Research Question 3: Key Trends

What trends do you expect to have a significant impact on the ways in which higher education institutions approach their core mission of teaching, learning, and creative inquiry?

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar.

Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Sam Sam Jul 1, 2013

NOTE: During the voting process, the Key Trends are sorted into three time-related categories:

Fast Trends
These are trends that are driving edtech adoption now, but will likely remain important for only next one to two years. Virtual Worlds was a example of a fast trend that swept up attention in 2007-8.

Mid-Range Trends
These trends will be important in decision-making for a longer term, and will likely continue to be a factor in decision-making for the next three to five years.

Long-Range Trends
These are trends that will continue to have impact on our decisions for a very long time. Many of them have been important for years, and continue to be so. These are the trends -- like mobile or social media -- that continue to develop in capability year over year.

Compose your entries like this:

Trend Name
Add your ideas here with a few of sentences description including full URLs for references (e.g. And do not forget to sign your contribution with 4 ~ (tilde) characters!

Agile Approaches to Change
There is a growing consensus among many higher education thought leaders that institutional leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. The Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner. Pilots and other experimental programs are being developed for teaching and improving organizational structure to more effectively nurture entrepreneurship among both students and faculty. --this is a great idea--though not sure I'd call this a "trend" at this point. - jasonr jasonr Oct 19, 2014 I agree wholeheartedly but want to extend this to the faculty themselves. Faculty are the ultimate entrepreneurs in higher education. They need to be taught the skills necessary to constantly reinvent what they are doing in the classrooms. All of our innovations will fail if they stop at the classroom door. Unless and until the faculty buy in, there is little incentive for the students to take advantage of the opportunities we are offering them. So, let's not forget the essential part of professional development and cultural change in our approach to the Lean Startup. This comes naturally to Silicon Valley entrepreneurs. We should not assume it will come as naturally in an environment such as higher education. - tom.haymes tom.haymes Oct 27, 2014 - mpacansky-brock mpacansky-brock Oct 28, 2014 This trend is being noted at the University of Oregon where nascent partnerships are beginning to develop with outside entities for collaboration and innovation. - deborah.cooke deborah.cooke Oct 27, 2014 Private companies are far more agile thand traditional institutions, which need to work harder to embrace innovation and change if they are to remain at the forefront of education for the foreseeable future. Everything takes so long to do, we often miss the boat. - damian.mcdonald damian.mcdonald Oct 27, 2014 As higher ed administration grows while teaching labor is outsourced, administrators are under increasing pressure (a) to rationalize, hence to adopt business models and methods from outside higher ed in the name of 'efficiency,' (b) to be faster and more productive than either the traditional culture of higher education or common business methods allow. Adopting agile methods and similar tactics is a defense against the ultimate efficiency: outsourcing. - edward.oneill edward.oneill Oct 27, 2014 Having just completed a Agile project in delivering a new institutional Digital Learning Environment I have to admit I've never seen a project make an impact so quickly. By involving large numbers of users, getting them involved, having instant feedback we've seen wide scale adoption as user has a sense of ownership and see their own needs responded to - neil.witt neil.witt Oct 28, 2014 Organizations that embrace the new approaches for cultivating value that have come out of the social era will be more successful with agility. - momillard momillard Oct 28, 2014 - mpacansky-brock mpacansky-brock Oct 28, 2014

Digital Delivery is Increasingly the Norm
Digital delivery will one day be the norm, resulting in less face-to-face interaction. The open source movement has yielded thousands of online educational resources and a growing number of educational entrepreneurs and startups whose primary role is to create and deliver digital content. With the rise of free services including TED talks, Wikipedia, the Khan Academy, and many others, higher education continues to experience a paradigm shift in which online learning represents the intersection of formal and informal learning. Massive open online courses, for example, can be taken for credit or purely for new skill acquisition or curiosity´s sake. More and more, teachers are interacting with students through online discussion forums and by sharing video and audio recordings. Furthermore, students are increasingly at the helm of digital content creation, producing videos and other rich media. - ole ole Oct 14, 2014 --yes definitely the norm. I'm increasingly weary of anemic texts that simply can't keep pace with these resources. What I want now is a text that organizes these resources for my students--THAT would be helpful. - jasonr jasonr Oct 19, 2014 - lkoster lkoster Oct 20, 2014 - helga helga Oct 21, 2014 - tom.haymes tom.haymes Oct 27, 2014 - jochen.robes jochen.robes Oct 27, 2014 (Along the same lines as digital delivery of content, also more--and/or better--access to digital library resources, which is related to the open access movement and growth of open-access journals. I agree with this statement: "a paradigm shift in which online learning represents the intersection of formal and informal learning" - Jolie Jolie Oct 23, 2014) Reading the comments on this one makes me realize we're talking about digital delivery at two levels: delivery of learning opportunities and delivery of learning materials. What I'm seeing suggests that we don't need to engage in either-or thinking in learning opportunities--there's a place for onsite learning, online learning, and efforts that blend onsite and online learning. As for digital delivery of materials: I've already been seeing high levels of use of digital content in learning for almost a decade as a learner as well as in my role as a learning facilitator in a variety of settings, and also see that this is less than an absolute either-or choice: while I rely heavily on digital materials in all aspects of learning, printed materials remain--and will remain--an integral part of what I do for the foreseeable future.- paul.signorelli paul.signorelli Oct 25, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 - momillard momillard Oct 28, 2014 Digital Delivery is a strong component for most classes. A worry/concern is that these online courses provide little or no hands-on experience. "Doing" must be a part of the course, not just sharing of content. - michael.lambert michael.lambert Oct 25, 2014 - e.degroot e.degroot Oct 26, 2014 (The term "delivery" is a bit of a misnomer that implies face-to-face print-based resources are simply delivered digitally online in a new format through a new vehicle (much like an online repository), which, as noted above and in other threads, is different from the kind of connected and networked learning that comes from active learning strategies in the "doing" part of the course mentioned above and which are afforded by web-based technologies. In the past online learning may have been perceived as a new digital vehicle, as a place to store digitized print hand-outs, the field has moved past this understanding. - Jolie Jolie Oct 26, 2014) - Sam Sam Oct 26, 2014 - ole ole Oct 27, 2014. The focus of learning designers is increasingly on designing learning activities, not content, so it needs to be communicated that "digital delivery" is so much more than passively watching a TEDtalk, but instead it is about collaboratively making things, making new knowledge, making a difference, in digitally-connected communities.- vforssman vforssman Oct 28, 2014 The quality of digital content is important which means correct selected online materials. As facilitators, we have to be careful about overusing the digital content, which may cause killing the creativity of our learners. - ateskan ateskan Oct 27, 2014's far too easy to locate digital material and broadcast to students. Too often digital material and delivery have become large file cabinets that are sometimes 'thrown' at students...can be Google overload. - michael.lambert michael.lambert Oct 27, 2014 - jochen.robes jochen.robes Oct 27, 2014 Digital delivery is important, but it it just a part of the whole picture, and it would be a mistake, in my view, to see it as a replacement for the traditional educational model, rather than an integral part of it. Humans will always need human interaction in order to better understand the world around them. Online only education is no substitute for campus based, blended learning, and never will be. - damian.mcdonald damian.mcdonald Oct 27, 2014 Recently a senior academic officer at a RUVH institution on the east coast asked, "When do you think we will quit asking how to fit e-learning into higher education and realize that we need to ask how are we to fit what we do into e-learning." Interesting question given the context above. - Mark.fink Mark.fink Oct 27, 2014 Great question. - michael.lambert michael.lambert Oct 28, 2014 An important factor that must be considered is the copyright issue not all publishers/authors want their material to be available online. This can occur when wanting to digitize chapters of books and wanting to post in a LMS. Also there is the cost factor some materials may only allow for a certain number of users at a time and/or will only allow for certain number pages to be printed at a time. These are concerns that arise with digitizing as it becomes the norm. - astoute astoute Oct 28, 2014 Bringing the Virtual Back Into the Physical. This is somewhat related to the topic I introduce below but I think it needs emphasizing based on the previous heading (Digital Delivery is Increasingly the Norm). 3D printing and other CNC devices make it increasingly possible to bring virtual items into the physical realm. This is a vital skill for our students to have in the job market. At the same time, I see this trend increasingly impacting how we do our own business of teaching, learning, and research. Integration of these technologies solves the problem of "doing" mentioned in the previous trend. I think we are still looking for a balance between what is appropriately digital and what is appropriately physical. We're not there yet; not even close. These technologies, however, will get us closer to the realization of this goal. - tom.haymes tom.haymes Oct 27, 2014 - michael.lambert michael.lambert Oct 27, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 - joseph.cevetello joseph.cevetello Oct 28, 2014I agree that we can a long way to go in a normative sense, but there are pilot projects that show potential. Consequently, each time I read of virtuality in learning I am reminded of the work of Jean Baudrillard's Simulacra and Simulation, getting closer to hyperreality each day. - Mark.fink Mark.fink Oct 27, 2014 This is an important topic based on a key insight. After all, an increasing amount of production in the world begins in the digital realm: modeling, social media conversation, writing in plain old Word. An increasing amount also ends up there, too, but we do export the electrons into the realm of bits. Makerspaces offer a good example of this.- bryan.alexander bryan.alexander Oct 28, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 Makerspaces are about more than what engineering students (for example) do, but they are about digitally-enabled ethnography, story-telling, and community-building.- vforssman vforssman Oct 28, 2014 Blurring the Technology Lines: I think we are at a point where the physical technology starts to mimic the capabilities of virtual technologies. Instead of going to a virtual environment we will bring that environment back into contact with the physical environment. This is because we are finally getting to a point of technology everywhere with regard to our campus designs coupled with the proliferation of mobile devices and, increasingly, the Internet of Things. I think the next big trend we will see here is a rapid convergence of all of these things and the development of a true "technology campus" instead of a campus with technology grafted on. That means that technology will no longer be segregated from the life of the campus or the learning going on there. The concept of the Open Computer Lab, for instance, will finally become truly "open" as computing is available everywhere, on demand. This will fundamentally change how teaching and learning occur in our buildings. - tom.haymes tom.haymes Oct 27, 2014~

