Connected Courses MOOC and #oclmooc: The “Why” of Connections, Collaboration, and Learning  

September 15, 2014

Various learners often walk away from learning opportunities with tremendously different results and rewards. And that’s certainly going to be the case in two new connectivist MOOCs (massive open online courses)—the Connected Courses MOOC (#ccourses) offered by a “collaborative network of faculty in higher education developing online, open courses that embody the principles of connected learning and the values of the open web,” and the Open Connected Learning MOOC  (#oclmooc) open to trainer-teacher-learners worldwide. That each-learner-his/her-own-reward outcome is one of the many strengths this sort of innovative, high-engagement learning opportunity provides: we grow with colleagues within dynamic global communities of learning; we set and achieve our own learning goals; and we emerge from the experience as better, more empathetic facilitators of learning.

ccourses_logoThis is a world where the concept of “failure” is left behind and the idea that learning is documented in positive ways (e.g., badging or points for achievements) changes the way we approach our work, author-educator Cathy Davidson reminded us during the live online panel discussion that formally opened #ccourses earlier this afternoon. Panel moderator Michael Wesch was (virtually) right there beside her with his mention of providing “not-yet” grades so his learners know that they haven’t failed—they “just haven’t gotten there yet!”

It’s a lesson that resonates for me, for I’ve spend considerable time with on-the-job adult learners who enter their learning spaces fearing that their presence in “training” is the precursor to losing their jobs (because they lack essential skills). Reminding them that their employers are paying my colleagues and me to help them gain skills needed so they can continue working is the essential first step in lowering their stress levels and facilitating the learning successes that benefit them, their employers, and the customers and clients they ultimately will continue serving.

Listening to Davidson, Wesch, and their co-panelist Randy Bass address a series of thought-provoking questions that would resonate with any inquisitive trainer-teacher-learner (e.g., what is to be taught, how should something be learned, and why should a particular subject or skill be learned?)—and simultaneously interacting with other learners via Twitter—provided what Davidson cited as one of the many benefits of connected learning: all of us had plenty of time during that stimulating online session to reflect on the “why” behind the learning we facilitate, and we left the session encouraged to engage in additional reflection (via this sort of blog article as well as through online interactions that help us, sooner than later, to use what we are learning).

It was also, for anyone who took time to dive into some of the course readings and videos before attending the live online session, an opportunity to experience the flipped classroom model of learning and also viscerally see how expansive (and potentially overwhelming) learning in a connected-learning environment can be.

Watching Wesch’s 33-minute “Why We Need a ‘Why?’” video lecture just before the live session began this afternoon, for example, nicely teed up the topic for me and prepared me to better use the live (virtual) classroom time to more deeply engage with others during the session. His taped video lecture, in turn, led me to another of the posted class materials—the fabulous “This is Water” video excerpt from writer-educator David Foster Wallace’s  commencement speech delivered at Kenyon College in 2005; it includes the poignant and powerful reminder that “the freedom of real education, of learning how to be well-adjusted” is that we “get to consciously decide what has real meaning and what doesn’t.” Davidson’s live-session mention of how her Duke University courses include opportunities for learners to go well beyond the traditional setting of closed/private-classroom discussions to include projects open to online interactions with those not formally enrolled in her courses carries us over to an article she wrote as part of a course project with her learners: “How a Class Becomes a Community: Theory, Method, Examples,” from one group of learners’ course project (a full-length online book, Field Notes for 21st Century Literacies). It makes us wonder why more of us involved in on-the-job adult learning don’t encourage learners to produce learning objects (e.g., simple work samples or more ambitious on-the-job manuals from which others can learn) as part of their learning process. This could be a digital-era variation on an each-one-teach-one approach that brings tremendous rewards for everyone involved.

Bass’s live-session observations round out the picture: they entice us into continuing our connected learning experience by reading his article “Disrupting Ourselves: The Problem of Learning in Higher Education,” from the March/April 2012 issue of EDUCAUSE Review, and learning more about the evolving nature of our basic assumptions about what a course is and how team-based learning (where “…the instructor is no longer at the center. Instead, the course and student learning are at the center, surrounded by all these other players [teaching center staff, technology staff, librarians, and others] at the table”) is creating levels of engagement that might provide additional rewards for everyone involved in the training-teaching-learning process.

