You certainly didn’t have to be here in Boston to have been an active participant in opening day at the NMC (New Media Consortium)2017 Summer Conference yesterday. Because so many of us have become used to, adept at, and passionate about being part of the blended (online-onsite) learning environments we help create and nurture, those of us onsite actively reached out to offsite colleagues to draw them into the presentations, conversations, explorations, and numerous moments of revelation in terms of trends, challenges, and developments in educational technology. And those to whom we reached out responded magnificently via synchronous and asynchronous contributions on Facebook, Twitter, Shindig, and other online collaborative tools. Sometimes with us, sometimes among themselves—a process that further emphasizes the diminishing assumption that onsite interactions are always central and online interactions are ancillary.
It’s far from unusual at conferences serving trainer-teacher-learner-doers to find dynamic levels of discourse flowing seamlessly between onsite and online participants. When the reason we are gathering is to learn more about technology by using it, the discourse that is fostered by creative use of resources such as Shindig only speeds up the process of disseminating that innovation and its adoption among ever-increasing numbers of people globally.
You could literally see the process taking place during International Society for Technology in Training (ISTE) CEO Richard Culatta’s keynote address during the formal opening session. Colleagues onsite were visibly engaged, and their engagement expanded via Twitter and Facebook to draw our offsite colleagues into exchanges that sometimes included backchannel conversations between those offsite colleagues—as if Culatta were with them as well as with us and inspiring some major rethinking about the world we inhabit.
The latest of those moments for me began earlier this week when Apple Distinguished Educator/Henderson Prize Winner/Future-U Founder/entrepreneur/innovator/NMC Ambassador/colleague/friend Jonathan Nalder and sat down to dinner here an hour after I arrived. Some of what we discussed during that dinner extended into another dinner two nights later with Shindig representatives, our colleague Bryan Alexander, and several others who, over the course of the evening, were sharing stories about the ed-tech developments we are exploring, fostering, and disseminating—including the use of Shindig to take advantage of collaborative learning opportunities. The moment again expanded unexpectedly yesterday morning when another colleague (Palm Beach State College Director of Innovation and Instructional Technology/NMC Ambassador Lisa Gustinelli) and I decided to track Bryan down to see if we could watch him conduct a live Virtual Connecting session via Shindig with offsite colleagues right after Richard Culatta’s keynote address concluded. He and our Shindig colleagues didn’t just invite us in to observe the session involving Culatta and others; they introduced us to Culatta a few minutes later when he arrived to discuss his keynote address a bit with our offsite colleagues; allowed us to photograph the process in action; and even interviewed us, at the end of the session, to extend our own conversations into the online part of our global learning space.
NMC staff, administrators, board members, general members, and supporters have done a great job, over the past few years, in creating and fostering a vision of a cutting-edge community of learning centered on “lifelong learning with lifelong friends,” and I’ve never felt that vision in action more strongly than during this extended “moment” that is obviously far from finished as I write these words well after midnight between days one and two of the conference. We came. We interacted. We learned. And we will continue to do so as long as we remain committed to maintaining a strong sense of curiosity, a commitment to innovation, and a focus on serving those who rely on us to support them in their own lifelong learning efforts.
A well-run conference like the annual NMC (New Media Consortium)Summer Conference always sends me into the stratosphere. And the one that officially opens tomorrow in the Boston area with pre-conference workshops has already thrust me into the lovely lofty heights of the teaching-training-learning-doing endeavors I pursue as part of my own lifelong-learning efforts.
Arriving a couple of days early and rooming with Apple Distinguished Educator/Henderson Prize Winner/Future-U Founder/entrepreneur/innovator/NMC Ambassador/colleague/friend (yes, I am a bit fond and in awe of him) guaranteed that I would be flying high very early this time around. As we sat down to dinner last night here in Cambridge an hour after I arrived, Jonathan began telling me about his latest creation, Future-U, and his efforts to “build a framework to scaffold the next phase of work and education into a thriving future.”
