The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.
Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.
ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)
ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)
ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)
COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)
DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)
EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data;data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”: http://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )
EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)
FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)
GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)
INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)
LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)
LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)
MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=blockchain)
MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:
MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)
NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)
ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)
OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)
PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)
WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)
An introduction to digital badges and a brief history
Simply put, a digital badge is an indicator of accomplishment or skill that can be displayed, accessed, and verified online. These badges can be earned in a wide variety of environments, an increasing number of which are online.
The anatomy of digital badges
In addition to the image-based design we think of as a digital badge, badges have meta-data to communicate details of the badge to anyone wishing to verify it, or learn more about the context of the achievement it signifies.
The many functions of digital badges
Just like their real-world counterparts, digital badges serve a wide variety of purposes depending on the issuing body and the individual. For the most part, badges’ functions can be bucketed into one of five categories.
Badges are issued by individual organizations who set criteria for what constitutes earning a badge. They’re most often issued through an online credential or badging platform.
Criticism of digital badges
There are various arguments to be made against the implementation of digital badges, including the common issuance of seemingly “meaningless” badges.
The future of digital badges
With the rise of online education and the increasing availability of high quality massive open online courses, there will be an increasing need for verifiable digital badges and digital credentials.
Common to all is a view of the level of literacy as a measure of the quality of human capital of a society or a particular area. Literacy develops in interaction with the environment (Vygotsky, 1987).
digital assessment literacy refers to the role of the teacher as an assessor in a technology-rich environment.
Learning Management Systems (LMS) benefits and limitations
Measurement allows quantitative description of a particular characterization of an individual, expressed in numbers.
the combination of assessment and measurement provides a thorough and accurate picture, based upon which practical conclusions can be drawn (Wagner, 1997). A test is a systematic process in which an aspect of student behavior is quantitatively evaluated (Suen & Parkes, 2002).
For several decades this system of assessment has been criticized for a variety of reasons, including the separation between the teaching-learning process and the evaluation process, the relatively low level of thinking required, and the quantitative reporting of results, which does not contribute to students’ progress. In the last decade, the central argument against the tests system is that their predictability is limited to the field and context in which the students are tested, and that they do not predict student problem solving ability, teamwork, good work habits and honesty.
teachers mistakenly believe that repeating lessons will improve students’ achievements.
To evaluate how well the goals were achieved, objective measurement methods are employed (Black, et al., 2004).
Eshet- Alkalai (2004) offered a detailed conceptual framework for the term ‘digital literacy’ that includes: photo-visual thinking; reproduction thinking; branching thinking; information thinking; and socio-emotional thinking.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Eshet-Alkalai, Y., & Chajut, E. (2009). Changes Over Time in Digital Literacy. Cyberpsychology & Behavior, 12(6), 713-715. doi:10.1089/cpb.2008.0264
two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize profi- ciency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills
Eshet-Alkalai, Y., & Soffer, O. (2012). Guest Editorial – Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects. Journal Of Educational Technology & Society, 15(2), 1.
a wide range of technological, cognitive and social competences—collectively termed “DigitalLiteracy.” Users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose. These skills include, for example, the ability to operate computers and navigate the net effectively, to cope with large volumes of information, to evaluate the reliability of information, and to critically assess what seem to be natural (and not ideologically biased) technological tools. In a different way from the spirit of modern print, learners construct and consume knowledge in non-linear environments. They need to learn, collaborate and solve problems effectively in virtual (non face-to-face) learning environments, and to communicate effectively in technology-mediated social participation environments.
It is important to note: digital literacy, then, is not limited simply to computer and Internet operation and orientation. It also relates to a variety of epistemological and ethical issues arise due to the unique characteristics of digital technologies and that are often overlapped with trends related to the post-modern and post-structural era. These include questions regarding the authority of knowledge, intellectual property and ownership, copyright, authenticity and plagiarism. Furthermore, issues such as self-representation, virtual group dynamics, and on-line addiction also arise.
meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools.
The corporate L&D industry is over $140 billion in size, and it crosses over into the $300 billion marketplace for college degrees, professional development, and secondary education around the world.
Digital Learning does not mean learning on your phone, it means “bringing learning to where employees are.” In other words, this new era is not only a shift in tools, it’s a shift toward employee-centric design. Shifting from “instructional design” to “experience design” and using design thinking are key here.
1) The traditional LMS is no longer the center of corporate learning, and it’s starting to go away.
LMS platforms were designed around the traditional content model, using a 17 year old standard called SCORM. SCORM is a technology developed in the 1980s, originally intended to help companies like track training records from their CD-ROM based training programs.
the paradigm that we built was focused on the idea of a “course catalog,” an artifact that makes sense for formal education, but no longer feels relevant for much of our learning today.
not saying the $4 billion LMS market is dead, but the center or action has moved (ie. their cheese has been moved). Today’s LMS is much more of a compliance management system, serving as a platform for record-keeping, and this function can now be replaced by new technologies.