It’s enough to make our heads spin. But we’re too deeply immersed and appreciative to overlook some of the key repercussions here. These connectivist MOOCs draw us into learning that meets our current learning needs. They help us understand the value of online communities of learning by making us members of engaged online communities of learning. They offer us as many learning pathways as we care to explore, and they put us virtually face-to-face with learning facilitators, mentors, colleagues, and other learners we would otherwise not have the opportunity to meet.

oclmooc_logoAs those of us who are learners in #ccourses and trainer-teacher-learners in #oclmooc begin (or continue) to interact not only within the formal learning environments of weekly interactive sessions but also through synchronous and asynchronous interactions over a variety of platforms including blogs and Twitter and Google+ communities (as well as between the two MOOCs and other communities of learning), the real connections themselves and the learning itself will continue providing the compelling “why?” that brings us all together in ways that will better serve learners worldwide.

N.B.: This is the second in a series of posts documenting learning through #ccourses and #oclmooc.


#oclmooc and Connected Courses MOOC: The World as Our Learning Space

September 5, 2014

Diving into two connectivist massive open online courses (MOOC) this month, I am learning to pay more attention to how rapidly our learning space is evolving.

Each of the MOOCs—the Connected Courses MOOC (#ccourses) offered by a “collaborative network of faculty in higher education developing online, open courses that embody the principles of connected learning and the values of the open web,” and the Open Connected Learning MOOC  (#oclmooc) originally started by a group of educators in Alberta and now expanding rapidly to include trainer-teacher-learners worldwide—offers me a different learning opportunity.

ccourses_logoIn #ccourses, I’ll be among those learning from and with a group of educators I very much admire and whose work I have been following for many years. There’s Mizuko Ito, whose work as a cowriter of the Digital Media and Learning Research Hub report Connected Learning: An Agenda for Research and Design broadened my understanding of and appreciation for connected learning after I read and wrote about it in early 2013. And Michael Wesch, whose YouTube video The Machine is Us/ing Us about Web 2.0 entirely changed the way I taught and learned and saw the world after watching the video in 2007. And Cathy Davidson, whose book Now You See It introduced me to the concept of “unlearning” as part of the learning process and who is listed as a participant in the September 15, 2014 #ccourses kick-off event. And Alec Couros, whose work on #etmooc (the Educational Technology & Media MOOC) in 2013 opened my eyes to the wonderful learning opportunities inherent in well-designed connectivist MOOCs and drew me into a community of learning that continues to sustain me in my training-teaching-learning efforts. And Alan Levine, whom I first met through the New Media Consortium several years ago and whose work on creating a blog hub for #etmooc set a high standard in terms of facilitating connected learning online and continues to provide learning objects to this day—nearly 18 months after the course formally concluded. And Howard Rheingold, whose writing on “crap detection” and so much more is a continuing source of inspiration.

oclmooc_logoThe #oclmooc experience, for me, will be very different. I’ll be working, as a “co-conspirator” helping design and deliver the MOOC, with an entirely different group of educators I very much admire—colleagues from other connectivist MOOCs, including #etmooc and the Exploring Personal Learning Networks MOOC (#xplrpln) designed and facilitated magnificently in 2013 by Jeff Merrell and Kimberly Scott at Northwestern University. I know that the learning curve for all of us has been tremendous—moving from learners in MOOCs to learning facilitators in MOOCs in less than two years—and that the best is yet to come. We’re already honing skills we developed in #etmooc and elsewhere—using Google Hangouts for our MOOC planning sessions, scheduling tweet chats to facilitate learning, organizing a blog hub so #oclmooc learners can create and disseminate their own learning objects as an integral part of their/our learning process. And as energetic and inspired trainer-teacher-learners, we’re pushing ourselves to further explore open connected learning and educational technology with our colleagues worldwide.

