2018 Tech Trends for Journalism & Media Report + the 2017 Tech Trends Annual Report that I missed from the Future Today Institute

 

2018 Tech Trends For Journalism Report — from the Future Today Institute

Key Takeaways

  • 2018 marks the beginning of the end of smartphones in the world’s largest economies. What’s coming next are conversational interfaces with zero-UIs. This will radically change the media landscape, and now is the best time to start thinking through future scenarios.
  • In 2018, a critical mass of emerging technologies will converge finding advanced uses beyond initial testing and applied research. That’s a signal worth paying attention to. News organizations should devote attention to emerging trends in voice interfaces, the decentralization of content, mixed reality, new types of search, and hardware (such as CubeSats and smart cameras).
  • Journalists need to understand what artificial intelligence is, what it is not, and what it means for the future of news. AI research has advanced enough that it is now a core component of our work at FTI. You will see the AI ecosystem represented in many of the trends in this report, and it is vitally important that all decision-makers within news organizations familiarize themselves with the current and emerging AI landscapes. We have included an AI Primer For Journalists in our Trend Report this year to aid in that effort.
  • Decentralization emerged as a key theme for 2018. Among the companies and organizations FTI covers, we discovered a new emphasis on restricted peer-to-peer networks to detect harassment, share resources and connect with sources. There is also a push by some democratic governments around the world to divide internet access and to restrict certain content, effectively creating dozens of “splinternets.”
  • Consolidation is also a key theme for 2018. News brands, broadcast spectrum, and artificial intelligence startups will continue to be merged with and acquired by relatively few corporations. Pending legislation and policy in the U.S., E.U. and in parts of Asia could further concentrate the power among a small cadre of information and technology organizations in the year ahead.
  • To understand the future of news, you must pay attention to the future of many industries and research areas in the coming year. When journalists think about the future, they should broaden the usual scope to consider developments from myriad other fields also participating in the knowledge economy. Technology begets technology. We are witnessing an explosion in slow motion.

Those in the news ecosystem should factor the trends in this report into their strategic thinking for the coming year, and adjust their planning, operations and business models accordingly.

 



 

 

2017 Tech Trends Annual Report — from the Future Today Institute; this is the first I’ve seen this solid report

Excerpts:

This year’s report has 159 trends.
This is mostly due to the fact that 2016 was the year that many areas of science and technology finally started to converge. As a result we’re seeing a sort of slow-motion explosion––we will undoubtedly look back on the last part of this decade as a pivotal moment in our history on this planet.

Our 2017 Trend Report reveals strategic opportunities and challenges for your organization in the coming year. The Future Today Institute’s annual Trend Report prepares leaders and organizations for the year ahead, so that you are better positioned to see emerging technology and adjust your strategy accordingly. Use our report to identify near-future business disruption and competitive threats while simultaneously finding new collaborators and partners. Most importantly, use our report as a jumping off point for deeper strategic planning.

 

 



 

Also see:

Emerging eLearning Tools and Platforms Improve Results — from learningsolutionsmag.com

  • Augmented and virtual reality offer ways to immerse learners in experiences that can aid training in processes and procedures, provide realistic simulations to deepen empathy and build communication skills, or provide in-the-workflow support for skilled technicians performing complex procedures.
  • Badges and other digital credentials provide new ways to assess and validate employees’ skills and mark their eLearning achievements, even if their learning takes place informally or outside of the corporate framework.
  • Chatbots are proving an excellent tool for spaced learning, review of course materials, guiding new hires through onboarding, and supporting new managers with coaching and tips.
  • Content curation enables L&D professionals to provide information and educational materials from trusted sources that can deepen learners’ knowledge and help them build skills.
  • eBooks, a relative newcomer to the eLearning arena, offer rich features for portable on-demand content that learners can explore, review, and revisit as needed.
  • Interactive videos provide branching scenarios, quiz learners on newly introduced concepts and terms, offer prompts for small-group discussions, and do much more to engage learners.
  • Podcasts can turn drive time into productive time, allowing learners to enjoy a story built around eLearning content.
  • Smartphone apps, available wherever learners take their phones or tablets, can be designed to offer product support, info for sales personnel, up-to-date information for repair technicians, and games and drills for teaching and reviewing content; the possibilities are limited only by designers’ imagination.
  • Social platforms like Slack, Yammer, or Instagram facilitate collaboration, sharing of ideas, networking, and social learning. Adopting social learning platforms encourages learners to develop their skills and contribute to their communities of practice, whether inside their companies or more broadly.
  • xAPI turns any experience into a learning experience. Adding xAPI capability to any suitable tool or platform means you can record learner activity and progress in a learning record store (LRS) and track it.

