning and performance (staff training) endeavors and in libraries, museums, and other community-based learning organizations considering, promoting, and doing.

While Haymes posed it in terms of academic settings by rhetorically asking why our classrooms often continue to look the way they have looked for generations, he could have just as easily been posing the same question to anyone involved in training-teaching-learning. Whether we are absorbing gems from the best of lecturers or suffering through deadly-dull lectures, we have access to a steady stream of research showing how relatively ineffective the lecture as a learning tool is, yet it continues to be the paradigm in much of what we encounter through our lifelong learning efforts.

Increasingly, however, we are also encountering wonderful extensions of the decades-long search for models more effective than the learner-as-sponge lecture model: the best of our connectivist massive open online courses (MOOCs), for example, create cross-platform virtual settings for engaging learning experiences; the information commons model that has extended beyond the walls of academic libraries into public library settings seems to be morphing into makerspaces and innovation centers that are changing the shape of some of our community learning centers, and those idea spaces that Haymes so tantalizingly dangled before us this afternoon give us something else to dream about—and strive to produce. It’s all part of moving us from what Haymes described as the quintessential learner question—“What do I have to do to get an A in this course?”—to the all-too-infrequently-asked question, “What can I learn in this class?”

And Haymes wasn’t quite done with us at that point; he also described how he and his campus colleagues are designing for synergistic innovation: “We really designed the entire campus to be a learning space, where all of the pieces work together”—which, again, is a wonderful goal for all of us in training-teaching-learning to explore and pursue since it places an emphasis on the same holistic approach to learning-space design as we should be taking to the learning process itself.

NMC Summer Conference - PortlandWe come full circle here: classrooms as idea spaces, and conferences as idea spaces where learning occurs naturally. We heard NMC CEO Larry Johnson begin the first full day of formal keynote addresses, presentations, and other activities with the playful directive “Let’s light this candle!” We heard him at the end of the day offer what I’ve come to accept as the “Conference Lament”–an acknowledgement that when you convene a creative group of trainer-teacher-lifelong learners who incorporate conference backchannels into their learning experience, you’re going to find that no conference wireless system can possibly keep up with all of us: “We’re an Internet organization; everywhere we go, we take it down,” he told conference participants in a moment of levity near the end of the day. “”We bought you a great Internet experience; I’m sorry you’re not getting it.” But what we did get as we reconvened as a group at the end of the day was a fabulous series of five-minute presentations from colleagues whose learning innovations make us wonder why we would settle for anything less than the most adventurous and productive approaches possible. And the icing on the cake was an end-of-day keynote presentation by photographer-visual storyteller Bill Frakes, whose short films on cranes and “a teacher remembered” were stunningly, heartbreakingly beautiful explorations of artistry, creativity, innovative use of technology, and the power of storytelling.

There’s still another full day of sharing our temporary idea space here in Portland. And I have no doubt that when it comes to an end, the sense of augmented emotional reality that this sort of immersive environment creates will once again begin to dissipate. But the important and more long-term transformation that the idea spaces in our lives inspire are the learning model most worth pursuing—which is the gift our NMC colleagues are once again providing.


NMC 2014 Summer Conference (Prelude): Nomenclature and Starting Points  

June 16, 2014

There was a time when the term “innovation center”—at least for me—reflected one of the world capitals described by author/thought leader/researcher Richard Florida in books including The Rise of the Creative Class and Who’s Your City?

NMC Summer Conference - PortlandBut that was before I arrived in Portland, Oregon earlier today, a full day before the 2014 New Media Consortium (NMC) Summer [ed-tech] Conference formally begins with preconference workshops; by the time I was having dinner with several conference attendees earlier this evening, I was learning from one of them—Lisa Gustinelli—what innovations centers have become. As director of instructional technology at St. Thomas Aquinas High School in Boca Raton, Florida, she has the fascinating challenge of helping familiarize her colleagues at a newly-opened innovation center with what the center means to the school, the faculty, and the learners it serves.

Listening to Gustinelli, I realized that what students, faculty, and the school librarian at St. Thomas Aquinas are beginning to encounter is a perfect example of a disruptive technological change that combines elements of several tech developments we have been following through the NMC Horizon Project (e.g., smart classrooms, telepresence, and collaborative environments) along with a few we haven’t yet encountered (e.g., classrooms with glass walls upon which learners can write). Teachers not only must learn to incorporate new technology into their day-to-day work, but must deal with the repercussions of working in a classroom that is, through its glass walls, visible to those passing by rather than being the more self-contained onsite or online space in which so many of us have worked during our entire training-teaching-learning career. Furthermore, the school librarian is going to quickly have to cope with an environment where books are in storage while digital resources are in the forefront of faculty-librarian/media specialist/learner interactions.