Evolution of Online Learning
Over the past several years, there has been a shift in the perception of online learning to the point where it is seen as a viable alternative to some forms of face-to-face learning. The value that online learning offers is now well understood, with flexibility, ease of access, and the integration of sophisticated multimedia and technologies chief among the list of appeals. Recent developments in business models are upping the ante of innovation in these digital environments, which are now widely considered to be ripe for new ideas, services, and products. While growing steadily, this trend is still a number of years away from its maximum impact. Progress in learning analytics, adaptive learning, and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these are still the subjects of experiments and research by online learning providers and tertiary institutions. - ole ole Oct 14, 2014 Also, online courses requires a different style to learning...thus, how are teaching students new skills to assist their learning in an online learning environment? - michael.lambert michael.lambert Oct 19, 2014 The lines between Digital delivery and Online Learning is becoming blurred. As classes become Blended, the same tools are being used that are utilized in Online learning - lkoster lkoster Oct 20, 2014 - helga helga Oct 21, 2014 There is still a lot of work to be done to help faculty provide a superior learning experience, especially online. As much as we don't want to believe it, most online learning still consist simply of readings and assessments. How are we working with faculty to evolve the teaching and facilitation of online learning? - brian.yuhnke brian.yuhnke Oct 23, 2014 (- Jolie Jolie Oct 23, 2014) Yes, online learning is continuing to evolve in many fascinating and rewarding ways, and yes, we still have a long way to go. As Lisa Kostler notes in her comments here, blended learning is increasingly creating a seamless interweaving of onsite and online learning opportunities and interactions--what needs to be kept is mind is that it's much more than simply taping onsite lectures and tossing them into an online environment, then adding in a few quizzes; we need to continue building upon our understanding that onsite and online teaching-training-learning skills share common elements but also require increasingly sophisticated approaches that are far from identical. Brian's observations about needing to continue working toward developing better teaching/facilitation skills online parallels what I am experiencing; the better I become at online facilitation, the more responsive, engaged, and successful my learners appear to be. (Noticed earlier this week, for example, through the use of simple learning analytics, that on days when I'm active in an asynchronous online course bulletin board, the learners show an identical increased level of engagement in that asynchronous online course bulletin board, and if I let a couple of days pass without posting anything within that board, the learners' interactions also decrease at an identical level.) We (and are learners) have plenty to learn together about online learning itself, and paying attention to and sharing what we observe is going to serve all of us well--in ways we probably can't even begin to imagine at this point.- paul.signorelli paul.signorelli Oct 25, 2014 (I second Paul's comments about the importance of facilitation and modeling for students to learn vicariously through observing the instructor. It may be a hope in the design of learner-centered instruction that anticipates a shift in which learners, having observed the instructor, become more confident and independent to take more initiative in their own learning. One possible barrier to this independent kind of learning is cultural, in that students are conditioned to learn the system of achieving in higher education which has been defined by following the teacher's lead to do well on tests and score high grades (assuming an understanding that there is a difference between grades and learning). It could be that when students experience connected and networked learning that they observe from the instructor and classmates how to vet online resources using digital literacy skills, how to connect with people to learn, and that these are skills that they can transfer to the workplace for continued lifelong learning. While I believe teacher presence is critical to learner engagement in distance learning, there could be some debate about the role of the teacher in moderating discussions. - Jolie Jolie Oct 26, 2014) - JoanLippincott JoanLippincott Oct 28, 2014 The role of the teacher is one component that needs to be address in online learning. In addition, I'm not sure if learners have 'switched/changed' their style of learning to adapt to online courses. I sense our minds are trying to figure out 'how to learn online'. I know that my reading experiences are different from textbooks to digital print...and I'm not sure for the better; thus, we need to explore a greater understanding of the learning process of in-the-classroom and online. Just my personal thoughts. - michael.lambert michael.lambert Oct 27, 2014 I agree that online and blended learning requires a shift in both how learners learn and how instructors teach. After participating in a variety of online short courses, a MOOC and multiple webinars, I've become more aware both of the techniques that successful instructors use to make the experience more engaging, as well as how my own participation has changed as I learn how to get the most out of an online learning opportunity. - Elizabeth_Hodas Elizabeth_Hodas Oct 28, 2014 Online learning can be wonderful but, at the risk of repeating myself, it is a mistake to see it as a direct replacement for traditional, face to face learning and teaching. University is about so much more than just learning facts, it is about learning who we are and interacting with others, which is why online will always be a pale imitation. I spend my life working to improve the traditional model, not destroy it, and it would be folly indeed to even consider a wholesale destruction of the campus-based system that I, and many others, hold dear. - damian.mcdonald damian.mcdonald Oct 27, 2014 As others have noted--digital delivery has gone mainstream and the technology that once was the domain of online courses now routinely appears in the traditional face-to-face classroom. So what? Actually, these two trends conspire to point toward a future where there is no real distinction between online and F2F. Instead, digital delivery of content and curriculum (as well as student services) catalyzed by new business models completely blows up the semester/block/quarter model and and eventually disrupts the Carnegie Unit. What does this look like in practice? Every course you take is just as long as it needs to be and is delivered in the appropriate mix of virtual and face-to-face formats, flavored by the cost of the course. Some courses will be 4 weeks, fully online, Some courses will be 23 weeks with a one week residency in the middle. Some courses will be 50 weeks online, with a 2-week capstone project in a high end lab, etc, etc etc. Much will be based on competency, but not all. The logic here is simple. The current organizational patterns of class delivery revolve around logistical considerations of getting students in front of lecturers. The student of tomorrow is much less bound by time and space, as are their instructors. Treating the 15-weeks-plus-finals model as relevant in a 24x7 world of constant contact and information flow, is silly, And lest this sound like pontificating, medical schools have largely moved to this disaggregated model, providing any number of paths in and around what one might traditionally recognize as a fall and summer term schedule!. - david.thomas david.thomas Oct 27, 2014 - vforssman vforssman Oct 28, 2014 I still believe the primary challenge here is that we are still using 20th Century tools to facilitate online learning. Name me one technology in any LMS that exist in some form in the 1980s and 90s. How are discussions fundamentally different from Usenet or bulletin boards? And this is the best we can do socially in those environments? What about assessments or assignment uploading tools? How are they anything more than a sophisticated form of FTP? I think online learning is ripe for disruption. In its present form it's a canard for faculty use of technology. I teach DE therefore I am technology literate. It is unfair to faculty to expect them to think critically at this level about the technology they are being asked to use. The problem is finding people who can think critically about how the technologies used impact the learning process AND, and this is the key, have the technological sophistication to understand how to rethink the entire concept. Google might be able to do this but that remains to be seen. I don't have a lot of faith in traditional LMS companies (Blackboard) reinventing this medium since they have a major stake in maintaining the status quo. - tom.haymes tom.haymes Oct 27, 2014 - mpacansky-brock mpacansky-brock Oct 28, 2014 We all get excited about new technologies and immediately try adapting all ways of doing to the new technologies available. I feel we're missing the essence of learning, where engagement and quality is key. Online Learning, and MOOCS, have been focusing about delivery, and about masses. The great benefit of online learning is its a-synchronicity, as it allows people to customize the learning process to their lifestyle (family, work, or residence). A-synchronicity is key, but quality should be mantained, this means, smaller groups so the interaction between the few learners is more qualitative, and the relationship that the learner can have with the teacher/faculty can be greater and far more fulfilling and engaging, therefore motivating the learner. Online learning should not be about delivery (content), but should be about inspiration (people), and we can either rely on TED talks that we watch alone and comment in forums, learn by ourselves, or really use the asynchronous space to develop rich relationships with faculty and peers. I feel online learning will be a success when it embraces the essence of what learning is really about. - edelera edelera Oct 28, 2014 Perhaps the relative abundance of content will make inspiration even more valuable by contrast.- bryan.alexander bryan.alexander Oct 28, 2014 As an offshoot from this discussion of the evolution of online learning, CSU Channel Islands (my place of employment) has embraced the concept of "humanized" online learning as a cornerstone for our online faculty development efforts. Rena Palloff has found that novice online instructors are most concerned about how they will foster a personal presence and connectedness in the online environment In line with this idea, CSU Channel Islands offers three online faculty development courses, the first of which is "How to Humanize Your Online Course." This class introduces faculty to the research that connects social presence with increased student-student interactions, student satisfaction, and improved learning. The course provides a buffet of web-based tools, selected for their humanizing impact. The faculty are encouraged to experiment with these tools and select one to create a brief course introduction video. Overcoming the perceptions new online faculty have about the difficult of fostering relatedness online is an important first step in cultivating student-centered, engaging online courses. - mpacansky-brock mpacansky-brock Oct 28, 2014