So yes, I am learning to pay attention to how rapidly our learning space is evolving—because I am continuing to learn viscerally, through the use of online educational technology, that the entire onsite-online world, more than ever before, is our primary learning space.

N.B.: This is the first in a series of posts documenting learning through #ccourses and #oclmooc.


NMC Horizon Report 2014 (Pt. 6 of 6): Educational Technology on the Four- to Five-Year Horizon

September 5, 2014

It’s all about connections, we realize as we read the final section of the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries. Skimming that section about technologies “very likely to drive technology planning and decision-making” in academic and research libraries four or five years into the future leads us through concise discussions of the state of the Internet of Things and Semantic Web/Linked Data developments—two technologies that are firmly grounded in connections.

NMC_HorizonReport_2014_Library_cover_borderThe Semantic Web/Linked Data section of the NMC Horizon Report > 2014 Library Edition has plenty to say to anyone involved in libraries and other training-teaching-learning organizations: “Semantic applications and linked data have the potential to be immensely powerful educational resources” that allow us to “more effectively sift, query, and gather relevant information,” Horizon Report lead writer Samantha Adams Becker and her New Media Consortium colleagues remind us.

As is the case with big data, the semantic web “might be able to help people solve very difficult problems by presenting connections between seemingly unrelated concepts, individuals, events, or things—connections that it would take many people many years to perceive, but that could become obvious through the kinds of associations made possible when the semantics of the data are exposed” (p. 44).

For libraries and those who staff them, the implication is obvious: as organizations and people dedicated to providing access to information—and, more importantly, helping others find meaningful uses for that information—they become even more dynamic in their roles as community partners and resources when tools like a semantic web speed up the search process. For other trainer-teacher-learners, the implications are a bit more subtle, but no less important: semantic-web applications almost certainly would facilitate the training-teaching-learning process in ways we can’t even begin to imagine and change the way we support the process of change/transformation that is at the heart of successful learning.

nmc.logo.cmykThe 2014 Library Edition does not paint an unrealistic picture of where we are in terms of developing and employing a semantic web in our work: “While the evolution of the semantic web is still in its infancy for libraries, the worldwide linked open data movement is just beginning to adopt international standards for digital repositories that contain bibliographic information” (pp. 44-45). It is equally blunt about the state of development of the Internet of Things: “While there are many examples of what the Internet of Things might look like as it unfolds, it is still today more concept than reality, although that is changing rapidly” (p. 42).

But the fact that the report does help us focus on what is possible and what is being imagined—and provides examples of current semantic-web and Internet of Things initiatives—does help us understand some of what is currently happening and, more importantly, what may be possible within the four- to five-year adoption horizon described in this section of the report. Looking back over more than five years of reading and being involved in Horizon Project work, I realize how quickly those four- to five-year horizons become today’s horizons—and how important it is for all of us involved in training-teaching-learning to keep up with what is developing in the world of educational technology if we don’t want to be left behind the learners we are attempting to serve.

NB: This is the final set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition.


NMC Library Horizon Report 2014 (Pt. 5 of 6): Bibliometrics/Citation Technologies & Open Content

September 3, 2014

Because trainer-teacher-learners are faced with and often focused on short-term, day-to-day pressures to produce new learning content—NOW!—we all-too-rarely take time to explore what the best peer-reviewed articles and open content might offer us in our efforts to produce more effective learning opportunities for those we serve.

NMC_HorizonReport_2014_Library_cover_borderThe newly-released New Media Consortium (NMC) Horizon Project educational-technology report on libraries inspires us to look beyond that narrow field of vision. It is a fabulous tool that also helps us remember that we are part of “an expansive network of education collaborators” that can help connect us to “researchers, faculty, and librarians who are creating, adapting, and sharing media—and numerous repositories brimming with content” (p. 40).

While the focus on academic and research libraries within the NMC Horizon Report > 2014 Library Edition means that report is often directed at those working within those types of libraries, the content within the section about technologies “very likely to drive technology planning and decision-making” in academic and research libraries during the next two or three years can easily be adapted to any trainer-teacher-learner interesting in exploring ways to apply educational-technology developments to the work we do in a variety of settings.