The three-hour workshop he will be facilitating here tomorrow afternoon (June 13, 2017) will more fully explore the themes he and I discussed last night, and his workshop description captured the essence of what we discussed:
“With up to 70% of future jobs under threat, education systems need to do more than provide digital skills. A new mindset is needed to help students bypass the ‘know-what game’ that is being mastered by artificial intelligence. Instead, the future belongs to those who can think, unthink, and rethink well enough to make their own jobs. This workshop will benefit anyone interested in unpacking this proposition by canvasing the ‘Agile Thinking’ approach, the Future-u.org framework, and NMC Horizon Reports to build out discussion of where education is heading and how it can get there.
One of the many elements that always intrigues me about the conversations I have with Jonathan and other NMC colleagues/co-conspirators as we are drawn together at NMC summer conferences is the way they zoom back and forth between views that seem to be at the 33,000-feet-above-ground level while never failing at some point to dive to ground zero with an eye toward responding in concrete ways to real challenges we face. The initial conversation in 2014 with Jonathan, Palm Beach State College Director of Innovation and Instructional Technology/NMC Ambassador Lisa Gustinelli, and others initiated a discussion that has literally extended with numerous training-teaching-learning-doing colleagues over a three-year period in a variety of onsite, online, and blended environments: trying to find a word or group of words that adequately describe what we all do.
It was an exploration that continued last night as Jonathan described the work he is doing through Future-U on “future literacies” (which to my eyes seems to share turf with what Doug Belshaw has described in terms of eight elements of digital literacy and other ideas I’ve encountered over the past few years) and Jonathan mentioned, almost in passing, the term “edunaut” that he has been using to describe “educators, experts, and [others] who are ahead of the curve and working to aid a transition to a successful tomorrow.”
Looking to see if others had stumbled on to the same term this afternoon as I was writing this piece, we struck gold in a Czech-language site that described edunauts as people “who are continuing to find new teaching methods, new skills and new learning objects, daringly venturing into places where no teacher has ever been…” and a Danish-language site that describes edunauts as ‘teachers, educators, and executives who will create strong visions, new knowledge and change of educational practice.”
So, there we are: a word that for me captures so much of what I see in training-teaching-learning-doing environments that include onsite and online gatherings of colleagues in ATD (the Association for Talent Development). And similar gatherings of colleagues who are working in libraries—onsite and online environments that are an essential part of our lifelong learning landscape. And so many other gatherings of friends, colleagues, and acquaintances who share a passion for helping create a world that works better.
Yes, the thoughts are flowing. The colleagues are arriving. And the best is yet to come here at the NMC 2017 Summer Conference at this latest convocation of the edunauts.
N.B.—Those interested in meeting other edunauts can request an invitation to the private community space at https://future-u.mn.co/
The first full day of the NMC (New Media Consortium)2016 Summer Conference here in Rochester, New York is far from over, but we’re already seeing signs that it’s a wonderfully transformative gathering of educator/trainer/ed-tech innovators from all over the world.
As always, the learning begins at the moment we arrive in the conference city. Many of us start running into each other in hotel lobbies, coffee shops, restaurants, or local cultural centers even before the first formal onsite session begins. We also begin interacting via conference backchannels on Twitter; through our own pre-conference preparation including reading and blogging; pre-conference meals; and, sometimes, through phone calls with colleagues who cannot be here or are not yet here. It continues through the formal keynote/plenary sessions, like the engaging and inspiring “Games, Learning, and Society” presentation by Constance Steinkuehler that opened the NMC 2016 Summer Conference this morning.
Steinkuehler set a wonderful tone for the learning through numerous pithy, insightful observations, including the ideas that all game are models and simulations of something; that games are architecture for engagement—designed to be sticky; that games are vehicles for interest-based learning; and that games can make students care about what they’re learning by sparking curiosity.
