The release this week of the New Media Consortium (NMC) Horizon Project 2013 Higher Education report on “new and emerging technologies, and their potential impact on teaching, learning, and research,” reminds us once again what a great resource the reports are for trainer-teacher-learners around the world.
With its summaries of key trends and significant challenges along with the usual explorations of six technologies reviewed in each report, it serves as a thought- (and action-) provoking resource, an up-to-date reference source, and a potential course of study for anyone willing to follow the numerous links to online resources compiled by everyone involved in its preparation and production.
It also, as if becoming an example of one of the technologies it explores, could easily serve as an unfacilitated massive open online course (MOOC) on the topic of technology in learning for any of us with the drive and self-discipline to treat each section as a module of an online course; it is, furthermore, easy to imagine someone setting up a discussion group within LinkedIn, Facebook, or some other social media tool for learners interested in exploring the themes and technologies; it is, in fact, not much of a stretch to also imagine the possibility of live Horizon Report learning sessions via a tweet chat or virtual office hours within Facebook or a Google+ Hangout. Even the process of preparing the reports could be a topic for study and discussion among learners interested in understanding how a well-facilitated wiki can inspire learning and produce learning objects.
But let’s not go too far afield here, since the content of the report is already spurring plenty of online discussion. The technologies themselves are fascinating. Within the one year time-to-adoption horizon we find tablet computing and MOOCs. Within the two-to-three-year adoption horizon, we see gaming and gamification and learning analytics. And in the furthest horizon (four to five years away), we find 3D printing and wearable technology (think about Google’s Project Glass foray into augmented reality here). And for those who want a broader picture of what is on the horizon, there is the short list (four technologies per horizon) that NMC staff and report advisory board members developed as a step toward determining the final set of horizon technologies, along with the overall list of topics that served as the starting point for the entire process of identifying key trends, challenges, and technologies.
There are obvious themes that run through the report, and they’re not just of interest to those working in academia. The trend toward openness—open content, open data, open resources—is at the top of the list of key trends documented in the report; it serves as a foundational element for at least a few of the others. It’s a natural step from that broad brushstroke of openness to the next important trend—the explosion of massive open online courses—and its close cousins, informal, self-directed, and collaborative learning that, in turn, lead us toward the learner-centric concept of personal learning environments. If all of this inspires you to suspect or acknowledge that huge disruptive changes are underway in the world of learning, then you’re well on the way to appreciating the level of thought the report inspires: “Education paradigms are shifting to include online learning, hybrid learning, and collaborative models,” the report writers note.
Equally important are the significant challenges documented in the report. Faculty, the report suggests, aren’t acknowledging “the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession”—a challenge that I believe could also be documented in workplace learning and performance (staff training) programs. We’re also facing—and not dealing particularly well with—new scholarly forms of authoring, publishing, and researching; our own resistance to change; learners’ demand for personalized (and learner-centric) learning; new models of education and learning that challenge long-standing models; and the need to adopt new technologies for learning and teaching.
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.
Next: On the One-Year Horizon (Tablets and MOOCs)