And lest any of us think of this as someone else’s challenge, let’s not forget that the sort of transformation Gustinelli was describing is not going to remain behind the glass walls of a private high school for long if it leads to learning successes in that environment; those learners—and many more like them—are going to graduate into our college and university settings sooner than later, join our workplace learning and performance (staff training) efforts, and use our libraries to support their lifelong learning endeavors.

nmc.logo.cmykThere’s an even more interesting—but rarely considered—aspect to the challenges we all face as our learning environments quickly change to reflect the rapid rate of technological change that is all around us: we literally don’t have the words to describe what we are doing in a world where our old labels (e.g., teacher, trainer, learning facilitator) are simply not broad and rich enough to capture the nuances of all we are doing. It’s as if we’re facing a vocabulary deficiency that is every bit as challenging as the attempt to define digital literacy has become. We see this as school librarians struggle to not completely lose that term to the more contemporary “media specialist” appellation. It’s the same struggle we see happening in workplace learning and performance as ASTD (the American Society for Training & Development) transforms itself into ATD (the Association for Talent Development). “Talent Development” may be where industry jargon is headed, but “training” is still the far-from-adequate descriptor that is most familiar to trainer-teacher-learners.

And yet that sort of wicked problem—not only dealing with the changes coming our way, but also finding the words to define and describe what we do—is a large part of what attracts us to attend the 2014 NMC Summer conference. In fact, NMC CEO Larry Johnson addresses it directly in his “Welcome” statement in the conference program: “The NMC was founded on the values of collaboration and sharing, and every year, new projects are born from the conversations that take place here. Every year, I look forward to the chance to learn from some of the very best minds in new media anywhere, and judging from the program, I will learn a lot this year from all of you.”

So it’s probably no surprise that as our pre-conference dinner was breaking up and someone wondered aloud when the conference formally begins, I didn’t miss a beat before responding: “Oh, that’s easy; it started the minute we sat down together this evening and started talking to each other.”


The State of America’s Libraries 2014: Libraries, Community Engagement, and Learning

April 15, 2014

Having been tremendously inspired by interactions with librarians who are community leaders in Northeast Kansas, closer to home (in Mendocino County) and elsewhere over the past few months, I’m not at all surprised to see that the 2014 edition of the American Library Association (ALA) State of America’s Libraries has a wonderful new section: “Libraries and Community Engagement.”

State_of_Americas_Libraries_2014“America’s libraries continue to transform themselves, keeping pace with the changing economic, social, and technological aspects of American society,” those contributing to the report write at the beginning of the community engagement section. “Libraries’ deepening engagement with their communities takes many forms, from technology to education to social services, and serves many segments of the population.”

It’s not at all difficult to find plenty of documentation of the positive transformations underway in libraries and the communities in which they are increasingly integral collaborators in exploring and addressing a variety of educational and other needs: libraries as learning/social learning centers; libraries as advocates of literacy at a time when concepts of literacy themselves are evolving to reflect our needs; libraries as places where technology is explored; libraries as catalysts for change; and libraries as places where something as simple as a book discussion group can serve as a forum about community challenges.

What is at the heart of the community engagement section of the ALA report, however, are the stories.

We read about the Chattanooga Public Library’s efforts to provide “3D printers, laser cutters, sewing machines, and spaces for conducting business meetings…all things that an individual might find too expensive.” We learn about libraries across the country engaging children, through collaborations with the organization Family Place Libraries™, at critically important moments in children’s earliest educational endeavors. We see my local library system and former employer—the San Francisco Public Library—receive well-deserved kudos for its “pioneering outreach program to homeless users…staffed by a  full-time psychiatric social worker” and including “the services of five peer counselors, all of whom were once homeless themselves”—an effort increasingly emulated elsewhere. And we learn about libraries offering musical instruments and even plots of land for checkout in addition to examples we find elsewhere with just a small bit of effort: tool libraries, seed libraries, and much more.

For those of us who have eagerly followed and supported ALA’s “Promise of Libraries Transforming Communities” initiative—fostered by former ALA President Maureen Sullivan and many others—and the ever-evolving ALA Libraries Transforming Communities website with its numerous useful resources, the ALA report is an update, a confirmation, and a source of encouragement.