A 2015 webinar title captures the essence of the current conference
Breakout sessions on a variety of topics have offered—and will continue to offer—engaging opportunities to hear our best colleagues bringing us up to date on ed-tech trends, challenges, and developments. A lunch-time town-hall meeting gave us an opportunity to discuss and influence the future of NMC onsite as well as online through an NMCNext website. A playful “Five Minutes of Fame” session later today will expose us to a variety of cutting-edge case studies. And informal “Idea Lab” offerings tomorrow capture “the best in big thinking from the NMC community” so we can “learn about the latest edtech projects through interactives, posters, and all kinds of formats that showcase how the future of learning is happening right now,” conference organizers tell us in the official conference program booklet.
All of this is what NMC as a highly-focused, extremely collaborative, and forward-thinking community of learning does best. It provides us with a blended onsite-online platform to engage and explore opportunities for thinking and for action in the ed-tech arena. It brings us together in ways we would not otherwise convene and encounter and interact with each other. It supports a process of contributing to positive transformation at a local, regional, national, and international level. And it knows enough to make sure that all of this is fun, inspiration, and capable of producing concrete results.
Twitter has been an essential part of my conference experience for the past few years. By skimming the feed from a conference hashtag a few times a day (and understanding that it’s far from necessary to read every tweet if I want to gain a sense of what is occurring), I’m able to asynchronously join conversations and “attend” sessions I otherwise would not have time to sample. By live-tweeting sessions and monitoring the feed from those sessions, I’m able to share content with offsite colleagues, occasionally draw them into what is happening onsite, and interact with others in particularly large meeting rooms. And, by commenting on colleagues’ tweets during and after sessions, I’ve found Twitter serving as yet another portal to meeting colleagues I might otherwise not have met—even though we were (or are) in the same room during a conference session.
And that’s where conversations can both meander and circle back upon themselves in the most unexpected ways and at the most unexpected times. I’ve met colleagues face-to-face for the first time by responding to their tweets during a session, and then seeking them out before any of us have a chance to leave a room at the end of a session—which, of course, leads to extensions of the conversations fostered by those facilitating the conference sessions we were attending. I’ve also had the wonderful opportunity to serendipitously pick up the threads of a conversation hours later when small groups of colleagues gather in those aforementioned hotel lounges and lobbies. Conversations occasionally extend over Twitter for several days after a conference formally ends, and can also continue as those of us who blog read and comment upon each other’s posted reflections on those blogs.
Coffee in a local shop
But today brought a wonderfully new and unexpected variation on the theme. Needing some time away from all those preconference conversations and preconference workshops, I decided to go offsite for the first half of the day to have brunch and visit one of Washington’s magnificent museums. As I was finishing brunch, I couldn’t resist the temptation to engage in what was going to be first of three check-ins to the conference Twitter feed throughout the day. And there it was: a colleague’s wonderful summary of high points from a three-hour workshop—which I was able to skim in less than 10 minutes, with a few additional minutes set aside to retweet a few comments I thought off-site colleagues might appreciate reading. After a couple of hours in the museum and a little more reading time in a local coffee shop, I made the quick cross-town trip back toward the conference hotel via Washington’s subway system, and planned to catch the shuttle that completes a circle between the hotel, the closest subway station, and the airport (which is only a very short distance from the hotel where we are staying) every 30 minutes.
The shuttle arrived as expected. What I hadn’t in any way anticipated was the discovery that the presenter from that morning preconference workshop was sitting across the aisle from me on the shuttle. So as he was heading back to the airport and I was planning on staying on the shuttle to return to the hotel, we had a few minutes to ride that circular route together while discussing his presentation, laugh over the idea that we didn’t have to send follow-up tweets (at least for the moment) to continue our conversation, and that his part of the circle that was taking him to the airport so wonderfully overlapped with part of my own circle back to the onsite conference conversation.
It may be months before we see each other face-to-face again. But already, as I capture this set of reflections late at night, I see the conversation extending further—along with the reach of the “conference site” via a follow-up email message he sent. And if he and I (and others here at the NMC 2015 Summer Conference) carry these extended-learning lessons back to our own learners, who can say when the conference will really end?