The first of those two technologies—bibliometrics and citation technologies—would, at first glance, appear to be of far more interest to those working in academic and research libraries than to those in other types of libraries and other training-teaching-learning organizations. But a quick skim of the section, with its summary of tech developments that help us “better gauge an author or journal’s impact,” reminds us that there are plenty of ways for us to sift through the drinking-from-the-fire hose flow of information that threatens to drown us.

Altmetrics_LogoThere is, for example, an introduction to altmetrics—an alternative to bibliometrics that “takes into account a scholar’s online social media imprint as well as their ability to publish their own research in repositories and disseminate it though  blogging or other avenues” (p. 38). If you’ve been relying on Facebook and LinkedIn likes and Twitter links to online resources when you’re trying to keep up with new developments, you’re going to find altmetrics to be a tremendous upgrade in terms of leading you to thoughtful, well-developed resources that keep your knowledge current. And if you want to further understand and use bibliometrics to your advantage—and the advantage of those you serve—you might also want to move beyond the report’s summary and skim David A. Pendlebury’s white paper on “Using Bibliometrics in Evaluating Research.” His simple observation, on page 7 of the paper, that “the goal of bibliometrics is to discover something, to obtain a better, more complete understanding of what is actually taking place in research,” helps us understand why bibliometrics is a topic we ought to be exploring more frequently and more diligently. We come full circle by following a link from the report to Mike Taylor’s “Towards a Common Model of Citation: Some Thoughts on Merging Altmetrics and Bibliometrics,” an opinion piece published in the December 2013 issue of Research Trends.

Moving into the second two- to three-year horizon technology—open content—we’re on much more familiar ground: “Open content uses open licensing schemes to encourage not only the sharing of information, but the sharing of pedagogies and experiences as well….As this open, customizable content—and insights about how to teach ad learn with it—is increasingly made available for free over the Internet, people are learning not only the material, but also the skills related to finding, evaluating, interpreting, and repurposing the resources” (p. 40).

ACRL_MOOCs_OERs_ScanWe come across reminders that “open” means far more than “free of charge”: it refers to learning resources that “are freely copiable, freely remixable, and free of barriers to access, cultural sensitivities, sharing, and educational use” (p. 40). Our models are increasing visible and, under the right conditions, appealing: massive open online courses (MOOCs), when they are well-designed and well-facilitated; open textbooks and textbooks that are evolving to provide engaging learning opportunities; and colleagues within libraries and other learning organizations where development of open educational resources is increasingly being explored and promoted.

It’s obvious, as we read and reflect upon the 2014 Library Edition, that resources like this one do not need to and should not remain siloed away—read only by the obvious audience of people within academic and research libraries. The fact that the report has, within its first month of availability, already been downloaded more than a million times—the most popular Horizon Report to date in terms of initial readership—suggests that its audience extends far beyond those directly involved with academic and research libraries. And if learning facilitators worldwide are among the readers, learners worldwide are going to be the beneficiaries.

NB: This is the fifth set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition. Next: On the Four- to Five-Year Horizon—the Internet of Things and Semantic Web/Linked Data


NMC Library Horizon Report 2014 (Pt. 3 of 6): Key Challenges for Libraries, Learning, and Technology  

August 28, 2014

We have plenty to celebrate as we consider that fantastic intersection where libraries, learning, and technology meet. We also have plenty of short-term, mid-range, and long-term challenges to address at that same intersection, as the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries reminds us.

NMC_HorizonReport_2014_Library_cover_borderAlthough the NMC Horizon Report > 2014 Library Edition focuses on academic and research libraries, the challenges that are documented within the report can easily be considered in the overall library-as-learning-center environment, and are also well worth the attention of those involved in training-teaching-learning outside of libraries since libraries so clearly are an important part of our lifelong-learning sandbox.