It also is a strong reminder that we all have roles to play in strengthening collaborations between libraries and other key members of our communities—and that includes calling our non-library colleagues’ attention to reports like the State of America’s Libraries report and encouraging them to see how the content can expand and enrich their own community collaborations.

nmc.logo.cmykMy most progressive and far-reaching colleagues in workplace learning and performance in libraries, the American Society for Training and Development (ASTD), and the New Media Consortium recognize that we need to look beyond our usual training-teaching-learning environments to see ourselves in the larger context of all learning organizations—including museums and other arts organizations—that play overlapping roles in the average lifelong learner’s experiences. Media Specialist/School Librarian Buffy Hamilton, for example, consistently takes her learners on virtual trips far beyond the physical libraries she has served. ASTD CEO Tony Bingham consistently dazzles and inspires us with visionary training-teaching-learning presentations at the annual ASTD Chapter Leaders Conference and elsewhere. New Media Consortium Chief Executive Officer Larry Johnson consistently encourages staff and colleagues to take the large-picture view of how various learning organizations adapt new technology and address trends and challenges in learning worldwide.

ALonline346[1]When we bring all of this back to the content of the ALA report and read about what libraries and library staff members do to support and promote learning within their communities, we realize that those of us involved in adult learning need to see what tomorrow’s adults are doing as today’s children and teens. When we see what today’s community college, technical school, and university learners are doing, we need to be preparing to provide learning landscapes that help meet the needs they will continue to have in the years and decades we will have them in our workplaces.

And most importantly, we need to recognize that taking the time in our own workplaces—during our workdays—to read, ponder, react to, discuss, and implement what we encounter in well-written and thoughtfully produced report along the lines of The State of American’s Libraries 2014 is not a luxury. It’s an essential part of our own lifelong learning endeavors that make us contributors and partners in the development and maintenance of our own onsite and online communities.

Next: Libraries and Social Networking; reflections on the Academic Libraries and Ebooks and Copyright Issues sections of the report have been posted by Jill Hurst-Wahl, director of the library and information science and LIS with school media specialization programs at Syracuse University, on her Digitization 101 blog.


NMC Horizon Report 2014 (Pt. 5 of 6): Educational Technology on the Mid-Range Horizon

February 12, 2014

With all the justifiable attention given over the past few years to 3D printing and gaming/gamification in learning, it’s not surprising to see these topics highlighted in the latest Higher Education Edition of the New Media Consortium (NMC) Horizon Project reports on key trends, significant challenges, and developments in educational technology.

Horizon_Report--2014-CoverIf we take the additional step of looking at two additional technologies (wearable technology and the Internet of Things) that grabbed the attention of Horizon Report Advisory Board members but were not formally included in the section of the report listing important developments in educational technology expected to “have a significant impact on the practice of higher education around the globe” over the next two to three years (the report’s mid-range horizon), we find wonderfully interconnected resources that are clearly on our training-teaching-learning landscape but haven’t quite reached complete mainstream adoption yet.

The report is a road map for any trainer-teacher-learner who wants to keep up with what learners are currently exploring and experiencing. Report co-principal investigators Larry Johnson and Malcolm Brown, along with lead writer/researcher Samantha Adams Becker, help us by offering background on the two featured mid-horizon technologies and providing links to resources to support our own learning. There are, for example, connections to an article showing how the University of Delaware is incorporating 3D printing into learning and an article showing how learners use 3D printing to collaborate with members of a local artists collective. If we are curious and inspired enough to engage in our own self-directed learning, we easily find other wonderful online resources, including the “3D Printing in the Classroom” video from Marlo Steed at the University of Lethbridge; another video, featuring East Carolina University of Technology Professor of Instructional Technology Abbie Brown, on the topic of 3D printing in learning; the EDUCAUSE article “7 Things You Should Know About 3D Printing”; and “3D Printing in the Classroom: 5 Tips for Bringing New Dimensions to Your Students’ Experiences” from The Journal.  (“Admit you don’t know it all” and “Don’t grade the results” are two wonderful tips that could be applied in many learning situations.)

“3D printing is an especially appealing technology as applied to active and project-based learning in higher education,” the new Horizon Report reminds us—and that suggests that 3D printing in many other training-teaching-learning settings can’t be far behind.

The same can easily be said of the second mid-range horizon technology (gaming and gamification): “Gameplay…has found considerable traction in the military, business and industry, and increasingly, education as a useful training and motivation tool….the gamification of education is gaining support among educators who recognize that effectively designed games can stimulate large gains in productivity and creativity among learners” (p. 42).

