WEBVTT 00:00:09.166 --> 00:00:14.232 Introducing the NMC Horizon Report: 2015 Higher Education Edition. This report is a 00:00:14.233 --> 00:00:17.999 collaboration between the New Media Consortium and the ELI EDUCAUSE Learning 00:00:18.000 --> 00:00:23.133 Initiative. In this report, the Horizon Project expert panel selected six key trends, significant 00:00:23.133 --> 00:00:27.533 challenges, and important developments in educational technology very likely to impact 00:00:27.533 --> 00:00:30.599 planning and decision-making over the next five years. 00:00:30.600 --> 00:00:34.133 The key trends expected to accelerate technology adoption in higher education are 00:00:34.133 --> 00:00:40.033 placed on three timelines: long-term trends, mid-term trends, and short-term trends. 00:00:40.033 --> 00:00:44.799 Advancing cultures of change and innovation and increasing cross-institution collaboration are 00:00:44.800 --> 00:00:47.733 expected to be around for five or more years. 00:00:47.733 --> 00:00:51.899 Advancing cultures of change and innovation reflects a broader trend in society in which 00:00:51.900 --> 00:00:56.700 businesses are adapting their strategies to remain relevant. There is a need for policies in 00:00:56.700 --> 00:00:59.700 higher ed that more aggressively support agility. 00:00:59.700 --> 00:01:04.200 Collective action among universities is growing in importance for the future of higher education. 00:01:04.200 --> 00:01:08.400 Combining resources in today's global environment allows universities to cross borders 00:01:08.400 --> 00:01:13.100 and work toward common goals concerning technology, research, and shared values. 00:01:13.100 --> 00:01:16.833 In the mid-term trends: growing focus on measuring learning and proliferation of open 00:01:16.833 --> 00:01:19.099 educational resources. 00:01:19.100 --> 00:01:23.066 Measuring learning is all about using data to personalize the learning experience. Learning 00:01:23.066 --> 00:01:27.332 analytics is the key element of this trend which aims to provide crucial insights into student 00:01:27.333 --> 00:01:31.866 progress and interaction with online texts, courseware, and learning environments. 00:01:31.866 --> 00:01:35.899 Open educational resources are teaching, learning, and research resources that reside in 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 00:01:41.100 --> 00:01:45.166 its broader acceptance in the higher education hinges on the issue of awareness and 00:01:45.166 --> 00:01:46.399 accessibility. 00:01:46.400 --> 00:01:50.000 For the next one to two years, the panel expects increasing use of blended learning and 00:01:50.000 --> 00:01:53.233 redesigning learning spaces to be adopted in higher education. 00:01:53.233 --> 00:01:56.599 Blended learning has become popular as perceptions of online learning as a viable 00:01:56.600 --> 00:02:00.900 alternative to face to face learning have been shifting toward more favorable. To implement 00:02:00.900 --> 00:02:05.533 blended learning will require concrete online learning guidelines and continuous visionary 00:02:05.533 --> 00:02:07.099 leadership. 00:02:07.100 --> 00:02:10.366 Many higher education professionals have started to rethink how learning spaces should be 00:02:10.366 --> 00:02:14.466 configured after a student-centered approach has become more popular. The traditional classroom 00:02:14.466 --> 00:02:18.232 mold is being broken to accommodate flexible and active learning. 00:02:18.233 --> 00:02:22.666 Next up are the significant challenges impeding technology adoption in higher education. These 00:02:22.666 --> 00:02:26.999 range from those challenges we understand and know how to solve to the wicked challenges that 00:02:27.000 --> 00:02:29.033 are complex to even address. 00:02:29.033 --> 00:02:34.099 The solvable challenges are blending informal and formal learning and improving digital literacy. 00:02:34.100 --> 00:02:38.133 Blending formal and informal learning is a challenge due to lack of ways to acknowledge 00:02:38.133 --> 00:02:41.833 and qualify learning that happens beyond the classroom. National policies that guide the 00:02:41.833 --> 00:02:46.666 substantiation of informal learning across education systems will help formally evaluate 00:02:46.666 --> 00:02:48.032 those experiences. 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 00:02:53.000 --> 00:02:57.800 what comprises digital literacy is impeding many colleges and universities from formulating 00:02:57.800 --> 00:03:01.700 adequate policies and programs that address this challenge. 00:03:01.700 --> 00:03:05.200 Difficult challenges are trickier because we understand them but solutions are elusive. 00:03:05.200 --> 00:03:09.400 Personalizing learning and teaching complex thinking were chosen by the panel to be difficult 00:03:09.400 --> 00:03:11.533 challenges facing higher education. 