This, after all, is where we find concise descriptions of adaptive learning technologies (learning opportunities programmed to respond and adapt in an apparently personal way to an individual learner’s progress, performance, and unmet learning needs) and the Internet of Things (automated tracking and control of objects within our world) discussed within a four- to five-year time-to-adoption horizon.
We would even be well-justified in approaching these developments—particularly adaptive learning technology as part of a larger movement toward new levels of personalized learning—with a great deal of skepticism. We have, after all, seen well-intentioned colleagues in instructional design create asynchronous online learning modules that appear to offer learners different learning paths with personalized responses based on learners’ choices, only to discover in the worst of cases that the “different” paths all lead to one generic screen of feedback that is so broad as to be meaningless—particularly if a curious learner works his or her way back through a lesson and sees that the various allegedly personalized and divergent pathways all lead to the same meaningless one-screen-serves-all response.
But this is not the world of adaptive learning technologies described within the Horizon Report. Here we really are seeing a well-documented “emergence of adaptive learning technologies” reflecting “a movement in academia [and in other learning environments] towards customizing learning experiences for each individual” in meaningful ways (p. 44): if a learner is clearly mastering a topic, the adaptive programming advances the learner to an appropriately more-challenging set of problems or to the next topic to be studied, while a struggling learner is moved to different content that offers additional supportive learning opportunities to plug that person’s learning gaps.
The winning element in the best of these examples is that learning facilitators are encouraged to remain integrally involved in the design and use of this technology to the benefit of the learners they serve; those trainer-teacher-learners understand that adaptive learning “is best suited to take place in hybrid and online learning environments” (p. 44), Report co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada note.
Following resources cited within the NMC Horizon Project2015 Higher Education Edition, we find descriptions of a “flurry of activity and experimentation around adaptive learning,” “the relatively recent emergence of sophisticated adaptive learning software and platforms,” and plenty of collaboration and partnerships between key players in training-teaching-learning (John K. Waters, “The Great Adaptive Learning Experiment,”Campus Technologies). If we follow that article to first-rate adaptive-learning technology reports prepared and posted online by Tyton Partners (formerly Education Growth Advisors), we are rewarded with two additional reports well worth reading to quickly immerse ourselves in the state of adaptive learning: the overview “Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education” and “Learning to Adapt: Understanding the Adaptive Learning Supplier Landscape,” a survey of several vendors engaged in producing and supporting adaptive learning technology.
The authors of the Tyton Partners “Case for Accelerating Adaptive Learning” conclude their white paper with comments providing a fair assessment of where we remain for the moment: “…adaptive learning applications…still remain long on promise, and we must start where we are. But we are already somewhere quite interesting…fostering more personalized collaboration among students and with instructors by virtue of new tools and new data that promise to bring the power of learning to more learners more effectively and more efficiently than ever before” (p. 16). If trainer-teacher-learners collaborate to drive the process in ways that focus on learners rather than putting the tech tools at the center of the learning process, this remains a world well worth exploring, as we see in a brief video produced by Knewton, an accelerated-learning vendor.
When we turn our attention to the “no longer far-fetched” world of the Internet of Things/The Internet of Everything, we find ourselves in “a world where all people, objects, and devices are connected to act in concert, regardless of brand or vendor” (Horizon Report, p. 46). Our New Media Consortium guides, in this instance, write about how this technology provides the potential for learners to “carry connected devices with them” so they can “benefit from a host of interdisciplinary information that is pushed to them from their surroundings” and to “create an environment where learners are informed by crowdsourced contributions and observations from the community via networked objects” (p. 47). Examples of the Internet of Things in action within learning settings include those fostered by the University of Wisconsin-Madison Internet of Things Lab, which features hands-on experimentation by learners, and efforts by University of Pennsylvania students to engage in product development.