Following a link from the Horizon Report to the EdTech article “The Awesome Power of Gaming in Higher Education” provides further context for our exploration of gamification. EdTech writer Tara Buck tells us about “a future in education where MOOCs [massive open online courses], live events and extraordinary gamification initiatives all blend into a new way of learning,” summarizes a presentation by “games designer, author and researcher Jane McGonigal,” and provides three examples of educational gamification discussed by McGonical.”

nmc.logo.cmykAnd that’s where we come full circle, finding the same sort of interweaving of key trends, challenges, and developments in educational technology that I’ve noted throughout this series of articles on the latest Horizon Report. We can’t really look at 3D printing or gaming and gamification in isolation if we want to fully grasp what is happening in our learning environment. Exploring 3D printing in learning connects us to the report key trend of “the shift from students as consumers to students as creators” as well as some of the other technologies tracked through the Horizon Project (e.g., makerspaces and collaborative environments). Exploring gaming and gamification in learning connects us at some level to the key trend of integration of online, hybrid, and collaborative learning, the challenge of keeping education relevant, and other technologies including flipped classrooms, social networks, and augmented reality.

Our greatest challenge, of course, is simply finding and making the time to explore and incorporate into our work all that the Horizon Report and our own insatiable curiosity provide.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the Four- to Five-Year Horizon—the Quantified Self and (Digital) Virtual Assistants.


NMC Horizon Report 2014 (Pt. 4 of 6): Flipped Classrooms and Learning Analytics on the One-Year Horizon

February 10, 2014

With the confirmation of flipped classrooms and learning analytics as topics that are “very likely to drive technology planning and decision-making” in higher education this year, the latest Horizon Report from the New Media Consortium (NMC) once again provides anyone involved in training-teaching-learning with the sort of insights, inspiration, and resources we have come to expect from the Horizon Project. And if we look a little deeper into the expanded information provided in the latest report, we have the most comprehensive overview of key trends, significant challenges, and developments in educational technology ever produced by NMC.

Horizon_Report--2014-CoverHaving been lucky enough to have served on Horizon Report advisory boards for four years now, I’ve been as fascinated by what does not overtly show up in each of the published reports as what does. NMC staff annually creates and maintains master lists of tracked technologies that remain accessible on the Horizon Report wiki, but those who rely solely on the reports rather than exploring the wiki have missed a lot—up to now.

Recognizing the gold mine of data available on the wiki, report co-principal investigators Larry Johnson and Malcolm Brown, along with lead writer/researcher Samantha Adams Becker, have given the current list (which includes consumer technologies, digital strategies, Internet technologies, learning technologies, social media technologies, visualization technologies, and enabling technologies) far more prominence by including it on p. 35 of the 2014 Higher Education Edition of the continuing series. And while the near-term (one-year) horizon, as usual, focuses on the two most prominent technologies driving our work, it also feels more comprehensive through the display of the entire table of topics. When we take one further interim leap and look at the results of the 2014 Advisory Board preliminary voting, we add Bring Your Own Device and massive open online courses (MOOCs) to the near-term (one-year) field of study and spot an overall theme: we’re continuing to look for creative ways to engage learners (e.g., through the flipped classroom model), to support them at their moment of need (through the effective use of learning analytics), to make it easier for them to learn (through the use of their own tech tools), and even finding ways to allow them to participate in setting their own learning goals (through connectivist MOOCs) within the broad framework we design and employ in some of our most interesting learning endeavors.

Johnson, Brown, and Becker, in fact, explicitly call our attention to this broad theme at the beginning of the “Flipped Classroom” section of the report (p. 36): “The flipped classroom model is part of a larger pedagogical movement that overlaps with blended learning, inquiry-based learning, and other instructional approaches and tools that are meant to be flexible, active, and more engaging for students.”

We are reminded that everyone in training-teaching-learning is affected by this this model in that it suggests a continuing transition in roles “from lecturer to coaches.” Furthermore, it provides a model many of us are using even without fully embracing the flipped classroom model—incorporating readily-available online videos and other online resources into our face-to-face and online learning endeavors. Among that ever-increasing array of readily available resources are Khan Academy and TED-Ed videos, the UK-based Jorum open educational resources—OER—site from the University of Manchester, and the Indian School of Business in Mumbai, and numerous others are just a Google search away, as I’ve repeatedly confirmed when creating links to learning resources for the adult learners I serve in online as well as onsite settings.

nmc.logo.cmykThe 2014 Horizon Report > Higher Education Edition provides plenty of resources for any of us interested in learning more about the flipped classroom model. The “6 Expert Tips for Flipping the Classroom” article from Campus Technology is a great starting point; it includes the following recommendations: “use existing technology to ease faculty and students into a flipped mindset”; “be up front with your expectations”; “step aside and allow students to learn from each other”; “assess students’ understanding for pre-class assignments to make the best use of class time”; “set a specific target for the flip”; and “build assessments that complement the flipped model”—wonderful tips that can be adapted and should, at some level, be in every trainer-teacher-learners’ toolkit.