 



 

DevLearn Attendees Learn How to ‘Think Like a Futurist’ — from learningsolutionsmag.com

Excerpt:

How does all of this relate to eLearning? Again, Webb anticipated the question. Her response gave hope to some—and terrified others. She presented three possible future scenarios:

  • Everyone in the learning arena learns to recognize weak signals; they work with technologists to refine artificial intelligence to instill values. Future machines learn not only to identify correct and incorrect answers; they also learn right and wrong. Webb said that she gives this optimistic scenario a 25 percent chance of occurring.
  • Everyone present is inspired by her talk but they, and the rest of the learning world, do nothing. Artificial intelligence continues to develop as it has in the past, learning to identify correct answers but lacking values. Webb’s prediction is that this pragmatic optimistic scenario has a 50 percent chance of occurring.
  • Learning and artificial intelligence continue to develop on separate tracks. Future artificial intelligence and machine learning projects incorporate real biases that affect what and how people learn and how knowledge is transferred. Webb said that she gives this catastrophic scenario a 25 percent chance of occurring.

In an attempt to end on a strong positive note, Webb said that “the future hasn’t happened yet—we think” and encouraged attendees to take action. “To build the future of learning that you want, listen to weak signals now.”

 



 

 

 

 

 

From DSC and Adobe — for faculty members and teachers out there:

Do your students an enormous favor by assigning them a digital communications project. Such a project could include images, infographics, illustrations, animations, videos, websites, blogs (with RSS feeds), podcasts, videocasts, mobile apps and more. Such outlets offer powerful means of communicating and demonstrating knowledge of a particular topic.

As Adobe mentions, when you teach your students how to create these types of media projects, you prepare them to be flexible and effective digital communicators.  I would also add that these new forms and tools can be highly engaging, while at the same time, they can foster students’ creativity. Building new media literacy skills will pay off big time for your students. It will land them jobs. It will help them communicate to a global audience. Students can build upon these skills to powerfully communicate numerous kinds of messages in the future. They can be their own radio station. They can be their own TV station.

For more information, see this page out at Adobe.com.

 

 

From DSC:
This is where we may need more team-based approaches…because one person may not be able to create and grade/assess such assignments.

 

 

From DSC:
The following graphic from “The Future of Work and Learning 1: The Professional Ecosystem” by Jane Hart is a wonderful picture of a learning ecosystem:

profecosystem-Jane-Hart-May2016

 

Note that such an ecosystem involves people, tools, processes and more — and is constantly changing. As Jane comments:

But the point to make very clear is that a PES is not a prescribed entity – so everyone’s PES will be different. It is also not a fixed entity – organisational elements will change as the individual changes jobs, and personal elements will change as the individual adds (or removes) external people, content and tools in order to maintain an ecosystem that best fits their needs.

Jane also mentions the concept of flows of new ideas and resources. I call these streams of content, and we need to both contribute items to these streams as well as take things from them.

 

StreamsOfContent-DSC

 

So while Jane and I are on the same page on the vast majority  of these concepts (and I would add Harold Jarche to this picture as well, whom Jane mentions with his Personal Knowledge Mastery (PKM) process), Jane broadens the scope of what I normally refer to as a learning ecosystem when she mentions, “it isn’t just about learning, but just as much about doing a job.”

Anyway, thanks Jane for your posting here.

 

 

 

Where are all the Kidcasts? — from theatlantic.com by Stephanie Hayes
Kids learn from podcasts, so why aren’t adults making more for them?

Excerpt:

The obvious follow-up question is why? Podcasts for kids seem like such a no-brainer. Podcasts could offer a solution to kids overdosing on dreaded “screentime,” a way to entertain and educate kids without fear of burning their retinas or letting their imaginations go to ruin. Plus, they could fit seamlessly into existing routines, filling long car trips or down-time before bed.