Growing Ubiquity of Social Media
Social media are changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than 1.2 billion people use Facebook regularly according to numbers released in October 2013; the top 10 social media platforms worldwide reach more than 2.1 billion people, according to eBiz MBA. A recent report by the firm eMarketer reported social networks reach nearly one in four people around the world — almost 25% of the world population. Educators, students, alumni, and the general public routinely use social media to share news about scientific and other developments. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector. - ole ole Oct 14, 2014 - jasonr jasonr Oct 19, 2014 - lkoster lkoster Oct 20, 2014 - helga helga Oct 21, 2014 Agree but I don't think that today Social Media is a strong differentiator. It's the Web. - jochen.robes jochen.robes Oct 21, 2014 (- Jolie Jolie Oct 23, 2014) Strongly agree with Jochen Robes and Jolie Kennedy that the game-changer is the Web (or at an even larger level, the Internet) rather than social media, although social media tools are (believe it or not) an underutilized tool in learning. A few examples of how we could more effectively be using social media tools to create dynamic learning opportunities and higher levels of engagement among learners and learning facilitators: online office hours through Facebook private groups and Google Hangouts; live discussions via tweet chats; group discussions within Google_ communities; online master classes through Skype and Google Hangouts (although tools along the lines of Blackboard Collaborate and WebEx might prove more effective for master classes in that there's a greater level of control over who has access to the sessions).- paul.signorelli paul.signorelli Oct 25, 2014 - billshewbridge billshewbridge Oct 27, 2014 Social Media offer opportunities for informal learning and I am not sure that this is on the radar of learners and teachers.- e.degroot e.degroot Oct 26, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 (Differentiating among the Internet, web, and social media is useful in this discussion for seeing the different affordances of technologies. While social web technologies have affordances for collaboration, Internet technologies have affordances for meaning making (not meaning to imply a binary either/or). I think there is room for growth of mobile apps and Internet or web-based technologies designed for independent meaning making by learners, with or without the social context. - Jolie Jolie Oct 26, 2014) Socila media platforms, if used correctly, can be wonderful collaboration and interaction tools, especially where face to face interaction is not possible, but they should not be thought of as a replacement for, but an augmentation of, traditional face to face interactions. - damian.mcdonald damian.mcdonald Oct 27, 2014 With the rise of social media come two effects which are often noticed but seldom integrated into the larger discussion. First, identity becomes pluralized. Person A owns and is represented by accounts w, x, y, z, and more. I am one person on Facebook and another person on Google+, as represented by the photos there, the musical tastes recorded, the items clicked on. Second, mediated interactions have a different range of styles and registers from face-to-face. The formal rituals that structure face-to-face interaction--politeness, deference, etc.--exist in utterly different and even upside-down forms in digital communication media, to the extent they exist at all. Sarcasm, irony, irrelevant asides, extreme abbreviations, casual forms of address or no address at all: all these pervade interactions amongst near-strangers online, forms of interaction which would hardly be tolerated when face-to-face. The latter conflict of styles is nowhere more evident in higher ed than in communications between students and instructors. The two compound when faculty stumble across the social media utterances of their students. While there will surely be educational benefits of social media for higher education, the conflicts cannot be ignored - edward.oneill edward.oneill Oct 27, 2014 The future of some (all?) Social Media tools are unsure In my understanding we need to mention challenges here as well. Perhaps this topic could fit elsewhere but I see that, for example, Twitter since it went to the stock market became less popular and has add-on's every two weeks which are more about advertising than anything else. Even though I am a firm believer in the opportunities, I also feel worries about the commercial side and to new tools that replace other tools so fast that educators find it hard to keep up. When we have helped teachers to learn podcasting, they have to go blogging, after blogging they have to use Twitter... even though this simply might be the reality they have to adapt to, it is a challenge especially in teacher training and in selecting which tool to use. - e.degroot e.degroot Oct 26, 2014 Esther de Groot's comments here resonate with me; I've had the experience of investing significant amounts of time into social media tools and sites that then either disappear with little warning or are sold to someone else and become so different in their approach that they lose their initial attractiveness and usefulness. Since we need to be where our learners are, this is a challenge without an obvious resolution: we need to be judicious about how much time we invest in learning/using any specific social media tool or site, and also can't afford to ignore the benefits that using social media provide for us and for our learners.- paul.signorelli paul.signorelli Oct 26, 2014 Yes, it's both. - michael.lambert michael.lambert Oct 26, 2014 If you have to invest much time learning how to use a social media tool, it will probably fail sooner rather than later. I think we need to get away from our focus on tools and look at the ends. The tools will change. The ends won't. In other words, the first question should be, "What message are you trying to send?" and then "Who do you want to get it?" before choosing the medium. The modalities of all of the tools reflect that. How effective they are at achieving an evident answer to those questions will determine their survival. If faculty are properly trained in communications strategies rather than a specific technology, the tools should matter less. From my perspective, I don't care how long the tool lasts as long as it outlasts the class. Most tools don't die that quickly and even then, I can always pivot because I always build in a backup solution. - tom.haymes tom.haymes Oct 29, 2014 again, I think this points to the dispositional reality of adaptive help-seeking and knowing that change is constant, but that transferring known skills from one platform to another is important. Standardising how things work across platforms is already taking shape, so transference becomes less problematic - n.wright n.wright Oct 27, 2014 OK, thanks, elaborating on this standardisation could then perhaps be useful to make the results of Horizon resonate with teachers - e.degroot e.degroot Oct 27, 2014 History suggests all social media companies will fail, no matter how big they are, but they will be almost certainly be replaced by other methods of social interaction that can be utilised for educationAl purposes. The pace of change is increasing, and will continue to do so and, in our field, we need to keep abreast of those advancements, sort the wheat from the chaff, and present them, where appropriate, to our learning and teaching colleagues as opportunities for them to Improve their practise. - damian.mcdonald damian.mcdonald Oct 27, 2014 The doom of Twitpic is instructive here. - bryan.alexander bryan.alexander Oct 28, 2014 [Editor's Note: Great points to include in the RQ1 technology topic Social Networking and in the RQ3 Trend Growing Ubiquity of Social Media.] Social media - or rather, the majority of the Web - now exists largely independent of educational institutions. Faculty, staff, and students often rely on third-party providers (LinkedIn, Facebook, Twitter, etc), rather than relying on a school's own hosting. Put another way, social has left the campus, leaving behind asocial software: databases, LMSes, licensed content. This has had deep implication for campus hosting, from policy to professional development.- bryan.alexander bryan.alexander Oct 28, 2014 To me, this isn't about the web or social media. It's the new social era in which we live, which is an outcome of the web and social media. Our new social era is rooted in unique values that seem strange and obscure to higher education, overall: 1) connections create value, 2) community is a necessity to survival, 3) traditional hierarchies have collapsed, there is no creators/audience, collectors/makers, buyers/sellers. We're in this together. 4) co-creation: people will help support what they create; 5) onlyness: a characteristic of living a life true to your values, as opposed to trying to be like the rest. The business world is moving quickly to adopting these social values and that is the world in which our college graduates will need to succeed. - mpacansky-brock mpacansky-brock Oct 28, 2014