Among the “solvable challenges” (“those that we understand and know how to resolve”) is the challenge of embedding academic and research libraries in the curriculum. (Other trainer-teacher-learners can read this section and consider what it suggests in terms of embedding their own learning opportunities into the public and special libraries as well as the non-library settings they/we serve—after all, if we’re going to be effective in meeting our learners’ and our organizations’ learning needs, we need to be where those learners are at their moment of need.) When Report lead writer Samantha Adams Becker and her New Media Consortium colleagues suggest that “[l]ibrarians need to broaden their own concept of their role in the design of curriculum and provide outreach to faculty to help them understand how librarians can add to the education of students” (p. 20), they are reinforcing something any trainer-teacher-learner recognizes: we need to be demonstrating, in positive ways, how we facilitate and support the learning process for those we serve—and demonstrate, through our actions, how committed we are to being accessible to those learners.

The report writers also note how a first-rate learning facilitator “transforms the library space into a physical and virtual learning environment” (p. 20)—a challenge many of us have accepted and continue to explore as creatively as possible. It’s an idea well worth pursuing for anyone who still sees academic classrooms and workplace learning labs as the places where learning takes place and sees libraries as places to go (onsite or online) for materials that support rather than provide learning opportunities. As we continue to see the lines between “classrooms” and “libraries” as learning spaces blur—to the advantage of anyone interested in learning—we also need to keep thinking bigger and bigger to explore how we can more fully integrate library and other learning programs into our efforts in ways that connect libraries, library staff, and other key players in our local, regional, national, and global learning communities through a blending of onsite and online learning opportunities. (MOOCs—massive online open courses—as I frequently write, are just one of the many variations we are just beginning to explore.)

Moving to a second solvable challenge documented in the 2014 Library Edition of the Horizon Report series, we are treated to a concise and inspiring section about “rethinking the roles and skills of libraries”—a topic that again easily extends to any contemporary trainer-teacher-learner: “The challenge is in keeping institutions flexible enough to adapt to…new roles while finding leaders that can build sustainable models and collaborate across departments to meet the ever-changing needs of their institutions” (p. 22)—and, I would add, the ever-changing needs of their learners.

ARL_LogoA particularly intriguing part of the “rethinking roles” discussion is recognition of ‘the need for ‘superliaisons,’ or library staff that assist a variety of departments with their specialized skillset” (p. 22)—a concept drawn from the New Roles for New Times publication series from the Association of Research Libraries (ARL). Where the ARL report on Transforming Liaison Roles in Research Libraries includes a fabulous reminder that “no liaison is an island” (pp. 12-13), the Horizon Report inspires us to think about how superliaisons might benefit any learning organization or community of learning. Furthermore, it actually makes me realize that any great trainer-teacher-learner needs to be cognizant of the importance of being a superliaison in a much broader sense: being a liaison between what happens in our formal and informal learning spaces and what happens when our learners are called upon to apply their learning far beyond the confines of onsite and online learning spaces.

nmc.logo.cmykThe 2014 Library Edition of the Horizon Report series carries us further by documenting two difficult challenges (“those that we understand but for which solutions are elusive”) and two wicked challenges (“those that are complex to even define, much less address”). The wicked challenges of “embracing the need for radical change” (pp. 28-29) and “maintaining ongoing integration, interoperability, and collaborative projects” (pp. 30-31) are, like the solvable challenges, topics that ought to be on the minds of all trainer-teacher-learners—not just on the minds of our colleagues in academic and research libraries. And because the latest Horizon Report so effectively captures the essence of those challenges, it is already helping to shape the conversations that will help us at least partially address them.