If we engage in the spirit of the Horizon Project reports, we don’t stop here; we continue exploring the numerous resources available to us to learn more about the Internet of Everything and its potential to combine people, process, data, and things in ways that further support learning innovations, as described in Cisco’s brief “Education and The Internet of Everything” video. This ultimately reminds us that reading Horizon Project reports is the beginning, not the end, of an important process in our own lifelong-learning efforts; what matters most is what we do with the information and inspiration these reports consistently provide on educational technology, its key trends, and the challenges we face in the dynamic world of training-teaching-learning.
Report co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada go far beyond simply describing makerspaces (learning spaces where people, technology, and learning interact in creatively dynamic and innovative ways) and wearable technology (tech tools that can be worn to support learning and a variety of other endeavors). At the beginning of the makerspaces section of the 2015 Higher Education Edition, they remind us we are seeing a significant “shift in what types of skillsets have real, applicable value in a rapidly advancing world. In this landscape, creativity, design, and engineering are making their way to the forefront of educational consideration…” (p. 40).
As we think through the need for and repercussions of developing new skillsets, we see that overtly working to develop the skills to effectively incorporate makerspaces and wearable technology into our training-teaching-learning endeavors is an often-overlooked part of our ever-evolving learning landscape. It’s not enough for us to simply enter a makerspace or put on the latest piece of wearable technology; we actually need and benefit from guidance in what these developments offer us and, more importantly, how we may have to rethink our approach to training-teaching-learning if we’re going to effectively incorporate them into our most stimulating and productive lifelong-learning efforts. Makerspaces and wearable technology, after all, have the potential to move us further away from a focus on lecture-based learning and closer to creatively-engaging experiential learning opportunities.
Touring the Autodesk makerspaces on Pier 9 in San Francisco (July 2014)
Walking into Autodesk’s high-tech makerspaces here in San Francisco several months ago with a colleague who had arranged for us to join a tour of the facilities, I was initially struck by the numerous unfamiliar tools on display and in use by those using the space. Although familiar with the expanding use of makerspaces in libraries, I had not yet had the opportunity to use a makerspace as a learning space. It didn’t take long for those of us on that Autodesk tour to move past the state-of-awe stage; through impromptu conversations with artist-learner-makers who were incorporating 3D printers, lasercutters, and other high-tech tools into their own learning and creative-production efforts, we began to understand what an engaging approach to learning and collaboration these spaces foster—something that would not have been so obvious and engaging without the guidance of Mark Gabriel, the Autodesk rep who was serving as an Autodesk intern when we were onsite. Our own learning-about-learning experience was, furthermore, tremendously supported by our onsite learning colleagues—the artists and others who contributed to our wonderful informal-learning experience by helping us take the first steps toward raising our own skill levels in ways that may eventually lead us to more active engagement in makerspaces wherever we encounter them.
The need for that same relearning-how-to-learn guidance is obvious as we monitor and dive into the rapidly-changing environment of wearable technology and how that is going to affect our training-teaching-learning efforts. Watching (with admittedly great enthusiasm) the apparently inevitable move toward mainstream adoption of Google Glass—the 800-pound gorilla of wearable ed-tech—over the past couple of years made many of us involved in the Horizon Report expert-panel explorations last fall firmly place wearable technology in a two-to-three-year time-to-adoption horizon for higher education; we were already seeing numerous examples of how Google Glass prototypes were being incorporated into learning, and some of us were taking steps to hone the skillsets necessary to effectively connect wearable technology to training-teaching-learning. It was, therefore, a real Black Swanmoment—that moment when we come face-to-face with something that had previously appeared improbable—when we read (shortly before the 2015 Higher Education Edition was released but long after the text for that report had been written and submitted for publication) that Google Glass in its current iteration was being pulled back for further development.
There were the inevitable and completely predictable mainstream media stories and blog posts about how it had been clear that Google Glass was never going to work, and I was briefly among those who saw that two-to-three-year adoption-horizon rapidly slipping away (as horizons so often do in the extremely volatile world of ed-tech developments where today’s snapshot can unexpectedly fade, only to be restored later by additional Black Swan developments that make the improbably suddenly so obviously real). There were, however, new wearable-tech announcements within days of the announcement that Glass was being withdrawn, and a glance at the Tech Times website shows that wearable technology is not going to disappear in training-teaching-learning or other endeavors anytime soon.
