1 00:00:09,166 --> 00:00:14,232 Introducing the NMC Horizon Report: 2015 Higher Education Edition. This report is a 2 00:00:14,233 --> 00:00:17,999 collaboration between the New Media Consortium and the ELI EDUCAUSE Learning 3 00:00:18,000 --> 00:00:23,133 Initiative. In this report, the Horizon Project expert panel selected six key trends, significant 4 00:00:23,133 --> 00:00:27,533 challenges, and important developments in educational technology very likely to impact 5 00:00:27,533 --> 00:00:30,599 planning and decision-making over the next five years. 6 00:00:30,600 --> 00:00:34,133 The key trends expected to accelerate technology adoption in higher education are 7 00:00:34,133 --> 00:00:40,033 placed on three timelines: long-term trends, mid-term trends, and short-term trends. 8 00:00:40,033 --> 00:00:44,799 Advancing cultures of change and innovation and increasing cross-institution collaboration are 9 00:00:44,800 --> 00:00:47,733 expected to be around for five or more years. 10 00:00:47,733 --> 00:00:51,899 Advancing cultures of change and innovation reflects a broader trend in society in which 11 00:00:51,900 --> 00:00:56,700 businesses are adapting their strategies to remain relevant. There is a need for policies in 12 00:00:56,700 --> 00:00:59,700 higher ed that more aggressively support agility. 13 00:00:59,700 --> 00:01:04,200 Collective action among universities is growing in importance for the future of higher education. 14 00:01:04,200 --> 00:01:08,400 Combining resources in today's global environment allows universities to cross borders 15 00:01:08,400 --> 00:01:13,100 and work toward common goals concerning technology, research, and shared values. 16 00:01:13,100 --> 00:01:16,833 In the mid-term trends: growing focus on measuring learning and proliferation of open 17 00:01:16,833 --> 00:01:19,099 educational resources. 18 00:01:19,100 --> 00:01:23,066 Measuring learning is all about using data to personalize the learning experience. Learning 19 00:01:23,066 --> 00:01:27,332 analytics is the key element of this trend which aims to provide crucial insights into student 20 00:01:27,333 --> 00:01:31,866 progress and interaction with online texts, courseware, and learning environments. 21 00:01:31,866 --> 00:01:35,899 Open educational resources are teaching, learning, and research resources that reside in 22 00:01:35,900 --> 00:01:41,100 the public domain for free use and repurposing by others. It's gaining traction across campuses, but 23 00:01:41,100 --> 00:01:45,166 its broader acceptance in the higher education hinges on the issue of awareness and 24 00:01:45,166 --> 00:01:46,399 accessibility. 25 00:01:46,400 --> 00:01:50,000 For the next one to two years, the panel expects increasing use of blended learning and 26 00:01:50,000 --> 00:01:53,233 redesigning learning spaces to be adopted in higher education. 27 00:01:53,233 --> 00:01:56,599 Blended learning has become popular as perceptions of online learning as a viable 28 00:01:56,600 --> 00:02:00,900 alternative to face to face learning have been shifting toward more favorable. To implement 29 00:02:00,900 --> 00:02:05,533 blended learning will require concrete online learning guidelines and continuous visionary 30 00:02:05,533 --> 00:02:07,099 leadership. 31 00:02:07,100 --> 00:02:10,366 Many higher education professionals have started to rethink how learning spaces should be 32 00:02:10,366 --> 00:02:14,466 configured after a student-centered approach has become more popular. The traditional classroom 33 00:02:14,466 --> 00:02:18,232 mold is being broken to accommodate flexible and active learning. 34 00:02:18,233 --> 00:02:22,666 Next up are the significant challenges impeding technology adoption in higher education. These 35 00:02:22,666 --> 00:02:26,999 range from those challenges we understand and know how to solve to the wicked challenges that 36 00:02:27,000 --> 00:02:29,033 are complex to even address. 37 00:02:29,033 --> 00:02:34,099 The solvable challenges are blending informal and formal learning and improving digital literacy. 38 00:02:34,100 --> 00:02:38,133 Blending formal and informal learning is a challenge due to lack of ways to acknowledge 39 00:02:38,133 --> 00:02:41,833 and qualify learning that happens beyond the classroom. National policies that guide the 40 00:02:41,833 --> 00:02:46,666 substantiation of informal learning across education systems will help formally evaluate 41 00:02:46,666 --> 00:02:48,032 those experiences. 42 00:02:48,033 --> 00:02:52,999 Digital literacy is a new category of competence, and the challenge is that a lack of consensus on 43 00:02:53,000 --> 00:02:57,800 what comprises digital literacy is impeding many colleges and universities from formulating 44 00:02:57,800 --> 00:03:01,700 adequate policies and programs that address this challenge. 45 00:03:01,700 --> 00:03:05,200 Difficult challenges are trickier because we understand them but solutions are elusive. 46 00:03:05,200 --> 00:03:09,400 Personalizing learning and teaching complex thinking were chosen by the panel to be difficult 47 00:03:09,400 --> 00:03:11,533 challenges facing higher education. 