NB: This is the third set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition. Next: On the One-Year Horizon—Electronic Publishing and Mobile Apps


NMC Library Horizon Report 2014 (Pt. 2 of 6): Key Trends for Libraries, Learning, and Technology

August 22, 2014

There’s a rich and rewarding experience awaiting trainer-teacher-learners who explore the “key trends” section of  the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries: lead writer Samantha Adams Becker and her New Media Consortium colleagues deftly lead us through concise summaries of trends that are “accelerating technology adoption in academic and research libraries” in a way that helps us read beyond the (virtually) printed pages and clearly see how those trends affect us and the learners we serve.NMC_HorizonReport_2014_Library_cover_borderBecause the NMC Horizon Report > 2014 Library Edition focuses on academic and research libraries, we’re never far from the connections between libraries, technology and learning in this report. We also, if we think of the ramifications of what the 2014 Library Edition suggests, are constantly reminded of what the world of libraries and library staff members suggests in the overall lifelong-learning environment that serves as our own playing field.

Looking, for example, at two of the six trends that are accelerating technology adoption in libraries (and other learning organizations)—an increasing focus on how research data for publications is managed and shared, and the impact the open movement is having on creating greater access to research content—we see parallels between what library staff and other trainer-teacher-learners are facing. Library staff members who serve library users through data-management efforts are increasingly struggling not only with how to manage data to the benefit of those users/learners, but are also grappling with the changing nature of publications and data sets: “The definition of a publication itself is evolving beyond the constraints of static text and charts to take on a format that is more interactive” (p. 7)—a challenge of extreme importance to those managing and facilitating access to information resources and to any of us thinking about the formats we use in preparing and using materials to facilitate the learning process.

It’s a theme, trend, and challenge that carries over into what the report describes as the “evolving nature of the scholarly record.” Just as the scholarly record managed by library staff members is “no longer limited to text-based final products” and “can include research datasets, interactive programs, complete visualizations, lab articles, and other non-final outputs as well as web-based exchanges such as blogging,” the learning materials used in training-teaching-learning are increasingly comprised of interactive programs, complete visualizations, articles we prepare and share, and other non-final outputs including blogging and even blog sites used as stand-alone and elements of blended-learning opportunities—as we saw earlier this year through Tom Haymes’ blog/website that was part of an onsite presentation he facilitated and also serves as a lesson-in-a-blog.

nmc.logo.cmykWith each turn of a page, we find more within the NMC Horizon Report > 2014 Library Edition that helps us re-examine the training-teaching-learning world we inhabit. And more that inspires us to seek ways to effectively use the changing environment to our advantage. When we reach the section describing another key trend—the increasing use of mobile content and delivery—we read about the impact it has on anyone associated with libraries and sense the impact it has on training-teaching-learning overall.

“Some libraries are furthering this trend by loaning devices such as tablets and e-readers to patrons, just as they would a printed book,” we are reminded (p. 8). And it doesn’t take much to carry this into the larger learning landscape, where many trainer-teacher-learners have moved well beyond the question as to whether mobile learning (m-learning) is catching on and are, instead, incorporating the use of mobile devices into onsite and online learning opportunities. There’s even a wonderfully circular moment when, in reading the report, we come across a reference to an online learning resource—23 Mobile Things—that can be used on mobile devices to learn more about the use of mobile devices in libraries and other learning environments. Yes, it really is that sort of report: it illuminates; it engages us in the subjects it reviews; and it rarely leaves us short of additional learning resources. (Among my favorites are the links to “11 Case Studies Released on Research Data Management in Libraries,” from the Association of European Research Libraries, and to Klaus Tochtermann’s “Ten Theses Regarding the Future of Scientific Infrastructure Institutions [libraries].” “11 Case Studies” includes one that documents a library’s training-teaching-learning function by describing a blended-learning opportunity designed ultimately to help researchers. “Ten Theses,” Tochterman writes in his preliminary note, was crafted to “address fields of development where libraries need to undertake particular efforts in the future,” e.g., pushing content to the user rather than making the user come to the library—or, in our case, to the learning facilitator; offering viral and decentralized services; and having high IT and high media competence.)

There is far more to explore in the “key trends” section than these blog reflections suggest. And it’s a tribute to New Media Consortium CEO Larry Johnson, Samantha Becker Adams as the lead writer, and everyone else at NMC that the report will have a much wider audience than those affiliated with libraries. There is plenty of content. Plenty of depth. And plenty of reason for all of us to take advantage of what has been written so we can familiarize ourselves with contemporary tech trends while keeping up with and meeting the needs of those who rely on us to support them in their own learning endeavors.

