Higher Education’s 2019 Trend Watch & Top 10 Strategic Technologies — from EDUCAUSE Center for Analysis and Research (ECAR)

Most Influential Trends

  • Growing complexity of security threats
  • Student success focus/imperatives
  • Data-driven decision-making
  • Increasing complexity of technology, architecture, and data
  • Contributions of IT to institutional operational excellence
  • Each of these trends is influential at 63% or more of colleges and universities. And, they are enduring—these are the same trends that exerted the most influence on IT strategy in 2018.

 

 

Amazon has 10,000 employees dedicated to Alexa — here are some of the areas they’re working on — from businessinsider.com by Avery Hartmans

Summary (emphasis DSC):

  • Amazon’s vice president of Alexa, Steve Rabuchin, has confirmed that yes, there really are 10,000 Amazon employees working on Alexa and the Echo.
  • Those employees are focused on things like machine learning and making Alexa more knowledgeable.
  • Some employees are working on giving Alexa a personality, too.

 

 

From DSC:
How might this trend impact learning spaces? For example, I am interested in using voice to intuitively “drive” smart classroom control systems:

  • “Alexa, turn on the projector”
  • “Alexa, dim the lights by 50%”
  • “Alexa, open Canvas and launch my Constitutional Law I class”

 

 

 

How faculty can ‘click’ their way to a more inclusive classroom — from edsurge.com by Kelly Hogan and Viji Sathy

Excerpt:

What do you think is important for an instructor to do when using classroom response systems (polling software or clickers)? Select all that apply.

A) Choose questions that most students will be able to answer correctly.

B) Vary the types of poll questions beyond multiple choice.

C) Ask students “Please discuss your answer with a neighbor.”

D) Stress that students answer questions independent of their peers.

Classroom response systems (CRS) have a mixed reputation. Studies have suggested that these tools, which allow students to respond in real time to questions provided by an instructor, can improve student learning. But other reports show that is not always the case.

Like many education tools, it depends. And in the case of clickers and other classroom polling software, it largely depends on how instructors are using them. If used thoughtfully, we’ve seen that CRSs can help facilitate active learning in a classroom. What’s more, these tools can be used to also facilitate an inclusive classroom.

What do we mean by an inclusive classroom? Faculty risk excluding certain students and impeding their ability to succeed when they aren’t intentional about design and facilitation. Inclusive course design involves more than choosing content; it also requires considering the number of assessments, opportunities for practice, the chances for students to assess their understanding of material, among other attributes.

 

 
 

Top Trends in Active and Collaborative Learning — from thesextantgroup.com by Joe Hammett

Excerpts:

My daughter is a maker. She spends hours tinkering with sewing machines and slime recipes, building salamander habitats and the like. She hangs out with her school friends inside apps that teach math and problem solving through multi-player games. All the while, they are learning to communicate and collaborate in ways that are completely foreign to their grandparent’s generation. She is 10 years old and represents a shift in human cognitive processing brought about by the mastery of technology from a very young age. Her generation and those that come after have never known a time without technology. Personal devices have changed the shared human experience and there is no turning back.

The spaces in which this new human chooses to occupy must cater to their style of existence. They see every display as interactive and are growing up knowing that the entirety of human knowledge is available to them by simply asking Alexa. The 3D printer is a familiar concept and space travel for pleasure will be the norm when they have children of their own.

Current trends in active and collaborative learning are evolving alongside these young minds and when appropriately implemented, enable experiential learning and creative encounters that are changing the very nature of the learning process. Attention to the spaces that will support the educators is also paramount to this success. Lesson plans and teaching style must flip with the classroom. The learning space is just a room without the educator and their content.

 


8. Flexible and Reconfigurable
With floor space at a premium, classrooms need to be able to adapt to a multitude of uses and pedagogies. Flexible furniture will allow the individual instructor freedom to set up the space as needed for their intended activities without impacting the next person to use the room. Construction material choices are key to achieving an easily reconfigurable space. Raised floors and individually controllable lighting fixtures allow a room to go from lecture to group work with ease. Whiteboard paints and rail mounting systems make walls reconfigurable too!.

Active Learning, Flipped Classroom, SCALE-UP, TEAL Classroom, whatever label you choose to place before it, the classroom, learning spaces of all sorts, are changing. The occupants of these spaces demand that they are able to effectively, and comfortably, share ideas and collaborate on projects with their counterparts both in person and in the ether. A global shift is happening in the way humans share ideas. Disruptive technology, on a level not seen since the assembly line, is driving a change in the way humans interact with other humans. The future is collaborative.

 

 

 

A Space for Learning: A review of research on active learning spaces — from by Robert Talbert and Anat Mor-Avi

Abstract:
Active Learning Classrooms (ALCs) are learning spaces specially designed to optimize the practice of active learning and amplify its positive effects in learners from young children through university-level learners. As interest in and adoption of ALCs has increased rapidly over the last decade, the need for grounded research in their effects on learners and schools has grown proportionately. In this paper, we review the peer-reviewed published research on ALCs, dating back to the introduction of “studio” classrooms and the SCALE-UP program up to the present day. We investigate the literature and summarize findings on the effects of ALCs on learning outcomes, student engagement, and the behaviors and practices of instructors as well as the specific elements of ALC design that seem to contribute the most to these effects. We also look at the emerging cultural impact of ALCs on institutions of learning, and we examine the drawbacks of the published research as well as avenues for potential future research in this area.

 

1: Introduction
1.1: What is active learning, and what is an active learning classroom?
Active learning is defined broadly to include any pedagogical method that involves students actively working on learning tasks and reflecting on their work, apart from watching, listening, and taking notes (Bonwell & Eison, 1991). Active learning has taken hold as a normative instructional practice in K12 and higher education institutions worldwide. Recent studies, such as the 2014 meta-analysis linking active learning pedagogies with dramatically reduced failure rates in university-level STEM courses (Freeman et al., 2014) have established that active learning drives increased student learning and engagement across disciplines, grade levels, and demographics.

As schools, colleges, and universities increasingly seek to implement active learning, concerns about the learning spaces used for active learning have naturally arisen. Attempts to implement active learning pedagogies in spaces that are not attuned to the particular needs of active learning — for example, large lecture halls with fixed seating — have resulted in suboptimal results and often frustration among instructors and students alike. In an effort to link architectural design to best practices in active learning pedagogy, numerous instructors, school leaders, and architects have explored how learning spaces can be differently designed to support active learning and amplify its positive effects on student learning. The result is a category of learning spaces known as Active Learning Classrooms (ALCs).

While there is no universally accepted definition of an ALC, the spaces often described by this term have several common characteristics:

  • ALCs are classrooms, that is, formal spaces in which learners convene for educational activities. We do not include less-formal learning spaces such as faculty offices, library study spaces, or “in-between” spaces located in hallways or foyers.
  • ALCs include deliberate architectural and design attributes that are specifically intended to promote active learning. These typically include moveable furniture that can be reconfigured into a variety of different setups with ease, seating that places students in small groups, plentiful horizontal and/or vertical writing surfaces such as whiteboards, and easy access to learning
    technologies (including technological infrastructure such as power outlets).
  • In particular, most ALCs have a “polycentric” or “acentric” design in which there is no clearly-defined front of the room by default. Rather, the instructor has a station which is either
    movable or located in an inconspicuous location so as not to attract attention; or perhaps there is no specific location for the instructor.
  • Finally, ALCs typically provide easy access to digital and analog tools for learning , such as multiple digital projectors, tablet or laptop computers, wall-mounted and personal whiteboards, or classroom response systems.

2.1: Research questions
The main question that this study intends to investigate is: What are the effects of the use of ALCs on student learning, faculty teaching, and institutional cultures? Within this broad overall question, we will focus on four research questions:

  1. What effects do ALCs have on measurable metrics of student academic achievement? Included in such metrics are measures such as exam scores, course grades, and learning gains on pre/post-test measures, along with data on the acquisition of “21st Century Skills”, which we will define using a framework (OCDE, 2009) which groups “21st Century Skills” into skills pertaining to information, communication, and ethical/social impact.
  2. What effects do ALCs have on student engagement? Specifically, we examine results pertaining to affective, behavioral, and cognitive elements of the idea of “engagement” as well as results that cut across these categories.
  3. What effect do ALCs have on the pedagogical practices and behaviors of instructors? In addition to their effects on students, we are also interested the effects of ALCs on the instructors who use them. Specifically, we are interested in how ALCs affect instructor attitudes toward and implementations of active learning, how ALCs influence faculty adoption of active learning pedagogies, and how the use of ALCs affects instructors’ general and environmental behavior.
  4. What specific design elements of ALCs contribute significantly to the above effects? Finally, we seek to identify the critical elements of ALCs that contribute the most to their effects on student learning and instructor performance, including affordances and elements of design, architecture, and technology integration.

 

Active Learning Classrooms (ALCs)

 

 

The common denominator in the larger cultural effects of ALCs and active learning on students and instructors is the notion of connectedness, a concept we have already introduced in discussions of specific ALC design elements. By being freer to move and have physical and visual contact with each other in a class meeting, students feel more connected to each other and more connected to their instructor. By having an architectural design that facilitates not only movement but choice and agency — for example, through the use of polycentric layouts and reconfigurable furniture — the line between instructor and students is erased, turning the ALC into a vessel in which an authentic community of learners can take form.

 

 

 

 

Reflections on “Are ‘smart’ classrooms the future?” [Johnston]

Are ‘smart’ classrooms the future? — from campustechnology.com by Julie Johnston
Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.

Excerpt:

To achieve these goals, we are investigating smart solutions that will:

  • Untether instructors from the room’s podium, allowing them control from anywhere in the room;
  • Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
  • Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
  • Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
  • Deliver these features through a simple, user-friendly and reliable room/technology interface.

Activities included collaborative brainstorming focusing on these questions:

  • What else can we do to create the classroom of the future?
  • What current technology exists to solve these problems?
  • What could be developed that doesn’t yet exist?
  • What’s next?

 

 

 

From DSC:
Though many peoples’ — including faculty members’ — eyes gloss over when we start talking about learning spaces and smart classrooms, it’s still an important topic. Personally, I’d rather be learning in an engaging, exciting learning environment that’s outfitted with a variety of tools (physically as well as digitally and virtually-based) that make sense for that community of learners. Also, faculty members have very limited time to get across campus and into the classroom and get things setup…the more things that can be automated in those setup situations the better!

I’ve long posted items re: machine-to-machine communications, voice recognition/voice-enabled interfaces, artificial intelligence, bots, algorithms, a variety of vendors and their products including Amazon’s Alexa / Apple’s Siri / Microsoft’s Cortana / and Google’s Home or Google Assistant, learning spaces, and smart classrooms, as I do think those things are components of our future learning ecosystems.

 

 

 
 

2018 NMC Horizon Report: The trends, challenges, and developments likely to influence ed tech

2018 NMC Horizon Report — from library.educause.edu

Excerpt:

What is on the five-year horizon for higher education institutions? Which trends and technology developments will drive educational change? What are the critical challenges and how can we strategize solutions? These questions regarding technology adoption and educational change steered the discussions of 71 experts to produce the NMC Horizon Report: 2018 Higher Education Edition brought to you by EDUCAUSE. This Horizon Report series charts the five-year impact of innovative practices and technologies for higher education across the globe. With more than 16 years of research and publications, the Horizon Project can be regarded as one of education’s longest-running explorations of emerging technology trends and uptake.

Six key trends, six significant challenges, and six developments in educational technology profiled in this higher education report are likely to impact teaching, learning, and creative inquiry in higher education. The three sections of this report constitute a reference and technology planning guide for educators, higher education leaders, administrators, policymakers, and technologists.

 

2018 NMC Horizon Report -- a glance at the trends, challenges, and developments likely to influence ed tech -- visual graphic

 

Also see:

 

 

Microsoft Education unveils new Windows 10 devices starting at $189, Office 365 tools for personalized learning, and curricula to ignite a passion for STEM — from blogs.windows.com by Yusuf Mehdi

Excerpt:

This week at Bett, we’ll show new Windows 10 and Windows 10 S devices from Lenovo and JP, starting at just $189, providing more options for schools who don’t want to compromise on Chromebooks. We’ll add new capabilities to our free Office 365 for Education software, enabling any student to write a paper using only their voice and making it easier to access Teams via mobile devices. And we’re making STEM learning fun with a new Chemistry update to Minecraft: Education Edition and new mixed reality and video curricula from partners like BBC Worldwide Learning, LEGO®* Education, PBS, NASA, and Pearson.

 

 

 


Starting in February, we will introduce dictation in Office 365
to help students write more easily by using their voice.

 

 

In regards to mixed reality for immersive learning:

  • Pearson – the world’s largest education company – will begin rolling out in March curriculum that will work on both HoloLens and Windows Mixed Reality immersive VR headsets. These six new applications will deliver seamless experiences across devices and further illustrate the value of immersive educational experiences.
  • We are expanding our mixed media reality curriculum offerings through a new partnership with WGBH’s Bringing the Universe to America’s Classrooms project****, for distribution nationally on PBS LearningMedia™. This effort brings cutting-edge Earth and Space Science content into classrooms through digital learning resources that increase student engagement with science phenomena and practices.
  • To keep up with growing demand for HoloLens in the classroom we are committed to providing affordable solutions. Starting on January 22, we are making available a limited-time academic pricing offer for HoloLens. To take advantage of the limited-time academic pricing offer, please visit, hololens.com/edupromo.

 

 

 

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