Flip_Your_Classroom--CoverEqually useful for anyone involved in the learning process—not just those exploring flipped classrooms—is “A Review of Flipped Learning.” This report from the Flipped Learning Network (an online resource with a founding board that includes Aaron Sams and Jonathan Bergmann, two educators who are considered to be among pioneers in the flipped classroom model even though they openly acknowledge that the term comes from others) further immerses us in the topic in ways that provide plenty of inspiration for adopting (or adapting) flipped classroom practices to a variety of learning environments. Hardcore flipped-classroom fans will find additional information in Flip Your Classroom: Reach Every Student in Every Class Every Day, the book that Sams and Bergmann produced in 2012.

When we turn to the complementary theme of learning analytics—using increasingly sophisticated tech tools to determine where our learners are thriving and where they are struggling—we see another aspect of what is being fostered through flipped classrooms: engagement with learners in ways that benefit learners and make all of us better in our work as learning facilitators. Among the links from the report is one leading to a video by George Siemens (“The Role of Learning Analytics in Improving Teaching and Learning”) from a teaching and learning symposium held in March 2013. Jumping beyond the pages of the Horizon Report, we find a great summary of “The Growth of Learning Analytics” from Training magazine; a list of “6 Things You Should Know About Learning Analytics” from the Office of the Chief Information Officer at The Ohio State University; and a variety of articles through the EDUCAUSE Learning Analytics page online.

And when we return to the beginning of the Horizon Report > 2014 Higher Education Edition, we’re reminded why the topic of learning analytics is important to all of us: it’s another quickly-evolving educational application that leverages “student data to deliver personalized learning, enable[s[ adaptive pedagogies and practices, and [helps us] identify learning issues in time for them to be solved.”

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the Mid-Range Horizon—3D Printing and Games/Gamification


NMC Horizon Report 2014 (Pt. 2 of 6): Key Trends in Learning and Technology

February 6, 2014

We can easily see, in the newly released (2014) Higher Education Edition of the New Media Consortium (NMC) Horizon Report, a cohesive narrative that helps us understand what we and our learners face not only in academic settings but also in many other training-teaching-learning settings where learning, technology, and creativity intersect.

Horizon_Report--2014-CoverThe newly-expanded “Key Trends” section of this wonderful annual report on  trends, significant challenges, and innovations in educational technology, first and foremost, is itself an example of the spirit of innovation that drives NMC projects (e.g., reports, summits, and a wiki-thon): it provides more in-depth explorations of each trend than have been included in previous Horizon reports, and places each trend within a specific time frame (fast trends, which are driving changes in higher education over the next one to two years; mid-range trends, which are driving changes within a three- to five-year horizon; and long-range trends, which are driving changes in a horizon of five or more years from the date of publication of the report). Again, I suspect that what we’re seeing here has strong parallels in our extended lifelong learning playground.

Report co-principal investigators Larry Johnson and Malcolm Brown, working with lead writer/researcher Samantha Adams Becker, take us from those fast trends (the growing ubiquity of social media and the integration of online, hybrid, and collaborative learning), through the mid-range trends (the rise of data-driven learning and assessment, and the shift from students as consumers to students as creators), and then up to the virtual doorstep of the long-range trends (agile approaches to change and the evolution of online learning) in a way that leaves no doubt as to an overall consistent trend of engaging learners in the learning process through the use of tools that are as useful in learning settings as they are in many other parts of our lives. A key conclusion we might reach: barriers are falling; work and play are intersecting with increasing frequency; and undreamed of possibilities continue to come our way.

nmc.logo.cmykAnyone with any level of involvement in social media understands that the various and ever-growing set of tools available to us (everything from Facebook, Twitter, and LinkedIn to Pinterest, Scoop.it!, Delicious, and many others) provides collaborative learning opportunities not previously available to us. We see, in the 2014 report, the connection between those fast-trend elements of social media and online/hybrid/collaborative learning where social media tools are an integral part of learning. Being aware of data-driven learning and assessment as well as the shift from students as consumers to students as creators draws us further into blended onsite-onsite interactions with social media tools and other resources in ways that are reshaping—at last—how we approach the training-teaching-learning process. (While recently rereading decades-old literature on the state of learning, I was fascinated to see sources from the 1920s calling for a shift from lecture-based learning to learning that had students acquiring knowledge outside the classroom so that classroom time could be used for experiential/collaborative learning opportunities, so it’s wonderful to see relatively new technology supporting that concept through the flipped classroom model that receives attention elsewhere in the 2014 Higher Education Edition of the Horizon Report.)

When we move into the long-range trends, we see agile approaches and the continuing evolution of online learning (massive open online courses—MOOCs—being one of many relatively new innovations that are adding to our learning toolkits and expanding the way we think about and deliver learning opportunities).