NB: This is the second set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition. Next: Key Challenges


NMC Library Horizon Report 2014 (Pt. 1 of 6): Documenting Where We Are and Where We Might Be Going

August 21, 2014

When a wonderful friend and colleague retired from library work after 40 years in the industry, he wistfully reflected upon one consequence of his departure: that he would not be part of all that would be happening with libraries over the next 20 years.

NMC_HorizonReport_2014_Library_cover_borderIf he were to read the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries, he would have even more cause to wish he had additional time to invest in these essential partners in community-development and lifelong learning.

The report—available online free of charge and focused on trends, challenges, and developing technologies in academic and research libraries, but essential reading for the much larger audience of people interested and involved in academic, public, and other types of libraries worldwide—is likely to quickly become a seminal work; more than 100,000 people downloaded the report within 24-hour period immediately following its formal unveiling. By documenting where we are and where we might be going, the NMC Horizon Report > 2014 Library Edition will contribute substantially to conversations and decisions that help sustain libraries as responsive key players in the extended and expansive onsite and online communities they serve.

As an essential reference tool in and of itself, it provides a wonderful grounding in the basic language and learning landscape of the continually-evolving world we inhabit within and beyond the physical and virtual spaces of libraries as lifelong-learning centers. To read the report is to become aware of critically-important terminology including “device-agnostic” and “ubiquitous learning” (p. 9), “distant reading” and “macroanalysis” (p. 16), “creative destruction” (p. 29), and “competency-based learning” (p. 31). It also draws attention to first-rate learning resources including JISC (p. 4), the University of Leipzig research group Agile Knowledge Engineering and Semantic Web (AKSW) and its cutting-edge projects (p. 6), the 23 Mobile Things online course (p. 9), the Coalition for Networked Information (p. 14),  the Center for Digital Education (p. 26), the Ohio State University Libraries “Digital Initiatives Program Guiding Principles,” and others. It provides links to numerous articles while also mentioning more specialized reports and books. And as if all of that were not enough, it has a feature not included in previous Horizon Project reports: an extensive section of endnotes and links to online articles and resources that could keep us busy for many months to come. All in all, it’s a magnificent and well-written work of scholarship (crafted by lead writer Samantha Adams Becker and her New Media Consortium colleagues) that documents what we are—and should be—considering as trainer-teacher-learners working on behalf of dynamic communities worldwide.

nmc.logo.cmykAs is the case with all Horizon Project reports, the library edition provides concise descriptions of important developments in technology—“the technologies which the members of the expert panel agreed are very likely to drive technology planning and decision-making over the next five years” (p. 32)—placed within a one-year horizon/time frame, a two- to three-year horizon, and a four- to five-year horizon indicating when those technologies are “forecasted to enter…mainstream use…”

Anyone wanting an expansive overview of the ed-tech landscape will find it on page 33 of the report, as well as on the project wiki. (Going online takes us to yet another magnificent resource, one in which we discover that each technology is linked to a brief description—in essence, a concise tour of contemporary educational technology—and the list is far from static: “new technologies are added within these categories in almost every research cycle” for the various Horizon Project reports.)

The central sections of the final pages of the report lead us through discussions of how electronic publishing and mobile apps are driving technology planning and decision-making within the current (one-year) horizon; how bibliometrics and citation technologies and the open-content movement will have the same impact during a two- to three-year horizon; and the Internet of Things, along with the semantic web and linked data are likely to have significant impacts within the four- to five-year horizon.

With all of this before us, we engage with the 2014 Library Edition as a stimulating report on libraries, learning, and technology as well as a document that will serve effectively as a primer for those earning a degree in library studies to become part of a global community of practice. And the report also serves as a stimulating refresher course for experienced library staff members and library users. By documenting important elements of the library landscape of our times, it helps us identify and celebrate our successes while shaping the conversations that will build upon our past and present to lead us into a dynamic future.

NB: This is the first set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition. Next: Key Trends


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