48 00:03:11,533 --> 00:03:15,666 Personalized learning refers to the range of educational programs, learning experiences, 49 00:03:15,666 --> 00:03:20,232 instructional approaches, and academic support strategies intended to address the specific 50 00:03:20,233 --> 00:03:25,833 learning needs, interests, aspirations or cultural backgrounds of individual students. The biggest 51 00:03:25,833 --> 00:03:30,799 barrier is that scientific data-driven approaches to effectively facilitate personalization have only 52 00:03:30,800 --> 00:03:32,666 recently begun to emerge. 53 00:03:32,666 --> 00:03:36,832 Higher order thinking is not only a valuable skill in today's world but necessary for understanding 54 00:03:36,833 --> 00:03:41,399 and solving complex real-world problems. Encouraging and teaching complex thinking is 55 00:03:41,400 --> 00:03:46,433 challenging because educators have only just started articulating this multifaceted need in 56 00:03:46,433 --> 00:03:47,666 higher education. 57 00:03:47,666 --> 00:03:51,966 And for wicked challenges: competing models of education and rewarding teaching. 58 00:03:51,966 --> 00:03:55,266 New models of education are bringing unprecedented competition to the traditional 59 00:03:55,266 --> 00:04:00,732 models of higher education. Across the board, institutions are looking for ways to provide a high 60 00:04:00,733 --> 00:04:04,799 quality of service and more learning opportunities at lower costs. 61 00:04:04,800 --> 00:04:09,066 Teaching is often rated lower than research in academia. Funding and prestige are derived from 62 00:04:09,066 --> 00:04:14,199 institutions' scholarly imprint, which has created an inhospitable environment for those who like to 63 00:04:14,200 --> 00:04:19,366 teach. Three main points of this challenge are the need to prioritize teaching and learning over 64 00:04:19,366 --> 00:04:24,666 research, the importance of training faculty members to teach at a first-rate standard, and for 65 00:04:24,666 --> 00:04:28,999 policymakers and thought leaders to push institutions of higher education to reevaluate their 66 00:04:29,000 --> 00:04:31,733 missions so that teaching is a keystone. 67 00:04:31,733 --> 00:04:35,699 Finally, the report addresses important developments in educational technology. On the 68 00:04:35,700 --> 00:04:40,400 one year or less adoption horizon: BYOD and flipped classrooms. 69 00:04:40,400 --> 00:04:45,000 Bring your own device was a phrase coined by Intel in 2009, referring to the practice of people 70 00:04:45,000 --> 00:04:49,700 bringing their own laptops, tablets, and smartphones to learning and work environments. 71 00:04:49,700 --> 00:04:54,900 BYOD is less about devices for higher education and more about the personalized content users 72 00:04:54,900 --> 00:04:56,266 have loaded onto them. 73 00:04:56,266 --> 00:05:01,099 In the flipped classroom model, valuable class time is devoted to higher cognitive, more active, 74 00:05:01,100 --> 00:05:06,133 project-based learning where students learn to work together to solve local or global challenges 75 00:05:06,133 --> 00:05:10,799 to gain deeper understanding. In the flipped classroom model, students watch video lectures, 76 00:05:10,800 --> 00:05:14,933 take online quizzes, read passages, and more at home, which frees up class time for more 77 00:05:14,933 --> 00:05:16,299 immersive learning. 78 00:05:16,300 --> 00:05:20,466 In two to three years, expect to see makerspaces and wearable technology become more widely 79 00:05:20,466 --> 00:05:22,366 adopted in higher education. 80 00:05:22,366 --> 00:05:27,899 Makerspaces, also known as hackerspaces, hack labs, and fab labs, are community-oriented 81 00:05:27,900 --> 00:05:32,833 workshops where tech enthusiasts share and explore electronic hardware, manufacturing tools, 82 00:05:32,833 --> 00:05:37,099 and programming tricks. As they become a more relevant part of cultural and economic 83 00:05:37,100 --> 00:05:41,433 discussions, universities are taking advantage of makerspaces to provide students and faculty 84 00:05:41,433 --> 00:05:42,466 a place to do their tinkering. 85 00:05:42,466 --> 00:05:47,199 Wearable technology is not a new category, but it's poised to see significant growth in coming 86 00:05:47,200 --> 00:05:53,066 years, spurring experiments in higher education. A recent poll showed 21% of U.S. adult students 87 00:05:53,066 --> 00:05:54,299 use wearables. 88 00:05:54,300 --> 00:05:58,566 And in the four to five year adoption horizon: adaptive learning technologies and the Internet of 89 00:05:58,566 --> 00:05:59,432 Things. 90 00:05:59,433 --> 00:06:04,399 Adaptive learning technologies refer to software and online platforms that adjust to individual 91 00:06:04,400 --> 00:06:08,200 students' needs as they learn. The emergence of adaptive learning technologies reflects a 92 00:06:08,200 --> 00:06:12,600 movement in academia toward customizing learning experiences for each individual. 93 00:06:12,600 --> 00:06:17,033 The Internet of Things is a network of connected objects that link the physical world with the world 94 00:06:17,033 --> 00:06:21,033 of information through the web. Enabling technologies such as smart sensors and chips 95 00:06:21,033 --> 00:06:25,799 are all well understood, easily mass-produced, and inexpensive, and a number of universities are 96 00:06:25,800 --> 00:06:29,900 already incorporating the IoT technologies on their campuses. 97 00:06:29,900 --> 00:06:35,033 Download your copy of the NMC Horizon Report: 2015 Higher Education Edition now.