“One argument we’ve heard is that kids won’t sit through podcasts if they’re not being engaged visually,” said Molly Bloom, one of the producers of the children’s podcast Brains On!, echoing a sentiment I heard many times while researching this article. “But kids are used to hearing stories all the time.”

 

Microlearning: The e-Learning method taking off around the world — from educators.co.nz by Catherine Knowles

Excerpt:

Technology is disrupting traditional learning bringing new methods and tools into educational institutions and businesses.

Microlearning, for instance, has displayed great potential for growth, according to Association Learning + Technology 2016 – a report published by Tagoras and sponsored by YM Learning.

The report looks at the use of technology to enable and enhance learning in the continuing education and professional development market and provides insight into how the role technology plays in learning has and will evolve.

 

In fact, among five emerging types of learning (microlearning, massive open online courses (MOOCs), flipped classes, gamified learning, and microcredentials), microlearning shows the highest rate of adoption – and arguably the greatest potential for growth.

 

 

 

Podcasting is perfect for people with big ideas. Here’s how to do it — from by Todd Landman
Surprisingly few academics have learned how to podcast – but it’s a great way to reach a wider audience

Excerpt:

In the face of conflict in the Middle East, the flow of refugees to Europe and the violence associated with Islamic State and other militants, there has never been a more important time to talk about human rights. And talk about them is what I do – not in a lecture hall or at conferences with academics, but in a podcast series. Let me explain why.

I have worked as a political scientist for 25 years, focusing on human rights problems such as the struggle for citizenship rights in Latin America and the relationship between inequality and human rights violations.

I am part of a wide network of people dedicated to producing sound evidence on human rights, and my work has been communicated through articles, books and reports. But I am limited in my ability to reach the people I would most like to engage and influence – those who do not have an academic understanding of human rights but might benefit from finding out about it.

There is a new breed of academic who understands this and is committed to bridging the gap between academia and the real world. Many blog, actively seek media coverage of their research and appear on radio and television to shed light on the issues of the day.

 

 

From DSC:
Some of the tools that Landman mentioned were:

e-camm-for-skype-jan2016

  • A MacBook Pro and its free audio editing software GarageBand (for Mac OS X and for iOS)
  • A lapel mic used with his iPhone

 

garageband-jan2016

 

Some other tools to consider:

 

 

From DSC:
The above articles point to the idea — and the need — of creating “streams of content” — something that I wish more professors, teachers, staff, administrators, trainers, and instructional designers would create. Blogs, podcasts, and the use of Twitter come to my mind. Such channels could really help build others’ learning ecosystems.

Many professors and academics — folks who have so much information to share with the world — often produce works just for other academics in their discipline to review/check out. Such bubbles don’t have the impact that would occur if professors created streams of content for members of society to check out and learn from. Such mechanisms would also hopefully strip away some of the more academic sounding language and would get to the point.

 

 

streams-of-content-blue-overlay

 

 

 

 

Also see:

podcastscratch-june2015

 

Imagine what learning could look like w/ the same concepts found in Skreens!


From DSC:
Imagine what learning could look like w/ the same concepts found in the
Skreens kickstarter campaign?  Where you can use your mobile device to direct what you are seeing and interacting with on the larger screen?  Hmmm… very interesting indeed! With applications not only in the home (and on the road), but also in the active classroom, the boardroom, and the training room.


See
Skreens.com
&
Learning from the Living [Class] Room


 

DanielChristian-AVariationOnTheSkreensTheme-9-29-15

 

 

Skreens-Sept2015Kickstarter

 

Skreens2-Sept2015Kickstarter

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

From DSC:
Some of the phrases and concepts that come to my mind:

  • tvOS-based apps
  • Virtual field trips while chatting or videoconferencing with fellow learners about that experience
  • Virtual tutoring
  • Global learning for K-12, higher ed, the corporate world
  • Web-based collaborations and communications
  • Ubiquitous learning
  • Transmedia
  • Analytics / data mining / web-based learner profiles
  • Communities of practice
  • Lifelong learning
  • 24×7 access
  • Reinvent
  • Staying relevant
  • More choice. More control.
  • Participation.
  • MOOCs — or what they will continue to morph into
  • Second screens
  • Mobile learning — and the ability to quickly tie into your learning networks
  • Ability to contact teachers, professors, trainers, specialists, librarians, tutors and more
  • Language translation
  • Informal and formal learning, blended learning, active learning, self-directed learning
  • The continued convergence of the telephone, the television, and the computer
  • Cloud-based apps for learning
  • Flipping the classroom
  • Homeschooling
  • Streams of content
  • …and more!