The theme of collaboration that is an integral part of so many of these trends takes us down some interesting paths. Libraries, for example, are cited in the report as key partners in the trend toward shifting learners from being consumes to learners becoming creators. Makerspaces and other collaborative spaces are increasingly a part of libraries as learning spaces with support from a variety of sponsors, including the Institute of Museum and Library Services. We also, in the report, see examples of collaborations between learning organizations and business entrepreneurs—relationships where businesses serve as models for an agile approach to learning while connecting learning and learners to the development of critically-important business skills.

It all neatly wraps back into that final long-range trend—the evolution of online learning—in the sense that online learning itself is fostering a level of exploration that makes us question some of the most basic assumptions that have guided training-teaching-learning for centuries: the role of grades in learning, the tension that often exists between traditional instructor-centric teaching and learner-centric learning, and even the increasingly intriguing question of what it means to “complete” a course or other learning experience. (Is completion, for example, defined by a final exam or instructor-defined project, or can and do learners play a role in deciding when then have completed a learning experience, as sometimes happens in the more innovative connectivist MOOCs available to us?)

The report itself offers trainer-teacher-learners a variety of levels of engagement. We can simply read and absorb what is of interest to us; follow any of the numerous links to other articles and resources so we learn more about the trends that are most interesting to us; or start with the report summaries of the trends, follow a few of the links, and then carry those learning experiences into conversations with colleagues face to face and online—which means we’re not only fully engaged in integrating online, hybrid, and collaborative learning into our work and play, but are also helping define the evolution of online learning through our own online learning efforts.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: Key Challenges.


NMC Horizon Report 2014 (Pt. 1 of 6): Tech, Trends, and Challenges in Learning

February 4, 2014

If we wanted to design a course on the current state of technology in learning, we could easily adopt, as our online textbook, the latest Higher Education Edition of the New Media Consortium (NMC) Horizon Project reports on key trends, significant challenges, and developments in educational technology.

Horizon_Report--2014-CoverThe reports are consistently a magnificent learning resource not only for those involved in higher education, but also for anyone involved in workplace learning and performance (staff training) or any other part of lifelong learning endeavors. And the release of the 2014 edition earlier this week—in a revised format that provides much more extensive explorations of trends and challenges—suggests that what we have is a Horizon Report on steroids.

As I note each year while exploring the reports, even the highly-collaborative process of preparing the reports could (and should) be a topic for study and discussion among trainer-teacher-learners interested in understanding how a well-facilitated wiki can inspire learning and produce learning objects. Those of us who serve on the report advisory board become immersed in a combination of well-facilitated research and asynchronous exchanges via the report wiki before co-principal investigators Larry Johnson and Malcolm Brown work with lead writer/researcher Samantha Adams Becker to produce the document that does so much to shape conversations about learning worldwide. Previous reports have documented how the modified Delphi Method approach inspires fascinating exchanges and produces results that survey our learning environment and shape the conversations we have throughout the year; the latest report introduces us to yet another tool—the Creative Classroom Research Model developed through the Up-Scaling Creative Classrooms (CCR) project—that is well worth our attention.

But all of this, as important and stimulating as it is, is just a prelude to the real meat of the report. Glancing at the table of contents tells us where the rest of the document is going to take us.

Key trends this year receive significantly more attention and space; they also, for the first time, are placed within their own horizons: fast trends driving changes in higher education over the next one to two years (the growing ubiquity of social media and the integration of online, hybrid, and collaborative learning); mid-range trends driving changes within three to five years (the rise of data-driven learning and assessment, and the shift from students as consumers to students as creators—think makerspaces here and you’re on the right track); and long-range trends driving changes in five or more years (agile approaches to change and the evolution of online learning).

nmc.logo.cmykSignificant challenges, arranged in the same type of horizons and with the same expanded attention and space, include solvable challenges (the low digital fluency of faculty members and the relative lack of rewards for teaching); difficult challenges (competition from new models of education and ways to scale innovations in teaching); and expanding access to educational opportunities and keeping education relevant).    

Then we arrive at what we have come to expect from Horizon reports: the list of important developments in educational technology, divided into a one-year horizon, a two- to three-year horizon, and a four- to five-year horizon. Flipped classrooms and learning analytics are what we can expect to see having the greatest impact in the next year, according to the report. 3D printing and games and gamification are on the two- to three-year horizon; and the quantified self and virtual assistants are placed in the four- to five-year horizon.

We’ll explore each of these areas in upcoming blog postings and see what they suggest for anyone engaged in lifelong learning. In the meantime, it’s well worth repeating that the beauty of this and other Horizon reports released throughout the year—others focus on K-12 education, museums, and specific regions—is that they are free, accessible, well-researched and well-written, and transparent. Anyone wanting to review and use the advisory board members’ discussions for their own learning purposes has access to them on the project wiki. And those interested in playing a more active role in the Horizon Report process are encouraged to complete the online application form.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: Key Trends.