We have come from a world of CD ROMs to online courseware (early 2000s) to an explosion of video and instructional content (YouTube and MOOCs in the last five years), to a new world of always-on, machine-curated content of all shapes and sizes. The LMS, which was largely architected in the early 2000s, simply has not kept up effectively.
2) The emergence of the X-API makes everything we do part of learning.
In the days of SCORM (the technology developed by Boeing in the 1980s to track CD Roms) we could only really track what you did in a traditional or e-learning course. Today all these other activities are trackable using the X-API (also called Tin Can or the Experience API). So just like Google and Facebook can track your activities on websites and your browser can track your clicks on your PC or phone, the X-API lets products like the learning record store keep track of all your digital activities at work.
3) As content grows in volume, it is falling into two categories: micro-learning and macro-learning.
4) Work Has Changed, Driving The Need for Continuous Learning
Why is all the micro learning content so important? Quite simply because the way we work has radically changed. We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails.
5) Spaced Learning Has Arrived
If we consider the new world of content (micro and macro), how do we build an architecture that teaches people what to use when? Can we make it easier and avoid all this searching?
Neurological research has proved that we don’t learn well through “binge education” like a course. We learn by being exposed to new skills and ideas over time, with spacing and questioning in between. Studies have shown that students who cram for final exams lose much of their memory within a few weeks, yet students who learn slowly with continuous reinforcement can capture skills and knowledge for decades.
6) A New Learning Architecture Has Emerged: With New Vendors To Consider
One of the keys to digital learning is building a new learning architecture. This means using the LMS as a “player” but not the “center,” and looking at a range of new tools and systems to bring content together.
On the upper left is a relatively new breed of vendors, including companies like Degreed, EdCast, Pathgather, Jam, Fuse, and others, that serve as “learning experience” platforms. They aggregate, curate, and add intelligence to content, without specifically storing content or authoring in any way. In a sense they develop a “learning experience,” and they are all modeled after magazine-like interfaces that enables users to browse, read, consume, and rate content.
The second category the “program experience platforms” or “learning delivery systems.” These companies, which include vendors like NovoEd, EdX, Intrepid, Everwise, and many others (including many LMS vendors), help you build a traditional learning “program” in an open and easy way. They offer pathways, chapters, social features, and features for assessment, scoring, and instructor interaction. While many of these features belong in an LMS, these systems are built in a modern cloud architecture, and they are effective for programs like sales training, executive development, onboarding, and more. In many ways you can consider them “open MOOC platforms” that let you build your own MOOCs.
The third category at the top I call “micro-learning platforms” or “adaptive learning platforms.” These are systems that operate more like intelligent, learning-centric content management systems that help you take lots of content, arrange it into micro-learning pathways and programs, and serve it up to learners at just the right time. Qstream, for example, has focused initially on sales training – and clients tell me it is useful at using spaced learning to help sales people stay up to speed (they are also entering the market for management development). Axonify is a fast-growing vendor that serves many markets, including safety training and compliance training, where people are reminded of important practices on a regular basis, and learning is assessed and tracked. Vendors in this category, again, offer LMS-like functionality, but in a way that tends to be far more useful and modern than traditional LMS systems. And I expect many others to enter this space.
Perhaps the most exciting part of tools today is the growth of AI and machine-learning systems, as well as the huge potential for virtual reality.
7) Traditional Coaching, Training, and Culture of Learning Has Not Gone Away
8) A New Business Model for Learning
he days of spending millions of dollars on learning platforms is starting to come to an end. We do have to make strategic decisions about what vendors to select, but given the rapid and immature state of the market, I would warn against spending too much money on any one vendor at a time. The market has yet to shake out, and many of these vendors could go out of business, be acquired, or simply become irrelevant in 3-5 years.
9) The Impact of Microsoft, Google, Facebook, and Slack Is Coming
The newest versions of Microsoft Teams, Google Hangouts and Google Drive, Workplace by Facebook, Slack, and other enterprise IT products now give employees the opportunity to share content, view videos, and find context-relevant documents in the flow of their daily work.
We can imagine that Microsoft’s acquisition of LinkedIn will result in some integration of Lynda.com content in the flow of work. (Imagine if you are trying to build a spreadsheet and a relevant Lynda course opens up). This is an example of “delivering learning to where people are.”