Our eLearning Guild colleague David Kelly, in fact, was quick to point out intriguing ways in which Glass, even at this point, can be seen as a success because of the ways it “opened minds” and “explored important questions”—which brings to our attention the most important skillset we need to continue developing: the skillset which helps us to look beyond the momentary successes and setbacks, the changes in specific technologies’ placement within one-year, two-to-three-year, and four-to-five-year adoption horizons, so we’re not completely flummoxed when a black swan lands in our learning nests.
It would be easy, while immersed in New Media Consortium (NMC)Horizon Project reports, to miss a critically important word: potential. But that’s the word—and the world—we explore as we move into the “Important Developments in Educational Technology” section of NMC’s Horizon Report > 2015 Higher Education Edition: the six technologies, including Bring Your Own Device (BYOD) and, for the second consecutive year, the Flipped Classroom model, “have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content,” Report co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada remind us (p. 35).
As always, the six highlighted technologies are placed within specific time frames (BYOD and the Flipped Classroom model within a time-to-adoption horizon of one year or less in higher education settings; makerspaces and wearable technology within a two- to three-year adoption horizon; and adaptive learning technologies and the Internet of Things within a four- to five-year adoption horizon).
It’s when we take the time to see the repercussions of this simple yet far-reaching flip that we begin to also see how interwoven the content is throughout the 2015 Higher Education Edition. In viewing the Key Trends section, we explored advancing cultures of change and innovation along with the increasing use of blended learning and an increasing focus on redesigning learning spaces. While viewing the Key Challenges section, we explored efforts at personalizing learning and blending formal and informal learning. And as we now focus on the Flipped Classroom model, we see how that flip leads us to respond to the need for redesigned learning spaces that foster more personalized as well as collaborative learning, embrace cultures of change and innovation, blend formal and informal learning opportunities, and even engage in additional explorations of teacher-trainer-learning facilitators in the learning process. Our colleagues in the Flipped Learning Network offer one possible framework centered on a combination of flexible environments, learning cultures, intentional content, and evolving roles for professional educators (and other trainer-teacher-learners). Clyde Freeman Herreid and Nancy Schiller offer us “Case Studies and the Flipped Classroom.” And our colleagues at the New Media Consortium remind us that there is still plenty of potential to nurture.
Although focusing on learning in formal higher education settings, the report’s summary of six “significant challenges impeding technology adoption in higher education” covers a set of challenges trainer-teacher-learners in a variety of learning environments would do well to consider—and attempt to address. In the short term (a one- to –two-year horizon featuring challenges “that we understand and know how to solve”), there are the challenges of blending formal and informal learning and improving digital literacy. In the category of “difficult” challenges—those “that we understand but for which solutions are elusive”—we find personalized learning and teaching complex thinking. And in that wonderfully knotty area of “wicked” challenges—those which become more difficult the more we attempt to resolve them—are the efforts to address competing models of education (massive open online courses—MOOCs; competency-based degree programs; and other alternative models of learning) as well as the need to find effective ways to reward teaching.
Remaining in the realm of solvable challenges, we join the report co-authors in a brief survey of efforts to improve digital literacy. They begin by noting that “[l]ack of consensus on what comprises digital literacy is impeding many colleges and universities from formulating adequate policies and programs that address these challenges”—a failing that is equally prevalent in many other learning environments, including workplace learning and performance (staff training)—and point out that “[c]urrent definitions of literacy only account for the gaining of new knowledge, skills, and attitudes, but do not include the deeper components of intention, reflection, and generativity” (p. 24). But they don’t just leave us at that juncture where need and confusion intersect; they take us to “20 Things Educators Need to Know About Digital Literacy Skills” (from Innovation Excellence) and the “Jisc Developing Digital Literacies Infokit” as points for departure for addressing the challenge. The Public Library Association division of the American Library Association offers links to additional digital literacy resources for those interested in going beyond what the 2015 Higher Education Edition offers.