Increasing Focus on Open Educational Resources
Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value across education. As traditional sources of authority are augmented by downloadable content, however, there is need for more curation and other forms of validation that can communicate the credibility of a resource. Complicating the landscape in some ways, “open” has become a term often applied in very different contexts. Often mistaken to simply mean “free,” open education advocates are working towards a common vision that defines “open” more broadly — not just free in economic terms, but educational materials that are freely copiable, freely remixable, and free of barriers to access, sharing, and educational use.- ole ole Oct 14, 2014- paul.signorelli paul.signorelli Oct 25, 2014 - momillard momillard Oct 28, 2014 --I think this is connected to / partially overlaps digital delivery. - jasonr jasonr Oct 19, 2014 - helga helga Oct 21, 2014 (- Jolie Jolie Oct 23, 2014)- ateskan ateskan Oct 27, 2014 This trend is expanding with the idea of shared knowledge and cost savings to both educators and students. - deborah.cooke deborah.cooke Oct 27, 2014 ... and also expanding with regard to an open educational infrastructure (David Wiley, - jochen.robes jochen.robes Oct 27, 2014 A wonderful concept, but the idea that all academics will freely share their research and teaching materials is laughable. There will always be givers and takers, and the latter will always outweigh the former. sad but true. - damian.mcdonald damian.mcdonald Oct 27, 2014 Open resources allows for the sharing of knowledge and that in itself does not need much justifying, in my opinion. Not doing so means prioritizing business at the cost of a knowledgeable society, it's a value proposition that institutions either embrace, or don't - a choice they each have. I believe an institution dedicated to education should embrace the value of knowledge sharing. And this should mean sharing with everyone. I have found throughout the years that content is open, only partially, and is not made accessible to all. It would be wonderful to arrive to an agreement in which information is shared with and for all, and education/learning is about serving as guides, for learning. - edelera edelera Oct 28, 2014 There are already many collections of open educational resources, e.g. Merlot, connexions, and the NSDL (National Science Digital Library). There is an Open Educational Resources Foundation. Some states (California, NY) are developing programs to subsidize open textbook development for popular, introductory type courses where textbooks are often very expensive. However, adoption rates of these resources still remains low. This may relate to the difficulties of finding the right items, to lack of awareness, or to bias against "free" resources. Of course the resources are only free to the user community; someone paid for the staff time to develop them and someone is paying for the server to house and maintain them, etc. If there were studies on how to increase the adoption rate, I hope someone might list them here. - JoanLippincott JoanLippincott Oct 28, 2014 Adoption of OER is broader than we might think, as indicated in this just released Babson report (faculty are adopting OER without knowing "the politics of the movement". - vforssman vforssman Oct 28, 2014
There is a new report out from the Babson Group that is really worth looking at. Opening the Curriculum: Open Educational Resources in U.S. Education, 2014. One of their conclusion from their research: " The most significant barrier to wide adoption of OER remains a faculty perception of the time and effort required to find and evaluate it." - larry.miller larry.miller Oct 29, 2014