10) A new set of skills and capabilities in L&D
It’s no longer enough to consider yourself a “trainer” or “instructional designer” by career. While instructional design continues to play a role, we now need L&D to focus on “experience design,” “design thinking,” the development of “employee journey maps,” and much more experimental, data-driven, solutions in the flow of work.
lmost all the companies are now teaching themselves design thinking, they are using MVP (minimal viable product) approaches to new solutions, and they are focusing on understanding and addressing the “employee experience,” rather than just injecting new training programs into the company.
AECT-OTP Webinar: Digital Badges and Micro-Credentials for the Workplace
Time: Mar 27, 2017 1:00 PM Central Time (US and Canada)
Learn how to implement digital badges in learning environments. Digital badges and micro-credentials offer an entirely new way of recognizing achievements, knowledge, skills, experiences, and competencies that can be earned in formal and informal learning environments. They are an opportunity to recognize such achievements through credible organizations that can be integrated in traditional educational programs but can also represent experience in informal contexts or community engagement. Three guiding questions will be discussed in this webinar: (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA
Each student learns differently and assessment is not linear. Learning for different students can be a longer or shorter path.
assessment comes before badges
what are credentials:
how well i can show my credentials: can i find it, can i translate it, issuer, earner, achievement description, date issued.
the potential to become an alternative credentialing system to link directly via metadata to validating evidence of educational achievements.
DB is not an assessment, it is the ability to demonstrate the assessment.
They are a motivational mechanism, supporting alternative forms of assessment, a way to credentialize learning, charting learning pathways, support self-reflection and planning
Attend this webinar to learn how instructors can instantly schedule, customize and launch Shindig sessions directly from within the Canvas LMS, as well as automatically add the video chat sessions to students’ schedules.
Learn about the positive impact of collaborative and interactive learning environments on student success first-hand from educators and instructional technologists from leading universities. This session will highlight different use cases Shindig can be utilized for, including course delivery, office hours, guest speakers, workshops and more.
Early adopters of the Shindig platform will also be sharing highlight videos of their use of the platform and answering questions attendees may have.
Shindig Early Adopter Guest Speakers:
Michael Angilletta, Professor & Senior Sustainability Scholar, Associate Director of Undergraduate Programs, Arizona State University
The Shindig Canvas plugin is available for free on a public GitHub Repo. Once the plugin is installed in the university’s LMS, IT administrators can contact Shindig for an API key to enable the creation of on-demand Shindig sessions in Canvas. The company is offering each Canvas client institution 10 free Shindig sessions of up to 1,000 attendees.
First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).
Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.
Seidel, V. P., & Fixson, S. K. (2013). Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices: Adopting Design Thinking in Novice Teams. Journal of Product Innovation Management, 30, 19–33. https://doi.org/10.1111/jpim.12061
Jung, I., & Latchem, C. (2011). A model for e-education: Extended teaching spaces and extended learning spaces. British Journal Of Educational Technology, 42(1), 6-18. doi:10.1111/j.1467-8535.2009.00987.x
Electronic Journal of e-Learning Article · January 2016
Marie Olsson, Peter Mozelius, Jonas Collin
This paper presents and discusses visualisation as a channel to improve learner’s control and understanding of programming concepts and gamification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game based learning for Bachelor’s programmes, the other is a course on e-learning for university teachers. Both the courses have used progress bars to visualise students’ study paths and digital badges for gamification.
Minecraft for Higher Ed? Try it. Pros, Cons, Recommendations?
Description: Why Minecraft, the online video game? How can Minecraft improve learning for higher education? We’ll begin with a live demo in which all can participate (see “Minecraft for Free”). We’ll review “Examples, Not Rumors” of successful adaptations and USES of Minecraft for teaching/learning in higher education. Especially those submitted in advance And we’ll try to extract from these activities a few recommendations/questions/requests re Minecraft in higher education.
These affordances develop both social and cognitive abilities of students
Nebel, S., Schneider, S., Beege, M., Kolda, F., Mackiewicz, V., & Rey, G. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research & Development, 65(4), 993-1014. doi:10.1007/s11423-017-9511-8
Abrams, S. S., & Rowsell, J. (2017). Emotionally Crafted Experiences: Layering Literacies in Minecraft. Reading Teacher, 70(4), 501-506.
Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Source: Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355
Cipollone, M., Schifter, C. C., & Moffat, R. A. (2014). Minecraft as a Creative Tool: A Case Study. International Journal Of Game-Based Learning, 4(2), 1-14.
Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355
Uusi-Mäkelä, M., & Uusi-Mäkelä, M. (2014). Immersive Language Learning with Games: Finding Flow in MinecraftEdu. EdMedia: World Conference on Educational Media and Technology (Vol. 2014). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/noaccess/148409/
Birt, J., & Hovorka, D. (2014). Effect of mixed media visualization on learner perceptions and outcomes. In 25th Australasian Conference on Information Systems (pp. 1–10). Retrieved from http://epublications.bond.edu.au/fsd_papers/74