 

 

 

 

Addendum:

Check out this picture from Meet the winners of #RobotLaunch2015

Packed house at WilmerHale for the Robot Launch 2015 judging – although 2/3rds of the participants were attending and pitching remotely via video and web conferencing.

 

From DSC:
Right upfront, I want you to know that I am not being paid for this posting. Rather I want to pass along some valuable information for those folks out there who want a powerful screencasting and video editing tool for the Mac. You should check out ScreenFlow from Telestream.net.  The tool can record your desktop, your iPhone, and/or your iPad as well as can record audio from multiple sources.

ScreenFlow-Telestream-2015

 

From their website:

Screenflow is award-winning, powerful screencasting & video editing software for Mac that lets you create high-quality software or iPhone demos, professional video tutorials, in-depth video training, and dynamic presentations.

 

http://www.telestream.net/screenflow/images/screenshots/HighestQualityRecording.png

 

The timeline-based editor reminds me of the editing interface within iMovie 6 (one of the most intuitive interfaces I’ve seen in iMovie throughout the years). In our Teaching & Learning Digital Studio at Calvin College, the feedback from clients has been very positive.

 

http://www.telestream.net/screenflow/images/screenshots/PowerfulEditingTools.png

 

And you can export your creation to multiple outlets:

 

http://www.telestream.net/screenflow/images/screenshots/MorePublishingOptions.png

 

It’s a solid tool; check it out.

 

 

 

Graduate School 2.0: Three ways to put technology to work for graduate student success — from evolllution.com by Susan Aldridge | President of Drexel University Online, Drexel University

Excerpt (emphasis DSC):

Podcasting and Vodcasting
Although these digital techniques are becoming a popular enhancement for “flipping” classrooms and furnishing supplemental course materials, they’re also a great way to teach professional skills. For example, Karl Okomoto created LawMeets, an online moot court experience for budding transactional attorneys who, up until now, have been expected to learn the art of negotiation by reading textbooks and listening to lectures.

As a result, law students across the country can now use this unique virtual platform to practice and perfect their deal-making skills, by posting videos of themselves counseling their moot clients, which are peer-reviewed through a digital voting device. Top-rated performances are then critiqued by seasoned attorneys, who furnish a demonstration video of their own. Equally important, professors in other law schools are incorporating these online exercises into their own classroom activities, with excellent results, while Okomoto is making plans to deploy his platform for role-playing job interviews and salary negotiations.

By the same token, an inventive cardiologist and professor at the Temple University School of Medicine employed podcast technology to help students learn how to listen for heart murmurs. Appropriately called Heartsongs, this MP3 teaching tool provides audio recordings of common murmurs, complete with running commentary — and, so far, its track record is nothing short of amazing. Among the medical students and residents using it, diagnostic accuracy rates have skyrocketed to 90 percent compared to the average of 20 to 30 percent.

 
 

Here’s why the TV apps economy will be a $14 billion business [Wolf]

Here’s why the TV apps economy will be a $14 billion business — from forbes.com by Michael Wolf

 

.

Excerpt:

According to new research published this week, the TV apps economy is forecasted to reach $14 billion by 2017.

Take for example today’s news that Apple will begin selling video advertisements served by iAd through iTunes Radio loaded on Apple TVs. This is only the first move for Apple in this space, and others like Samsung and Google  are already investing heavily in connected TV app advertising.

 

From DSC:
Why post this? Because:

  • It lays out future directions/careers related to Programming, Computer Science, Data Mining, Analytics, Marketing, Telecommunications, User Experience Design, Digital and Transmedia Storytelling, and more
    .
  • It leads to “Learning from the Living [Class] Room”

.

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

From DSC:
And if this does take off,
$14 billion won’t begin to capture the profits from this new industry.

It will be far larger than that.

 

Relevant addendum on 6/27/13:

  • The future of cinema is on demand — from bitrebels.com by Ben Warner (From DSC: Having just paid $32 for 4 people — 3 of whom were kids — to see Monsters U, I believe it!)
    .

future-of-cinema-on-demand

Via: [The Verge] Image Credits: [Venture Beat] [Home Theater]

 

 

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