On the Horizon Report: Training-Teaching-Learning Innovations (Part 2 of 2)

February 9, 2010

We will, if the authors (Laurence Johnson, Alan Levine, Rachel Smith, and Sonja Stone) of the 2010 Horizon Report are as accurate as they have been in the past, soon be as proficient in and comfortable with simple augmented reality, gesture-based computing, and visual data analysis as we currently are with other more familiar educational tools and trends.

The report itself suggests that simple augmented reality, “the concept of blending (augmenting) virtual data—information, rich media, and even live action—with what we see in the real world, for the purpose of enhancing the information we can perceive with our senses,” will reach maturity as an educational tool within two or three years. Simple augmented reality, the writers note, “is older than the term itself,” having first been used more than 40 years ago. As is often the case, however, diffusion of innovation has occurred gradually and appears to be working its way into educational settings for “discovery-based learning.” Current applications already include augmented reality in showing learners how to repair cars, interact with books and other physical objects, and work in collaborative learning environments.

Right behind augmented reality is gesture-based computing, according to our Horizon Report colleagues: “In schools where the Microsoft Surface has been installed in study areas, staff report that students naturally gravitate to the devices when they want to work together to study collaboratively.”  Those familiar with TED talks have already seen the MIT Media Lab demonstration of the Sixth Sense gesture-based system which shows where we might be headed with this technology, and Georgia Tech University researchers “have developed gesture-based games designed to help deaf children learn sign language,” the Horizon Report writers note.

We come full circle in our exploration of overwhelming amounts of information when we reach the final of the six trends explored: visual data analysis, a way to “make it possible for almost anyone with an analytical bent to easily interpret all sorts of data.” Tools including Many Eyes, Wordle, Flowing Data, and Gapminder are already available to trainer-teacher-learners, and they are helping us spot patterns which might otherwise remain hidden.

“The promise for teaching and learning is further afield,” the Horizon Report authors tell us, “but because of the intuitive ways in which it can expose intricate relationships to even the unitiated, there is tremendous opportunity to integrate visual data analysis into undergraduate research, even in survey courses.”

What this suggests, of course, is that those of us involved in workplace learning and performance need to see the simple augmented reality writing on the virtual wall: if students—future employees in the workplaces that we serve—are already using these resources in their educational endeavors, we are going to have to be equally adept at and comfortable with these tools if we’re going to be prepared to meet their workplace learning needs.


On the Horizon Report: Training-Teaching-Learning Innovations (Part 1 of 2)

February 7, 2010

Because training-teaching-learning never ends, we’re continually inundated by a flood of information and innovations which threaten to overwhelm us. When something as stimulating as The Horizon Report: 2010 Edition comes our way, I’m completely willing to dive in without thinking about whether I’ll ever come back up for air.

This annual collaborative report produced by the New Media Consortium and the EDUCAUSE Learning Initiative uses conversations with “hundreds of technology professionals, campus technologists, faculty leaders from colleges and universities, and representatives of leading corporations” and the work of an advisory board to identify those technology tools and trends most likely to have an impact on education over a five-year horizon. The results are as much a road map as they are an e-learning experience in and of themselves.

For those who work diligently to follow tech trends, some of what appears in the report—mobile computing, open content, and electronic books–may seem already to be old news, while other concepts—simple augmented reality, gesture-based computing, and visual data analysis—may be somewhat or entirely new. But exploring the report offers new twists even to the most familiar of information as the writers document what they call “the particular relevance of [each] topic to education, creativity, or research.” The results are worth whatever time it takes us to absorb them.

One of the many impressive elements of the annual reports is the way the authors (Laurence Johnson, Alan Levine, Rachel Smith, and Sonja Stone) use what they describe. The 2010 report, for example, describes the growth of visual data analysis as an educational tool; the New Media Consortium then, on its own website and with little fanfare, provides an example of visual data analysis using Wordle: “a word cloud, which gives a visual representation” of the themes which have been most prominently featured in all seven of the annual [Horizon] reports. Those of us who are immersed in reading and producing blogs are obviously familiar with tag clouds, but what our New Media Consortium colleagues have produced here as a supplement to a free online “boxed set” of all seven Horizon reports adds a stunningly beautiful and inspirational twist to what has become commonplace for us.

Another impressive element is the often overlooked e-learning potential of the hyperlinks—provided within the report—to other learning resources. Having called attention recently to the potential for online learning provided via innovative websites such Smarthistory and even through well organized archives on blogs such as one created and maintained by Lori Reed, I was particularly ready to pursue the opportunities provided by the “in practice” and “for further reading” sections following each description of the six horizon technologies explored in the 2010 report. Like any good online bibliography, these sections serve as rudimentary knowledge management systems that lead us to additional information when we are ready to pursue it—just-in-time learning at its best.

What better way to control that flood so that we as trainer-teacher-learners have a chance to swim rather than to sink?

Next: Horizon 2010 Technologies


Follow

Get every new post delivered to your Inbox.

Join 30 other followers

%d bloggers like this: