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:

 

 

Campus Technology recently announced the recipients of the 2018 Campus Technology Impact Awards.

 

Campus Technology recently announced the recipients of the 2018 Campus Technology Impact Awards.

 

Categories include:

  • Teaching and Learning
  • Education Futurists
  • Student Systems & Services
  • Administration
  • IT Infrastructure & Systems

 

From DSC:
Having served as one of the judges for these competitions during the last several years, I really appreciate the level of innovation that’s been displayed by many of the submissions and the individuals/institutions behind them. 

 

 

Why higher ed should do more with blockchain tech — from by Dian Schaffhauser
Oral Roberts University recently held a conference to persuade higher education institutions that it’s time to get on board the blockchain train. Its recommendations: Learn about the technology’s potential, test it out and collaborate.

Excerpt:

As CIO Michael Mathews, the event’s organizer, explained, blockchain will be as important to transforming education as the internet was. He said he believes those colleges and universities that jump on the secure public ledger concept early enough and begin testing it out will be the ones who could see the biggest benefits.

Mathews believes blockchain will have the “biggest payback” within an organization’s processes where trust is essential as part of a “value chain”: student application processing, transcript evaluations, articulation agreements. Blockchain “templates” that run in the cloud could replace “entire cumbersome processes”…

 

 

From DSC:
It could easily be that blockchain-based technologies and processes feed into cloud/web-based learner profiles in the future. That’s one aspect of the next generation learning platform that I’m pulse checking — I call it Learning from the Living [Class] Room.

 

Blockchain could be involved with cloud/web-based learner profiles in the future

Blockchain -- something to keep on our radars in higher education

 

Also, from a while back…

Oracle to Launch Blockchain Products This Month — from investopedia.com by Shobhit Seth

Excerpt:

Tech corporations are seeing big opportunities in the blockchain space, and are now in a closely contested race to seize them sooner rather than later.

Oracle Corp. has announced that it will unveil its blockchain software later this month, reports Bloomberg. Oracle will launch its platform-as-a-service blockchain product later this month, which will be followed by launch of the decentralized ledger-based applications next month.

The Redwood City, California-based software giant is already having clients on board for its blockchain offerings. Santiago-based Banco de Chile is one of the early clients that Oracle is working with to record inter-bank transactions on a hyperledger. The world’s second-largest software company is also working with the government of Nigeria, which is aiming to document customs and import duties on a blockchain. Oracle is also hopeful of offering solutions to a large number of pharmaceutical companies to efficiently track and locate batches of drugs to help them reduce the number of recalls. Thomas Kurian, president of product development, said that Oracle’s products will be compatible with other platforms.

 

 

 

 

 

You’re already harnessing the science of learning (you just don’t know it) — from edsurge.com by Pooja Agarwal

Excerpt (emphasis DSC):

Now, a decade later, I see the same clicker-like trend: tools like Kahoot, Quizlet, Quizizz and Plickers are wildly popular due to the increased student engagement and motivation they can provide. Meanwhile, these tech tools continue to incorporate powerful strategies for learning, which are discussed less often. Consider, for example, four of the most robust research-based strategies from the science of learning:

  1. Retrieval practice
  2. Spaced practice
  3. Interleaving
  4. Feedback

Sound familiar? It’s because approaches that encourage students to use what they know, revisit it over time, mix it up and learn about their own learning are core elements in many current edtech tools. Kahoot and Quizlet, for example, provide numerous retrieval formats, reminders, shuffle options and instant feedback. A century of scientific researchdemonstrates that these features don’t simply increase engagement—they also improve learning, higher order thinking and transfer of knowledge.

 

 


From DSC:
Pastors should ask this type of question as well: “What did we talk about the last time we met?” — then give the congregation a minute to write down what they can remember.


 

 

Also from Pooja Agarwal and RetrievalPractice.org

For teachers, here’s what we share in a minute or less about retrieval practice:

And when it comes to students, the first thing we share are Retrieval Warm Ups. These quick, fun questions engage students in class discussion and start a conversation about how retrieval is something we do every day. Try one of these with a teacher to start a conversation about retrieval practice, too!

 

 

50 Twitter accounts lawyers should follow — from postali.com

Excerpt:

Running a successful law practice is about much more than being an excellent attorney. A law firm is a business, and those who stay informed on trends in legal marketing, business development and technology are primed to run their practice more efficiently.

Law firms are a competitive business. In order to stay successful, you need to stay informed. The industry trends can often move at lightning speed, and you want to be ahead of them.

Twitter is a great place for busy attorneys to stay informed. Many thought leaders in the legal industry are eager and willing to share their knowledge in digestible, 280-character tweets that lawyers on-the-go can follow.

We’ve rounded up some of the best Twitter accounts for lawyers (in no particular order.) To save you even more time, we’ve also added all of these account to a Twitter List that you can follow with one click. (You can use some of the time you’ll save to follow Postali on Twitter as well.)

Click here to view the Twitter List of Legal Influencers.

 

 

From DSC:
I find Twitter to be an excellent source of learning, and it is one of the key parts of my own learning ecosystem. I’m not the only one. Check out these areas of Jane Hart’s annual top tools for learning.

Twitter is in the top 10 lists for learning tools no matter whether you are looking at education, workplace learning, and/or for personal and professional learning

 

 

 


Also see/relevant:

  • Prudenti: Law schools facing new demands for innovative education— from libn.com
    Excerpt:
    Law schools have always taught the law and the practice thereof, but in the 21st century that is not nearly enough to provide students with the tools to succeed. Clients, particularly business clients, are not only looking for an “attorney” in the customary sense, but a strategic partner equipped to deal with everything from project management to metrics to process enhancement. Those demands present law schools with both an opportunity for and expectation of innovation in legal education.

 

 

 

Can we design online learning platforms that feel more intimate than massive? — from edsurge.com by Amy Ahearn

Excerpt:

This presents a challenge and an opportunity: How can we design online learning environments that achieve scale and intimacy? How do we make digital platforms feel as inviting as well-designed physical classrooms?

The answer may be that we need to balance massiveness with miniaturization. If the first wave of MOOCs was about granting unprecedented numbers of students access to high-quality teaching and learning materials, Wave 2 needs to focus on creating a sense of intimacy within that massiveness.

We need to be building platforms that look less like a cavernous stadium and more like a honeycomb. This means giving people small chambers of engagement where they can interact with a smaller, more manageable and yet still diverse groups. We can’t meaningfully listen to the deafening roar of the internet. But we can learn from a collection of people with perspectives different than ours.

 

 

What will it take to get MOOC platforms to begin to offer learning spaces that feel more inviting and intimate? Perhaps there’s a new role that needs to emerge in the online learning ecosystem: a “learning architect” who sits between the engineers and the instructional designers.

 

 

 

 

 

 

Cake, cake, cake. That’s the theme for today’s update! — from Pooja Agarwal and retrievalpractice.org

In addition to loving cake, this sweet delight illustrates how we can best support learning in the classroom: with retrieval practice, formative assessment, and summative assessment.

Read on for yummy goodness:

  • How these three ingredients are similar and different
  • Why this combination makes for a perfect cake
  • Why learning is not a bake off, cupcake war, or throw down (sorry to disappoint!)

Three key ingredients for learning
Chances are, you’re familiar with this two-part process:

Formative assessment: Checking on and monitoring students’ learning, which provides teachers and students with information about progress. We think of formative assessment as inserting a toothpick to see how the cake is doing while it’s baking.

Summative assessment: Discovering what students know by measuring learning. This is when we get to celebrate accomplishments with cake and also get a sense of what can be improved upon.

But where does retrieval practice fit in?

Retrieval practice: Learning how to crack an egg, measure ingredients, and mix it all together. This is when we embrace mistakes rather than emphasize perfection, because challenges are a good thing for learning.

What does this mean for you?

Key similarity: All three involve bringing information to mind. In other words, they all require retrieval! From the outside, it can look like one seamless process, and that’s a good thing. Learning isn’t linear and neither is retrieval.

Key difference: Retrieval practice doesn’t require data collection. Nothing needs to be recorded in the gradebook. Retrieval is a no-stakes opportunity when students can experiment, be challenged, and improve over time.

Takeaway: For powerful learning, we must be mindful of which ingredients we’re using, which stage we’re in, and how we can incorporate even more retrieval practice throughout the entire learning (and baking) process.

 



Also, be sure to see their guides here:

Go to retrievalpractice.org/library to see some great guides on using retrieval practice



 

Get started with rubrics — from thecreativeeducator.com by Melinda Kolk
Make assessment a classroom conversation

Excerpt:

A rubric is an assessment tool that clearly outlines expectations for student work. A rubric describes which performances will be assessed and specifies the criteria for assessing them. Rubrics can be used throughout the process of student work, making them useful for project-based learning implementations.

Because rubrics describe what high performance looks like, they are great tools to help students gauge their work and provide an opportunity for conversation between students and teachers about high-quality work.

Creating a rubric for the final product and various components of project work can ensure a more accurate, specific, and useful assessment.

A rubric is an authentic assessment tool that:

  • Provides clear expectations for a project.
  • Considers the product as well as the entire project-building process.
  • Enumerates the performances on which students will be evaluated.
  • Explains what constitutes excellence for each performance.
  • Helps students understand what they need to do to excel.
  • Prevents subjectivity and bias during the evaluation process.

 

 

Also see:

 

this graphic links to a search for rubrics out at FacultyFocus.com

 

 

 

From DSC:
Rubrics need to be very carefully designed/constructed though; otherwise rubrics can spoon-feed students the answers in an age where problem solving capabilities are really needed.

 

 

 
 

Experiences in self-determined learning — a free download/PDF file from uni-oldenburg.de by Lisa Blaschke, Chris Kenyon, & Stewart Hase (Eds.)

Excerpts (emphasis DSC):

An Introduction to Self-Determined Learning (Heutagogy)

Summary
There is a good deal that is provocative in the theory and principles surrounding self-determined learning or heutagogy. So, it seems appropriate to start off with a, hopefully, eyebrow-raising observation. One of the key ideas underpinning self-determined learning is that learning, and educational and training are quite different things. Humans are born to learn and are very good at it. Learning is a natural capability and it occurs across the human lifespan, from birth to last breath. In contrast, educational and training systems are concerned with the production of useful citizens, who can contribute to the collective economic good. Education and training is largely a conservative enterprise that is highly controlled, is product focused, where change is slow, and the status quo is revered. Learning, however, is a dynamic process intrinsic to the learner, uncontrolled except by the learner’s mental processes. Self-determined learning is concerned with understanding how people learn best and how the methods derived from this understanding can be applied to educational systems. This chapter provides a relatively brief introduction of the origins, the key principles, and the practice of self-determined learning. It also provides a number of resources to enable the interested reader to take learning about the approach further.

Contributors to this book come from around the world: they are everyday practitioners of self-determined learning who have embraced the approach. In doing so, they have chosen the path less taken and set off on a journey of exploration and discovery – a new frontier – as they implement heutagogy in their homes, schools, and workplaces. Each chapter was written with the intent of sharing the experiences of practical applications of heutagogy, while also encouraging those just starting out on the journey in using self-determined learning. The authors in this book are your guides as you move forward and share with you the lessons they have learned along the way. These shared experiences are meant to be read – or dabbled in – in any way that you want to read them. There is no fixed recipe or procedure for tackling the book contents.

At the heart of self-determined learning is that the learner is at the centre of the learning process. Learning is intrinsic to the learner, and the educator is but an agent, as are many of the resources so freely available these days. It is now so easy to access knowledge and skills (competencies), and in informal settings we do this all the time, and we do it well. Learning is complex and non-linear, despite what the curricula might try to dictate. In addition, every brain is different as a result of its experience (as brain research tells us). Each brain will also change as learning takes place with new hypotheses, new needs, and new questions forming, as new neuronal connections are created.

Heutagogy also doesn’t have anything directly to do with self-determination theory (SDT). SDT is a theory of motivation related to acting in healthy and effective ways (Ryan & Deci, 2000). However, heutagogy is related to the philosophical notion of self-determinism and shares a common belief in the role of human agency in behavior.

The idea of human agency is critical to self-determined learning, where learning is learner-directed. Human agency is the notion that humans have the capacity to make choices and decisions, and then act on them in the real world. However, how experiences and learning bring people to make the choices and decisions that they do make, and what actions they may then take is a very complex matter. What we are concerned with in self-determined learning is that people have agency with respect to how, what, and when they learn. It is something that is intrinsic to each individual person. Learning occurs in the learner’s brain, as the result of his or her past and present experiences.

 

The notion of placing the learner at the centre of the learning experience is a key principle of self-determined learning. This principle is the opposite of teacher-centric or, perhaps more accurately curriculum-centric, approaches to learning. This is not to say that the curriculum is not important, just that it needs to be geared to the learner – flexible, adaptable, and be a living document that is open to change.

Teacher-centric learning is an artifact of the industrial revolution when an education system was designed to meet the needs of the factories (Ackoff & Greenberg, 2008) and to “make the industrial wheel go around” (Hase & Kenyon, 2013b). It is time for a change to learner-centred learning and the time is right with easy access to knowledge and skills through the Internet, high-speed communication and ‘devices’. Education can now focus on more complex cognitive activities geared to the needs of the 21st century learner, rather than have its main focus on competence (Blaschke & Hase, 2014; Hase & Kenyon, 2013a).

 

 

 

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