Increasing Preference for Personal Technology
Both professors and students want to use their own technology for learning more and more, mirroring a trend that has been in the workplace for some time. There is an opportunity cost associated with being given access to a computer that cannot be personalized with new applications, tools, or other resources. Utilizing one’s own device has become something deeply deeply personal, and very much an extension of someone’s personality and learning style. The choice one makes between the iOS or the Android platforms, for example, is an expression of one’s personality, as is the choices of apps, games, and other content one chooses to put on the device. Students and educators appreciate being able to do their work with tools they have configured to their own preferences, which are familiar and productive for them personally. As devices continue to be ever more capable, affordable, and mobile, students often have access to more advanced equipment in their personal lives than they do in class. - ole ole Oct 14, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 Many of my students bring their own laptops into the computer labs to use rather than using the school's equipment. This becomes difficult when we teach MS Office (Windows) and they have a MAC. These classes will need to somehow adapt. - lkoster lkoster Oct 20, 2014 I wonder if individual levels of proficiency in working with a device (even one´s own) may lead to discrepancies among students regarding learning effects/following teaching content - and how to compensate such discrepancies, especially when everyone is working with a different or differently equipped device. Previous reports have already discussed the lack of ICT competencies/media literacy among teachers/lecturers, or at least a lack of consequent training. So if/when students need assistance or a certain level of coordination of learning processes and outcomes needs to be reached, who can give support? - helga helga Oct 21, 2014 (- Jolie Jolie Oct 23, 2014) This is an important trend to support as resources and funds for providing devices in public education is continually diminishing. - deborah.cooke deborah.cooke Oct 27, 2014 It is increasingly challenging to accommodate the variety of student choices in this area, particularly in visual assignment and production. Many students are too quick to choose convenience over quality of outcome. - billshewbridge billshewbridge Oct 27, 2014 All students having same device when they join us at University is the dream. The reality is that students will always choose to use whatever device suits them and their budget, and we have to accomodate that. We are currently piloting a scheme where we give iPads to students. Time will tell how this works out. I look forward to reporting our findings next year. - damian.mcdonald damian.mcdonald Oct 27, 2014

Increasing Use of Hybrid Learning Designs
Education paradigms are shifting to include more online learning, blended, and hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information. Institutions that embrace face-to-face, online, and hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. Online learning environments can offer different affordances than physical campuses, including opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments.- ole ole Oct 14, 2014 - jasonr jasonr Oct 19, 2014 Not all students are happy with this movement. Students need understand why this method of learning is better for them. My 2 class were converted to 3 blended courses to allow for a smaller class size. I explained the rationale and how this would benefit the students. They were given the opportunity to transfer into a regular classroom. None of them switched. There are definitely many benefits to the Blended model. - lkoster lkoster Oct 20, 2014 I love what Lisa has said and done here: by being transparent with the learners, she has drawn them into the learning process, engaged them in shaping their learning experiences, and used a form of blended learning to make blended learning meaningful to those learners in ways that may well serve them well throughout the lifelong learning and work careers.- paul.signorelli paul.signorelli Oct 25, 2014 - momillard momillard Oct 28, 2014 Interesting to read about the different perceptions of students - goes to show that the blended model and its benefits are not necessarily self-explanatory.- helga helga Oct 21, 2014 Not convinced this trend has as much to do with what's "best" for student learning or what students want as much as it has to with financial reasons for hybrid delivery. - jasonr jasonr Oct 22, 2014 (- Jolie Jolie Oct 23, 2014) I see this trend consistently growing with good, measurable learning outcomes supported with metrics such as "Quality Matters". - deborah.cooke deborah.cooke Oct 27, 2014 Technology continues to give us new options in this area and the beauty here, from a learning perspective, is that one size need not fit all. Our biggest challenge institutionally will be managing the wide range of options in way that conforms to rigor and the bureaucracy of moving through the system. I don't think we've done yet. - tom.haymes tom.haymes Oct 27, 2014 - Elizabeth_Hodas Elizabeth_Hodas Oct 28, 2014 Blended learning is, in my opinion, the most important trend in education at the present time, embracing, when it is done correctly, all of the ideas and technologies we are discussing here. The power and importance of a truly blended learning experience has not yet been fully realised, but we are working on it. - damian.mcdonald damian.mcdonald Oct 27, 2014 Takes a lot of time for a's a 24/7 commitment, unlike other learning formats. This approach, in my opinion, requires passionate teachers willing to go far beyond the time frame of most courses. Difficult to find and implement. - michael.lambert michael.lambert Oct 28, 2014 Blended Learning - Embracing the very best of online and face to face learning and teaching methodologies, blended learning strives to give the students the very best education possible, using every method currently available to enable students to learn, whatever their learning styles, geographical location or educational background. Audio, video, learning objects, social media and formal and informal face to face classes all have their part to play in creating the best possible learning experience, but few programmes are truly blended, as academics lack the necessary skills or experience to make them happen, which has lead to the creation of teams like mine to help them enhance their learning and teaching. the road to the perfect blended learning experience will be a long on, not least because the technologies change so often, but I have no doubt that, eventually, all educational programmes at all levels will use blended learning to enhance theor learning and teaching. - damian.mcdonald damian.mcdonald Oct 27, 2014 [Editor's Note: Great points! This fits in with our existing trend "Increasing Use of Hybrid Learning Designs" and has been added to the discussion there.]

