14 Predictions for Higher Education in 2022
https://campustechnology.com/articles/2022/01/04/14-predictions-for-higher-education-in-2022.aspx
Forget Hyflex
our faculty will discover that effectively teaching in a hyflex environment without adequate support is extremely difficult and truly exhausting.
Adapt Hyflex — and Be Ready for Anything (security)
Move Beyond Zoom into the Metaverse
Reap the Rewards of 2 Years of Strategic Decision-Making
campus leaders who have intentionally put students at the center of organization and system design will reap a great reward.
Expect More Disruption and More Innovation
look for movement in the augmented and virtual reality space.
Online Ed Becomes the Norm
online education will become the norm rather than the step-sister of “traditional” education
Build Off the Threads that Are Here to Stay
Alternatives Will Continue Gaining Ground
The cultures within institutions may prevent these significant changes from occurring. If that occurs, alternatives will continue to build momentum.
Emphasize Choice and Support
Alumni will be looking for upskilling opportunities via microcredentials, to navigate growth and career change during the “Great Resignation.” Recent high school grads will expect a variety of online, hybrid and in-person courses to choose from, many bringing with them years of experience with virtual learning.
Students Need Faster Routes to Completion
Climate Change Ed Gets Embedded
Hybrid Learning Tech Will Step Up
many lecture theaters might come to look like professional TV studios, to meet growing quality and usability expectations. Also, technologies will likely be expected to make classrooms environments more “peer-learning friendly” and inclusive
Blockchain Will Gain Ed Pickup
The (Arizon State) university announced that in 2022 it would release Pocket, a digital wallet for students as a comprehensive learner record.
Stritto, R. A. T. and M. E. D. (2021). What is the Future of Online Education? The Perceptions of Instructors with Over a Decade of Online Teaching Experience.
Online Journal of Distance Learning Administration,
24(4).
https://www.westga.edu/~distance/ojdla/winter244/thomas_stritto244.html
my annotations here:
https://hyp.is/go?url=https%3A%2F%2Fwww.westga.edu%2F~distance%2Fojdla%2Fwinter244%2Fthomas_stritto244.html&group=__world__
Rather than asking if online education is going to replace “traditional” education, institutions need to think through how different modalities can meet student needs. Institutions can also communicate with students about the tradeoffs associated with different educational modalities, so that students can choose courses that are the best fit for their lives.
The Hottest Topics in Edtech for 2022
https://www.iste.org/explore/education-leadership/hottest-topics-edtech-2022
8. Augmented, mixed and virtual reality
7. Social-emotional learning
6. Equity and inclusion
5. Online tools and apps
4. Distance, online, blended learning
3. Computer science and computational thinking
2. Instructional design and delivery
1. Project-based learning
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5 Emerging Technology Trends Higher Ed Is Watching for in 2022
https://edtechmagazine.com/higher/article/2021/12/5-emerging-technology-trends-higher-ed-watching-2022
- Increased Adoption of Learning Analytics and Adaptive Learning
- Growth of Mobile Learning in Higher Ed
- Smarter Artificial Intelligence–Powered Tutors
- The Rise of Short-Form, Video-Based Learning
- Advanced VR and Immersive Learning Technologies
Why online HE should be about learning, not teaching
https://www.universityworldnews.com/post.php?story=20210126142422302
The gate is now wide open
Teachers used to be the gatekeepers to information, to knowledge. The successive inventions of writing and reading, print, the library, and then the World Wide Web, mean that we teachers are no longer the gatekeepers.
Schools, universities and teachers to some extent remain the gatekeepers to knowledge, the definers of what comprises valid knowledge. We do this, of course, through holding the ultimate educational power – the power to assess.
But it is not clear how long we teachers will, or should, hold this power. Increasingly, students, and employers, nations, cultures, many groups in our societies, rightly want a say in defining what is valid knowledge, a valid curriculum.
Knowledge isn’t enough
Each year, vast amounts of new knowledge are produced. Also, each year, vast amounts of current knowledge become wrong, or redundant, or both. Knowledge dies. In some subjects, a significant proportion of what was taught in the first year will have died by the time the students who learned it graduate. So, what is education for?
Machines are doing more and more of the work
The bad news is, we are getting squeezed out of work. The good news is, we are getting squeezed up, into ever more interesting work. We will be able to stay ahead for a long time; because there are always still more difficult and important and exciting things for us to do, increasingly with the support of our increasingly capable machines.
Employers want graduates to be job-ready. They also want graduates to be fluent in the five Cs: Creativity, Communication, Collaboration and Criticality as well as Competence. Not all university education currently develops the first four Cs. Very little university education currently gives high priority to their development. Rarely are they formally assessed.
Changing outcomes, changing pedagogies
The architecture of a university expresses its views about pedagogy. This remains true with the great leap online. The old pedagogic architecture – of teaching as (mainly) telling, of learning as (mainly) listening and reading, of access in and through the library to specified stored knowledge, and of assessment as (mainly) recalling, repeating back what has been learned, perhaps with some application or interpretation – has for the most part been recreated in digital form, with varying degrees of success
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more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
https://reallifemag.com/the-zoom-gaze/
In May 2020 the company removed the “unmute all” setting for hosts due to privacy concerns but now has brought it back as a nuanced “unmute with consent,” which allows a host to unmute an individual participant’s microphone at any time in any of the host’s meetings once given permission. But this framing of consent is problematic to say the least. Can you refuse if the host is your boss? What if they not only have authority over you but abusive intent?
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more on Zoom in this IMS blog
https://blog.stcloudstate.edu/ims?s=zoom
Colorado State U. Global’s provost says online education is the future
In the U.S., the percentage of undergraduate students taking at least one course online grew from 15% in 2004 to 43% in 2016, a 2018 study from the National Center for Education Statistics found.
CSU Global last week launched Direct Path Education, a new program centered on industry-specific education that allows students to transfer their credits toward a degree or earn certificates and professional certifications. The six-week courses add to a growing trend in the U.S. as many workers who lost their jobs following the pandemic search for new opportunities.
My note: this article in conjunction with the “global upskilling”: https://blog.stcloudstate.edu/ims/2021/02/11/global-upskilling-and-universities/
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more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
https://www.facebook.com/groups/elearngdeveloping/permalink/10164385188890542/
How have you experienced the teachers move from face to face to online learning?
What is the biggest challenge created by the transition ?
How have you managed the challenge?
What are opportunities for instructors , regarding the transition to online learning ?
What have you done to ensure a smooth transition?
As previously mentioned the core of my arguments centre around the TPACK model. Based on the TPACK I propose that the move to online learning must be supported by the instatement of a Professional Development Program.
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More on TRACK model and SAMR in this blog
https://blog.stcloudstate.edu/ims?s=track+model
Survey: Distance learning creates more work with less rigor
https://www.educationdive.com/news/survey-distance-learning-creates-more-work-with-less-rigor/588097/
- The sudden transition from in-person learning to remote instruction resulted in more work but with less academic rigor, according to a Cognia survey of more than 74,000 students, teachers and parents conducted between late April and late June. Among students, the report found 80% saying they had more work in the distance learning setting.
The report includes suggestions on tackling problems arising from distance learning, including increasing academic rigor by expanding professional development opportunities, redesigning instruction, and introducing digital learning and content tools.
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more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education