When we follow the report into the area of personalized learning, we find ourselves immersed in the intriguing world of learning designed to “enable students to determine the strategy and pace at which they learn”—learning opportunities that support the learning process at an individual learner’s own pace: “The goal is to give the student the flexibility to make…learning as effective and efficient as possible” (p. 27). Those already familiar with self-paced learning in settings ranging from the online staff training efforts to the flexible learning environments provided by connectivist MOOCs will find themselves on familiar ground here, and those wanting to become more familiar with the challenge and possible solutions can follow the report links to “Personalized Learning Changes Everything,” from the University of Maine at Presque Island, and Mike Keppell’s engaging “Personalised Learning Strategies for Higher Education” article that explores interrelated topics ranging from “learning in ubiquitous spaces” to “personalized learning strategies.”
Moving through the final three challenges (teaching complex thinking, working with competing models of education, and finding ways to effectively reward teaching), we find ourselves in areas interwoven with other topics covered in the report. We can’t, for example, explore competing models of education/learning without thinking about how we try to transform the formal-and-informal conversation from an either-or proposition into an and-and proposition. When we seek ways to effectively reward teaching, we find ourselves struggling to even define what “exemplary teaching” is: lecturing, facilitating learning in ways that encourage learner-centric approaches, guiding learners to a level of proficiency that allows them to pass competency-based tests, or a combination of these and additional learning goals and objectives we are still struggling to define within our various learning sandboxes?
One of the many strengths of the Horizon Project reports is that they help us focus on these challenges and, in the process of fostering that level of attention, encourage us to actively participate in the creation of effective, creative responses to these and other challenges to which curious, dedicated, innovative trainer-teacher-learners are drawn.
Horizon Project reports, for more than a decade, have been guiding us through what is changing and what remains consistent in our learning landscape; the flagship Higher Education Edition, which currently is accompanied by K-12, Library and Museum editions, consistently helps us identify and become familiar with key trends that are “accelerating technology adoption in higher education”—and, I continue to maintain, in many other parts of our overall lifelong-learning landscape.
Reading through the latest Key Trends section confirms, among other ideas, that collaboration is a common thread weaving the trends into a cohesive tapestry of ed-tech developments. We see, through the report, that key trends (in addition to an increasing use of blended learning and significant amounts of attention given to redesigning learning spaces) include advancing cultures of change and innovation; increasing cross-institution collaboration; a growing focus on measuring learning; and the proliferation of open educational resources—OERs. And the 2015 Higher Education Edition includes plenty of examples to help us see how we can adapt, in our own learning environments, what our more adventurous colleagues are already doing.
As we move into the mid-term trends—those “driving ed tech adoption in higher education for three to five years”—we turn our attention to the growing focus on measuring learning (think learning analytics) and the proliferation of open educational resources. With the growing focus on measuring learning, we are reminded, “The goal is to build better pedagogies, empower students to take an active part in their learning, target at-risk student populations, and assess factors affecting completion and student success” (p. 12); among the numerous first-rate resources cited in the 2015 Higher Education Edition are the “Code of Practice for Learning Analytics” prepared by Niall Sclater for Jisc, and records from the Asilomar Conference (here in California) that was designed to “inform the ethical use of data and technology in learning research” through development of six principals (“respect for the rights of learners, beneficence, justice, openness, the humanity of learning, and continuous consideration”). Turning to the trend toward increasing use of open educational resources, we see how they represent “a broad variety of digital content, including full courses, course materials, modules, textbooks, videos, tests, software, and any other means of conveying knowledge” (p. 14). Among the open textbook projects receiving attention here are Rice University’s OpenStax College and College Open Textbooks; massive open online courses (MOOCs) and the North-West OER Network also receive much-justified attention for their ongoing collaborative and open approaches to learning.