Massive Reinvention of the Personal Computer
The computer is smaller, lighter, and better connected than ever before, without the need for wires or bulky peripherals. In many cases, smartphones and other mobile devices are sufficient for basic computing needs, and only specialized tasks require a keyboard, large monitor, and a mouse. Mobiles are connected to an ecosystem of applications supported by cloud computing technologies that can be downloaded and used instantly, for pennies. As the capabilities and interfaces of small computing devices improve, our ideas about when — or whether — a traditional computer is necessary are changing as well. - ole ole Oct 14, 2014 - lkoster lkoster Oct 20, 2014 - helga helga Oct 21, 2014 - damian.mcdonald damian.mcdonald Oct 27, 2014 Agreed. Plus one important thing: Storage. In the next 10 years, on the long horizon, we will see low-power, micro-storage in the terabytes. That means mobile phones with enough storage to real time audio and video, plus GPS and a million other things, all day long, everyday. Couple that with faster data access and management and improved voice interaction and you are within striking distance of asking your phone questions like, "What restaurant did Bob recommend we try last weekend?" and "Why did my teacher say that the Krebs Cycle was important?" Storage, more than anything else, will transform personal tech. The Internet is amazing and massive. Soon, we will all carry around our own little personal internets on our phones, without need for a connection! - david.thomas david.thomas Oct 27, 2014 I fear the word "Massive" in the title is overstated. The smartphone was the revolutionary change. Tablets and lighter laptops are more evolutionary, I would argue. I have owned a four-pound laptop of some sort for over a decade. - edward.oneill edward.oneill Oct 27, 2014 I have to agree that "massive" is an overstatement. While computers are both cheaper and more powerful, look at the big tools still in use. Microsoft Office is dominant, yet remarkably unchanged from what it looked like a decade ago. The personal computer desperately needs new "killer apps," but the reality is that the mobile tools have become killer apps themselves. - larry.miller larry.miller Oct 28, 2014

New Forms of Multidisciplinary Research
Digital humanities and computational social science research approaches are opening up new pioneering areas of multidisciplinary research, innovative forms of scholarship and publication, and new kinds of courses and pedagogies. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as "Distant Reading" and "Macroanalysis” — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas are leading to exciting new courses and curricula for undergraduate and graduate students [user?] Yes, important and inspiring! Also when we want to teach students to do research, it would help if they see modern data collection and collaboration methods. - e.degroot e.degroot Oct 20, 2014 A good application of this is a program at the University of Washington: - deborah.cooke deborah.cooke Oct 27, 2014 Yes, it's vital to see how research changes alongside teaching.- bryan.alexander bryan.alexander Oct 28, 2014 Good example of multidisciplinary and multi-national funding program for digital humanities is Digging into Data Also many examples of faculty working on new types of research and involving undergraduate students either as part of a class or as a member of a research team. - JoanLippincott JoanLippincott Oct 28, 2014

Rethinking the Role of Educators
Faculty are increasingly expected to be adept at a variety of ICT-based and other approaches for content delivery, learner support, and assessment; to collaborate with other teachers both inside and outside their schools; to routinely use digital strategies in their work with students and act as guides and mentors; and to organize their own work and comply with administrative documentation and reporting requirements. Students, along with their families, add to these expectations through their own use of ICT to socialize, organize, and informally learn on a daily basis, and many education thought leaders argue that schools should be providing ways for students to continue to engage in learning activities, formal and non-formal, beyond the traditional school day. As this trend gathers steam, many institutions are rethinking the primary responsibilities of instructors. Related to these evolving expectations are changes in the ways teachers engage in their own continuing professional development, much of which involves social media and online tools and resources. An increasing number of faculty are using more hybrid and experiential learning scenarios, and experimenting with social media and other ways of building learning communities. Which also means (i) students and young faculty should be heard, (ii) senior faculty should have supplementary/in-service training. There is a tendency that senior faculty (I'm one of them) operate on our own past and not on the future of the students. Faculty - junior and senior - should get time for this so that this change is not driven by fiery souls who might burn out.- ole ole Oct 14, 2014 Yes, I feel that progress here is not as fast as it should be. New technologies are entering higher education and with each new technology basically the same discussion (teachers are not up to the task/need time) starts again. I do not have a magic solution but I feel that senior management (at least in our country) should take online learning more seriously. - e.degroot e.degroot Oct 20, 2014 This is a common issue for many institutions...bring in the technology, but forget to involve/train the faculty and provide adequate time to learn the technology. - lkoster lkoster Oct 20, 2014 This also touches upon the above topic "Increasing Preference for Personal Technology"- helga helga Oct 21, 2014 (- Jolie Jolie Oct 23, 2014) This theme (Rethinking the Role of Educators) feels as if it could be a central place to consider most of the other themes contained within our "Key Trends" discussions, for nearly every theme, to be properly considered and addressed, requires some level of rethinking on our parts about our roles. It (rethinking) is a process occurring in almost every industry I follow, so it's no surprise that we would be engaged in similar endeavors in the hope that we will continue to serve our learners in the most creative, responsive, collaborative ways possible.- paul.signorelli paul.signorelli Oct 25, 2014 The universities can try online PD for "online learning" for the faculty members. Learning by experience.- ateskan ateskan Oct 27, 2014 We often use face to face classes to teach academics about online and blended learning. Perhaps we should practise what we preach?! The fact is, that most, if not all, academics see technology as something stargnge and new because it simply did not exist when they were students. Until the digital natives become the academics, this will always be a problem. Then, and only then, will technology be embraced as the norm, as opposed to a new fangled, overly complicated, add on. Once that happens, the role of education can truly change, but until that time, academics will continue to stand at the front, and tesch their students the way they themselves were taught. - damian.mcdonald damian.mcdonald Oct 27, 2014 The role of the educator is being rethought for the better, but the job of the educator is suffering. When labor is 'rationalized,' the laborer is removed from the equation. The professor's role is medieval; but facilitating online discussions is simply a job. There is a glut of Ph.D.'s, and there is a bubble of federally-supported loan dollars which can be used to buy college credits. As those credits are more easily sold online, that is where the labor is going, and that labor is not the cottage-industry type of the professor who teaches and confers on campus, writes and grades papers at home. - edward.oneill edward.oneill Oct 27, 2014 A renewed focus on faculty development with more focus on how to navigate the many technology options is going to be key. We know how to train and support faculty in their use of whatever LMS our campus is using. But how do we help faculty choose appropriate technology tools for their pedagogical goals and how do we as an IT organization then support them? - Elizabeth_Hodas Elizabeth_Hodas Oct 28, 2014