00:03:11.533 --> 00:03:15.666 Personalized learning refers to the range of educational programs, learning experiences, 00:03:15.666 --> 00:03:20.232 instructional approaches, and academic support strategies intended to address the specific 00:03:20.233 --> 00:03:25.833 learning needs, interests, aspirations or cultural backgrounds of individual students. The biggest 00:03:25.833 --> 00:03:30.799 barrier is that scientific data-driven approaches to effectively facilitate personalization have only 00:03:30.800 --> 00:03:32.666 recently begun to emerge. 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 00:03:36.833 --> 00:03:41.399 and solving complex real-world problems. Encouraging and teaching complex thinking is 00:03:41.400 --> 00:03:46.433 challenging because educators have only just started articulating this multifaceted need in 00:03:46.433 --> 00:03:47.666 higher education. 00:03:47.666 --> 00:03:51.966 And for wicked challenges: competing models of education and rewarding teaching. 00:03:51.966 --> 00:03:55.266 New models of education are bringing unprecedented competition to the traditional 00:03:55.266 --> 00:04:00.732 models of higher education. Across the board, institutions are looking for ways to provide a high 00:04:00.733 --> 00:04:04.799 quality of service and more learning opportunities at lower costs. 00:04:04.800 --> 00:04:09.066 Teaching is often rated lower than research in academia. Funding and prestige are derived from 00:04:09.066 --> 00:04:14.199 institutions' scholarly imprint, which has created an inhospitable environment for those who like to 00:04:14.200 --> 00:04:19.366 teach. Three main points of this challenge are the need to prioritize teaching and learning over 00:04:19.366 --> 00:04:24.666 research, the importance of training faculty members to teach at a first-rate standard, and for 00:04:24.666 --> 00:04:28.999 policymakers and thought leaders to push institutions of higher education to reevaluate their 00:04:29.000 --> 00:04:31.733 missions so that teaching is a keystone. 00:04:31.733 --> 00:04:35.699 Finally, the report addresses important developments in educational technology. On the 00:04:35.700 --> 00:04:40.400 one year or less adoption horizon: BYOD and flipped classrooms. 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 00:04:45.000 --> 00:04:49.700 bringing their own laptops, tablets, and smartphones to learning and work environments. 00:04:49.700 --> 00:04:54.900 BYOD is less about devices for higher education and more about the personalized content users 00:04:54.900 --> 00:04:56.266 have loaded onto them. 00:04:56.266 --> 00:05:01.099 In the flipped classroom model, valuable class time is devoted to higher cognitive, more active, 00:05:01.100 --> 00:05:06.133 project-based learning where students learn to work together to solve local or global challenges 00:05:06.133 --> 00:05:10.799 to gain deeper understanding. In the flipped classroom model, students watch video lectures, 00:05:10.800 --> 00:05:14.933 take online quizzes, read passages, and more at home, which frees up class time for more 00:05:14.933 --> 00:05:16.299 immersive learning. 00:05:16.300 --> 00:05:20.466 In two to three years, expect to see makerspaces and wearable technology become more widely 00:05:20.466 --> 00:05:22.366 adopted in higher education. 00:05:22.366 --> 00:05:27.899 Makerspaces, also known as hackerspaces, hack labs, and fab labs, are community-oriented 00:05:27.900 --> 00:05:32.833 workshops where tech enthusiasts share and explore electronic hardware, manufacturing tools, 00:05:32.833 --> 00:05:37.099 and programming tricks. As they become a more relevant part of cultural and economic 00:05:37.100 --> 00:05:41.433 discussions, universities are taking advantage of makerspaces to provide students and faculty 00:05:41.433 --> 00:05:42.466 a place to do their tinkering. 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 00:05:47.200 --> 00:05:53.066 years, spurring experiments in higher education. A recent poll showed 21% of U.S. adult students 00:05:53.066 --> 00:05:54.299 use wearables. 00:05:54.300 --> 00:05:58.566 And in the four to five year adoption horizon: adaptive learning technologies and the Internet of 00:05:58.566 --> 00:05:59.432 Things. 00:05:59.433 --> 00:06:04.399 Adaptive learning technologies refer to software and online platforms that adjust to individual 00:06:04.400 --> 00:06:08.200 students' needs as they learn. The emergence of adaptive learning technologies reflects a 00:06:08.200 --> 00:06:12.600 movement in academia toward customizing learning experiences for each individual. 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 00:06:17.033 --> 00:06:21.033 of information through the web. Enabling technologies such as smart sensors and chips 00:06:21.033 --> 00:06:25.799 are all well understood, easily mass-produced, and inexpensive, and a number of universities are 00:06:25.800 --> 00:06:29.900 already incorporating the IoT technologies on their campuses. 00:06:29.900 --> 00:06:35.033 Download your copy of the NMC Horizon Report: 2015 Higher Education Edition now.