NMC Horizon Project Summit 2013 (Future of Education, Day 2): Fun and Wicked in Austin

January 24, 2013

Wicked problems, a high-tech Shark Tank, a survey of ideas that matter, and fun provided the foundations for an inspiringly overwhelming second day of the 2013 New Media Consortium (NMC) Horizon Project Summit on “The Future of Education” here in Austin, Texas.

nmc.logo.cmykLev Gonick, Vice President, Information Technology Services and CIO at Case Western Reserve University, laid the foundations for the discussion of wicked problems by reminding summit participants that those challenges are complex and ambiguous; require disruptive thinking; and require innovative solutions that actually change the nature of the problems and the contexts in which they operate. They are not generally subject to perfect solutions, but they can be fun to tackle. And that’s where Gonick, summit graphic facilitator David Sibbet (President and Founder of The Grove Consultants International), and NMC Founder/CEO Larry Johnson led us in an exercise designed to identify wicked problems we thought would be fun to address in the world of teaching-training-learning.

By early afternoon, we had identified a core set of 10 of those wicked problems in learning:

  • Reducing risk aversion in education
  • Finding ways to set aside time for learning innovations
  • Rethinking roles and identities for students, faculty members, and administrators
  • Reinventing education
  • Creating successful all-device interfaces in learning
  • Addressing the need for social and emotional development in curricula
  • Reinventing online learning
  • Addressing the challenges and benefits of learning from around the world
  • Fostering an ecosystem for experiential learning
  • Defining ethical boundaries and responsibilities in learning

There were a variety of other playful ideas, including one inspired by one participant’s mention of laws in several countries (Costa Rica, Estonia, France, Greece, and Spain) guaranteeing internet access to every citizen: advocating for a constitutional right to internet access as strong as the constitutional right to bear arms.

Joining the discussion on reinventing online learning, I was impressed by the range of options compiled during that brief segment of the daylong proceedings:

  • Start with a goal of creating engaging online course that address subjects to be taught; don’t just transfer onsite courses to online settings
  • Include lots of choices, e.g., collaborative and individual study, and synchronous and asynchronous, that provide learner-centric experiences
  • Use social media to engage learners, and foster plenty of interaction
  • Design courses that move learners out of a learning management system and into online communities that continue to exist after courses formally conclude
  • Engage in blended learning by using asynchronous courses to serve learners world-wide, and build in live online and onsite interactions whenever possible
  • Partner with other teaching/learning organizations
  • Strive for more authentic learning opportunities
  • Provide more project-based learning opportunities that produce learning objects
  • Involve learners from all over the world so that the learning experience is enhanced by increased exposure to diverse perspectives
  • Entice faculty into online learning by creating faculty communities of learning to draw upon the knowledge base of that faculty
  • Develop flexible formats for crediting learners’ accomplishments
  • Capture and document teaching and learning for repurposing
  • Provide more just-in-time learning experiences

Comments from all of the breakout discussion groups were to be compiled this evening so discussions on the final day of the three-day summit could be used to propose plans of action in addressing these various wicked problems.

Interspersed throughout the activities conducted during the second day of the summit were wonderful presentations on a variety of “ideas that matter,” and the culmination of that process was the Shark Tank competition in which eight predetermined competitors were each given 10 minutes to describe an education-tech initiative under development and make a pitch for support (including a $2,500 cash award) from the New Media Consortium.

It was a winning exercise for everyone. The eight competitors involved in the first round (round two, with three survivors, was scheduled to be conducted at the beginning of the final day of the summit) had an opportunity to finely tune their project pitches, and audience members had an opportunity to learn about eight wonderful cutting-edge proposals that combine creativity, learning, and collaboration in ways designed to further our approaches to educational successes.

A sampling of the proposals provides an enticing glimpse into the state of tech and learning innovations:

  • Learning from experience through the Scroll Ubiquitous Learning Log
  • The One Million Museum Moments social media tool providing museumgoers and museum professionals an opportunity to document their museum experiences
  • A learning analytics project centered on “X-Ray Analytics”
  • The Taking IT Global project designed to cultivate future-friendly schools and foster global collaboration in addressing the world’s greatest challenges
  • The development of digital technology supporting educational software simulators and other products through Axis3D
  • Global collaboration among students through the Global Efficient Cook Stove Education Project
  • The FLEXspace community of practice, centered on an interactive database that serves as a flexible learning environment exchange
  • Capturing learners’ information and analytics through Citelighter, a free social media tool that allows learners to store, organize and share research data and other educational information

The entire round of presentations left many of us not at all envying the tough choices the judges had to make, and we’re looking forward to seeing how finalists Citelighter, Taking IT Global, and X-Ray Analytics fare when the summit resumes in the morning.