Rise of Data-Driven Learning and Assessment
There is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave an increasingly clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use that data to modify learning strategies and processes. Dashboards filter this information so that student progress can be monitored in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes.- ole ole Oct 14, 2014 - helga helga Oct 21, 2014 - jochen.robes jochen.robes Oct 21, 2014 - joseph.cevetello joseph.cevetello Oct 28, 2014- michael.lambert michael.lambert Oct 22, 2014 An important trend. Let's just keep an eye out for the downside--eventually we may only teach what we can objectively measure. - david.thomas david.thomas Oct 27, 2014 I agree with all statements that is why institutions need to find happy median. Assessment is a big factor however we are placing too much emphasis and sometimes forget the interest/needs of students. anna stoute- astoute astoute Oct 28, 2014

Shift from Students as Consumers to Students as Creators
A shift is taking place in the focus of pedagogical practice on university campuses all over the world as students in across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past couple years, is increasingly the means for active, hands-on learning. University departments in areas that have not traditionally had lab or hands-on components are shifting to incorporate hands-on learning experiences as an integral part of the curriculum. Courses and degree plans across all disciplines at institutions are in the process of changing to reflect the importance of media creation, design, and entrepreneurship. - ole ole Oct 14, 2014 - jasonr jasonr Oct 19, 2014 - lkoster lkoster Oct 20, 2014 - momillard momillard Oct 28, 2014 Yes, important. At the same time, discussion is needed how to combine these hands-on approaches with the academic aspirations of universities. - e.degroot e.degroot Oct 20, 2014 ... and also with startup activities, I see a possible connection here to the above point "Agile Approaches to Change" - helga helga Oct 21, 2014 Yes. Students are beginning to design their own degrees, even courses as well as create a non-linear path to obtaining their degree. - michael.lambert michael.lambert Oct 22, 2014 (- Jolie Jolie Oct 23, 2014) A highly significant and exciting pattern, with spectacular opportunities because of the continually evolving technology that supports this through the use of creative spaces, makerspaces, fab labs, and other variations on the theme. One element worth nothing: it's not as if we haven't had previous experience with students as creators--collaborative projects have been at the heart of some of my best experiences as a learner over a very long period of time; what's different now is the level of tech support that takes opportunities for collaboration far beyond the physical walls of onsite learning spaces.- paul.signorelli paul.signorelli Oct 25, 2014 So while instructors are preparing their lessons, the outcomes should be carefully stated. May be starting with "create" instead of "list" and/or "outline". I remember that I read 21st century Blooms taxonomy. - ateskan ateskan Oct 25, 2014 Love the idea of deleting list/outline and moving toward 'create.' Have students 'create' a new learning space for the course. - michael.lambert michael.lambert Oct 25, 2014 Well said, delete list/outline and offer affordances for creation. - e.degroot e.degroot Oct 26, 2014 (It seems that the shifting roles of educators and students are interdependent. I read part of this discussion as a theoretical shift from behavioral objectives to more student-centered, constructivist learning objectives that point to active learning. Perhaps the shift from consumer to creator is more of a shift from passive to active learning. Active learning can take many forms depending on the goals of the course. - Jolie Jolie Oct 26, 2014) This is a critical step in preparing students for the workforce of the future. Students can no longer afford to be passive aggregators of dispensed knowledge from an authority figure, but need to dig in and locate the critical questions and create the solution whether it be a new research question/project, a new product or a new model that synthesizes several disciplines of thought. - deborah.cooke deborah.cooke Oct 27, 2014 - jochen.robes jochen.robes Oct 27, 2014 Pretty much all of the facts that once had to be learned and retained by our students are now available via the internet. What they need is the ability to critically analyse disparate sources, and create original thoughts and ideas based on their research. Perhaps we need to question the very nature of education. What is it for? What is its purpose? Are we simply preparing our students for the world for work? If so, then perhaps there is no need to teach anything but Business Studies, and certain specialisms necessary for the continued wellbeing of the workers e.g. medicine and dentistry. Perhaps a General Studies degree would suffice? It will be a sad day indeed should that ever come to pass. My point is that there is so much more to higher education than just facts and figures. Creativity, critical thought, and collaboration. That is what we should be focussing on. - damian.mcdonald damian.mcdonald Oct 27, 2014 Examples of faculty uptake and student projects here - JoanLippincott JoanLippincott Oct 28, 2014

Added as New Trends

Interest in Citizen Science is growing
According to Wikipedia: "Citizen science (also known as crowd science, crowd-sourced science, civic science, or networked science) is scientific research conducted, in whole or in part, by amateur or nonprofessional scientists, often by crowdsourcing and crowdfunding. Formally, citizen science has been defined as "the systematic collection and analysis of data; development of technology; testing of natural phenomena; and the dissemination of these activities by researchers on a primarily avocational basis". Citizen science is sometimes called "public participation in scientific research." - jochen.robes jochen.robes Oct 21, 2014 Definitely can see Kickstarter, MetoWe, and other crowd funding projects as part of the course design/diploma. - michael.lambert michael.lambert Oct 25, 2014 This is a very exciting approach and is highly engaging and practical for students. An especially good example of this work can be found here: - deborah.cooke deborah.cooke Oct 27, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 - momillard momillard Oct 28, 2014

MOOCs are increasingly sees as a new form of textbook
We are beginning to note and acknowledge, through the open movement, the use of MOOCs and other learning collaborations to involve learners in the creation of their own textbooks. There's a brief description of this on the NMC blog at, and I suspect we're going to see much more of this among our more adventurous colleagues.- paul.signorelli paul.signorelli Oct 25, 2014 - ole ole Oct 27, 2014

Learning Spaces are being Rethought
One trend I see in connection with libraries: all the new forms of teaching and learning need also new spaces. Libraries are thinking of rearranging the learning spaces to give students the opportunity to study and to work in the new settings (like flipped classroom or MOOCs). They also create makerspaces in order to support a more interactive form of learning. Some libraries follow a strategy of one-stop-shopping (like Forsyth Library: that integrates all the information needs of a student. They not only provide information but also the needed infrastructure and rooms - even "smart rooms" that can be used in groups.- rudolf.mumenthaler rudolf.mumenthaler Oct 27, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 Yes, this is huge, as our own Tom Haymes pointed out in a fantastic presentation at the New Media Consortium conference in Portland, Oregon earlier this year and a complementary online site: Lots happening here in numerous learning environments (higher ed, K-12, museums, libraries...) and well worth following/addressing.- paul.signorelli paul.signorelli Oct 27, 2014
In addition to the new models of learning spaces such as maker spaces, being developed and implemented, traditional classrooms are also evolving to accommodate the requirements of the emerging active learning paradigm. The classroom requirements for project based, flipped etc models are substantially different than the lecture based design (seats in a row with a small writing surface for note taking) desiring more space per student, mobility and flexibility, collaborative writing surfaces, abundant wireless bandwidth to accommodate webconferencing and multi-device students and access to technology. Universities are actively exploring and adapting these into existing and new classroom designs. - brian.yuhnke brian.yuhnke Oct 28, 2014- joseph.cevetello joseph.cevetello Oct 28, 2014 I agree with the above comments. However one thing that libraries and the collaborative partners need to consider is what will be most beneficial to students. Also, does the integration of the other departments mean they will have a satellite location in the library or their office is completely within the library. I have found that some institutions jump the gun and do not assess their environment. However, I am a firm supporter of the concept 'learning commons"! anna stoute - astoute astoute Oct 28, 2014

Higher Education is undergoing an transformation more common to industrial experience than educational experience
Higher ed as a bundle of services--courses, tutoring, advising, library services, IT services, housing, dining--is going the way of the do-do. We all know that airlines no longer cook the food, clean or service the places. Yet in higher ed, one organization usually does all this and more for everything that happens on a single campus. Some see this as disaggregation or unbundling ; Outsourcing major IT services is one clear symptom.