The Key Trends section of the report concludes with the two intriguing and fruitful short-term trends—those “driving ed tech adoption in higher education [and elsewhere] for the next one to two years”: increasing use of blended learning and redesigning learning spaces. “[B]lended learning—the combination of online and face-to-face instruction—is a model currently being explored by many higher educational institutions” (p. 17) and some of us who work in other learning environments, as we’re reminded through a link to a blended-learning case study (written by Carrie Schulz, Jessica Vargas, and Anna Lohaus) from Rollins University. And changes in pedagogical approaches themselves are driving the need to re-examine and redesign our learning spaces: “A student-centered approach to education has taken root, prompting many higher education professionals to rethink how learning spaces should be configured,” the report co-authors confirm (p. 18). If, for example, we are interested in having the learner at the center of the learning process, we’re going to have to rework the numerous lecture halls that continue to place the focus on learning facilitators. The FLEXspace interactive OER database and the Learning Spaces Collaboratory are among the wonderful resources cited for those of us interested in diving much more deeply into the world of learning-space redesign, and Tom Haymes’Idea Spaces presentation provides additional food for thought while also serving as an example of how we can create online content in a way that creates its own type of learning space—the website itself.
There was a time when reading these free online training-teaching-learning resources involved little more than downloading the documents, taking a couple of hours to absorb the content, and then following a few selected links to learn more about the topics covered. Then the ever-increasing amount of content included within the reports created a need for a video synopsis posted on the New Media Consortium YouTube channel; the lavishly-produced and well-paced 2015 Higher Education Edition video clocks in at nearly seven minutes (compared to just under four minutes for the 2014 Higher Education Edition video). A very helpful infographic that further synthesizes the report through a single well-designed image for those who want to quickly grasp the high points of the report. A chart on page 35 of the report mirrors the online resource that lists the more than 50 technologies followed through the Horizon Project—a great gateway for anyone interested in exploring individual technologies they haven’t yet encountered. Increasingly numerous resources available through endnotes—nearly 300 spread over two pages near the final pages of the latest report—offer information-hungry readers a chance to explore the topics in greater depth. And the usual access to report expert-panel discussions within a well-facilitated wiki make the process of producing the report as transparent as possible while also providing an educational-technology resource unlike any others currently available online.
Simply compiling the endnotes for the report is a magnificent effort in collaboration, report lead writer Samantha Adams Becker explained via a recent email exchange: “Citations are split across three writers/researchers on the NMC team [Becker, Alex Freeman, and Victoria Estrada as co-authors]. Each of us is responsible for writing researching six of the 18 topics in the report. We have a rule to never write anything editorial or in our own opinion—we must back everything up with sources—hence the giant list of citations. We then review each other’s sections and provide feedback for improvement and check each other’s citations. We also have a research manager [Michele Cummins] who finds the further readings for each section, and I check that work as well. So while there are three writers of the report [supported by editor/Horizon Project founder Larry Johnson and Johnson’s co-principal investigator, Malcolm Brown], we meet weekly to critique each other’s work and then turn in revised drafts. I then compile all of our revised drafts into a master document and go over the entire report with a fine-toothed comb, editing for voice, cohesion, etc.”
The results are stimulating discussions of six key trends, six key challenges, and six technological developments expected to “inform policy, leadership, and practice at all levels impacting universities and colleges” in ways that have repercussions for any of us involved in training-teaching-learning within the ever-expanding lifelong learning landscape we inhabit.
What all of this means to those of us engaged in lifelong learning efforts will be explored more deeply in the remaining articles in this series of posts. In the meantime, those interested in playing a more active role in the Horizon Report process that many of us currently treasure are encouraged to complete the online application form.
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Celebrating Life. Making positive connections and collaborating with people from around the world. Living everyday with positive energy, possibility, passion and peace of mind. Learning from a School Counsellor lens. I'm not a Counsellor because I want to make a living. I am a Counsellor because I want to make a difference. Gratitude for ETMOOC roots.