NMC Horizon Project Summit 2013 (Future of Education, Day 1): Challenges and Plans for Action

January 22, 2013

You would, based upon onsite discussions throughout the first day of the 2013 New Media Consortium (NMC) Horizon Project Summit on “The Future of Education” here in Austin, Texas, have been in good company walking away feeling optimistic this evening.

nmc.logo.cmykSummit graphic facilitator David Sibbet (President and Founder of The Grove Consultants International) and NMC Founder/CEO Larry Johnson didn’t waste a minute before establishing that the 100 of us from kindergarten through 12th-grade schools, colleges and universities, libraries and museums, and a handful of other organizations from all over the world, have a clear mandate over the next few days:

  • Identify some worthy challenges that deserve to be solved, and pilot a process that we can use to move an action agenda forward

Our playing field remains the intersection between technology, learning, creativity, and the people at the center of those fields. The common element that continues to draw us together is a passion for exploring the technology that continues to evolve all around us and the trends and challenges we and those we serve are facing. And the approach was a mixture of attentiveness, reflection, humor, and focus on what the metatrends—“a global and overarching force that will affect many multidimensional changes; for example, environmental impacts on business, individuals and countries,” according to an online sustainability dictionary—within education are.

Much of our time this afternoon was spent reviewing the 10 metatrends that were documented through the conversations at the 2012 Horizon Project Advisory Board retreat. There was also extensive conversation around a variety of metatrends that didn’t make that list but may be worth exploring as we identify the worthy challenges and develop the process for developing the proposed action agenda.

It’s worth summarizing some of the metatrends previously identified to set a context for what comes next: the work of the world is increasingly global and collaborative; people expect to work, learn, socialize, and play whenever and wherever they want to—and they can draw from a global mobile network (the Internet) to foster learning; concepts of open content, data, and resources, combined with changing view of ownership and privacy, have an impact of much of what we do; and the Internet is challenging us to rethink learning and education while refining our notion of literacy.

Metatrends that may be included on a revised list by the time the conference ends two days from now were varied and intriguing:

  • The need for good data to be used in learning (learning analytics)
  • The end of credentials as we know them; one summit participant even mused about what would happen if we put expiration dates on academic degrees
  • The growing importance of the maker subculture and how it might reflect a new arts and crafts movement that does not at all eschew the use of technology in creation
  • The continuing expectation that people have that they will be able to learn, work, and play whenever and wherever they want to engage in those activities
  • New business models for learning
  • Redefining literacy
  • The impact of a commitment to openness in disseminating information
  • The end of physical boundaries of work in a world where our work and non-work lives are increasingly intertwined
  • Natural User Interface (NUI)
  • Increasing awareness of the importance of informal learning
  • Commitments to global/collaborative interactions

There was also frank discussion about how “complexity” is a theme that seems to flow through almost every other theme we were exploring—a theme that itself almost seems to serve as a meta-metatrend that helps to make sense of the other disparate themes under discussion.

Our list-in-progress, Johnson reminded us toward the end of the afternoon, is not definitive—nor is it meant to be. It’s a starting point for discussion and action, and the real work will be continued within the overlapping communities we serve, and with the active participation of members of those communities.

“We have 100 people in the room, and I hope we have 100 perspectives,” he said.

And then the immediate future under the nurturing of the New Media Consortium was outlined for all of us:

  • A new NMC K-12 Ambassadors Program is about to unfold through a very quick search to identify 25 top innovative educators from around the world; their mandate will be to provide insight into the world of kindergarten through 12th-grade education and how the NMC can support them. This might eventually lead to similar ambassador programs for museums and libraries worldwide.
  • The existing NMC Horizon EdTech Weekly App for Apple devices is about to be supplemented by a similar app for Android devices.
  • And in a movement I personally have long supported, the NMC community that has developed through the these new annual meetings is going to be supported year-round through establishment of an NMC Commons, “an Enterprise Hive social business community platform to improve member services, support collaboration among colleagues, and enhance the production of the NMC Horizon Report series.”

“This room is going to be the first sub-community on that group,” Johnson assured us.

The formal discussions ended as late afternoon melted into early evening, but the exchanges of ideas continued well into the night as we gathered for a reception that allowed us to engage in small-group discussions.

There still is much to do before we reach the goals that Johnson had outlined earlier in the day. But at least one thing is clear: the future of education may be an incredibly complex topic to explore over a three-day period, but the community that NMC staff is nurturing is one that is more than willing to be active participants in helping shape that future in the most positive of ways.


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