Moved Here as a New Trend from RQ2:

Connected and Networked Learning are Converging
Several significant trends are converging that point in the direction of growth for connected and networked learning in higher education. These trends include (1) the growing ubiquity of social media; (2) the integration of online, hybrid, and collaborative learning; (3) the shift from students as consumers to students as creators; and (4) the evolution of online learning. Connected and networked learning has the potential to bridge formal and informal learning. It has been employed in K-12 and has potential for impact in higher education in both face-to-face classroom, hybrid, and distance learning. Technologies related to connected or networked learning include personal learning environments (PLEs) and networks (PLNs), personal knowledge base, personal knowledge management, personal information management, personal scholarly workflow, and networked scholars. Transfer of knowledge and skills for lifelong learning is a potential outcome of connected and networked learning, in which learners maintain access to people, resources, and environments after graduation. - Jolie Jolie Oct 23, 2014 Yes...and in this mix, businesses must partner with these new learning networks. It's happening but slowly. Businesses have the responsibility of investing into the learning at the 'connected and networked learning' level, reducing the gulf of dichotomy. What if and other MOOCs offered courses/certificate programs that linked with the student's major? Expand the concept of internship. - michael.lambert michael.lambert Oct 24, 2014 I like this as I think it addresses a challenge--namely the need for students to critically think and navigate complex social media interactions. The technology and means to address this particular focus on learning is here, even as this topics continues to develop as a trend. - jasonr jasonr Oct 26, 2014 - ole ole Oct 27, 2014 - paul.signorelli paul.signorelli Oct 27, 2014 - mpacansky-brock mpacansky-brock Oct 28, 2014 More and more demand for technology-enabled team-based learning and social learning; institutions struggle with supporting platforms for this, since it is beyond-the-LMS; and lots of grappling with privacy issues when learning-and-making happens in commercial cloud environments.- vforssman vforssman Oct 28, 2014 [Editor's Note: This reads more like a trend, so I am placing it in RQ3.]

Increasing Use of Visual Communications
Communication is becoming increasingly visual with the mainstream adoption of smartphones and more sophisticated mobile applications. Snapchat and Vine are very popular amongst teenagers, signalling a shift in how people are communicating in their social circles. Facebook and Instagram are now populated with videos, images, and text. Videos may be sent to ask a question or greet a friend. Screenshots are taken to document fleeting occurrences on our mobile devices. Photographs, as opposed to written notes, are sent to communicate messages that were once textual. For example, "Here's a picture of the kind of milk you need to get at the store." What opportunities does our new visual communication landscape offer for higher education?- mpacansky-brock mpacansky-brock Oct 28, 2014 [Editor's Note: Well said! This reads more like a trend, so I will be moving it to RQ3.]

Open Communities and University Consortiums are growing in importance
Having the ability for collective action to compete for the future of higher education will be key in the next 5 years. With publishers and other vendors trying to "lock" individual Universities into their ecosystems, or dilute the brand or control the educational experience, projects like Unizin become extremely important in the higher education landscape. For example, the Unizin consortium "will provide a common technological platform delivered over higher education’s community-owned national research and education network operated by Internet2 consortium. This advanced environment will allow member universities to work locally and together to strengthen their traditional mission of education and research while using the most innovative digital technology available. The consortium has been launched to enable successful individual campus learning strategies to be easily expanded at scale and shared across all participating institutions." - momillard momillard Oct 21, 2014. In British Columbia, Canada, we have a very active post-secondary shared service consortium (BCNET) which provides procurement of a long list of technologies on behalf of all 26 post-secondary institutions; and BCcampus, a community-of-teaching&learning support practitioners and faculty, focused on sharing the investment in open textbook development and supporting user communities related to best practice for diffusion of learning technologies.Collective action is absolutely "where it is at" given the imperative to share/reduce high costs of technology-enabled learning, plus work through best practices for effective community adoption.- vforssman vforssman Oct 28, 2014 [Editor's Note: This reads more like a trend, so I am placing it in RQ3.]

Growth of Standards like Learning Tools Interoperability (LTI)
LTI enables a tool to be used across many platforms, as opposed to logging into unique tools one at a time. When faculty consider teaching with web-based tools, the necessity of requiring students to create accounts to use those tools may be a barrier to adoption. LTI eliminates this barrier by providing for a streamlined learning experience for faculty and students.
- mpacansky-brock mpacansky-brock Oct 28, 2014 [Editor's Note: Standards are outside the scope of the technologies we typically focus on, but it would fit nicely as a trend, so we are placing it in RQ3.]

Moved to to RQ4: Challenges

There Must be a Renewed Focus on Privacy
After Edward Snowden's revelations, every netizen has had to rethink the meaning of privacy. This has led to increased scrutiny of the globe-scrutinizing NSA, plus suspicion of data-hoovering entities like Google. This has also driven the launch of new software platforms aimed explicitly at not treating users as products, such as and Ello. Open-source hardware projects owe something to this as well, since they would (in theory) not require connections to law enforcement. All discussions of big data and data analytics have now changed to include refocused attention to privacy. For example, this appeared when New York City parents rejected schools gathering student data. Another example: Apple and Google arguing with the FBI about encrypting user data.- bryan.alexander bryan.alexander Oct 28, 2014 I have a good friend who is pretty far up in the Silicon Valley game and likes to predict the future for fun. He's usually pretty good at it, including telling me probably 15 years ago that he believed the NSA was building a system to electronically monitor what people talked about on the phone! Anyway, same guy has hit me with this theory: The the age of privacy is over. Old folks like us will cling to the idea of privacy as a right. But younger folks, keying on the idea of transparency, will lead much more open lives. Not saying this is correct. But any conversation about privacy ought to be tempered with the possibility that the old value of privacy will transmute into a newer conception! - david.thomas david.thomas Oct 28, 2014 - JoanLippincott JoanLippincott Oct 28, 2014 - Elizabeth_Hodas Elizabeth_Hodas Oct 28, 2014 - momillard momillard Oct 28, 2014 - vforssman vforssman Oct 28, 2014 [Editor's Note: Moving this to RQ4 to combine it with existing challenge "Safety of Student Data."