future trends in education

The NMC Horizon Report > 2016 Higher Education Edition Wiki



civil disobedience

Encrypted chat app Telegram reverses stance, bans 78 ISIS accounts


Telegram is an encrypted chat service that lets users create anonymous channels that can be followed by hundreds of users.

In addition to Telegram, Twitter and YouTube have also removed ISIS-affiliated content, with hacker organization Anonymous having taken down more than 6,000 Twitter accounts following the Paris attacks.

Meanwhile, Telegram said it only takes steps against confirmed ISIS channels. “For example, if criticizing the government is illegal in a country, Telegram won’t be a part of such politically motivated censorship,” the company said. “While we do block terrorist (e.g. ISIS-related) bots and channels, we will not block anybody who peacefully expresses alternative opinions.”

More on this topic in this IMS blog:


Active Learning Classrooms

Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms

The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!

Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.

Register for the webinar at http://www.eventbrite.com/o/minnesota-online-quality-initiative-7290950883. Please forward this on to anyone on your campus who might be interested.

Link to the Virtual Room:


Or join by phone:

+1 646 568 7788 (US Toll) or +1 415 762 9988 (US Toll)

Meeting ID: 672 493 176

FlexSpace. flexspace.org

CCUMC Leadership in Media and Academic Technology. www.ccumc.org

EduCause learning space rating system.

McGill Principles for Designing of Teaching and Learning Spaces has rubric

most useful technology in an ALC appears to be the whiteboard.

Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches

evidence that students are reluctant to engage in active learning.

the U has done work, but the “Canadians have the process”

the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.

what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in  anew situation c. developing skills to continue learning after college

  1. creativity
  2. computer skills
  3. GPA cutoff above 3.0
  4. problem solving skills
  5. teamwork skills
  6. verbal communication
  7. written communication skills

GigaPan.com  instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement

design thinking

wikispaces as GOogle docs, MS Word 16, work collaboratively

not group, but team. team work very important

take what we learned in ALCs to traditional large lecture halls

blending the formal with the informal (including outdoors)

connecting ALCs together across distance

thinking about gear (raised floors, smart kapp boards) http://smartkapp.com/

online discussion with Plovdiv University

community based learning, project based learning, personalized learning

Adobe Connect link: http://scsuconnect.stcloudstate.edu/ims/

online discussion with faculty, pre-service teachers and K12 teachers on the definitions and connection among these types of learning. Please share your questions and observations in the the comment section under the blog entry.

обучение в общности (community based learning), обучение базирано на проекти 9 project based learning ) и индивидуално обучение (personalized learning)

за краткото време от един час, ще се дискутираме дефинициите и връзката между три вида обучение, които са обект на внимание като част от реформата в американското обучение. Моля споделете мненията си и въпросите си в секцията за коментарии под блога

Constructivism: Lecture and project-based learning

10 Tips for Assessing Project-Based Learning

Inquiry Learning

Community-Based Learning (CBL)




Community Based Learning (CBL) is a pedagogical approach that is based on the premise that the most profound learning often comes from experience that is supported by guidance, context-providing, foundational knowledge, and intellectual analysis.The opportunity for students to bring thoughtful knowledge and ideas based on personal observation and social interaction to a course’s themes and scholarly arguments brings depth to the learning experience for individuals and to the content of the course. The communities of which we are a part can benefit from the resources of our faculty and students, while the courses can be educationally transformative in powerful ways.


community based learning project based learning

community based learning project based learning

The Community-Based Learning Initiative (CBLI) connects students’ academic work with their interest in and concern for the communities around the University. Working with local nonprofits, students develop research projects, collect and analyze data, and share their results and conclusions, not just with their professors, but also with organizations and agencies that can make use of the information. Working with CBLI, students can do community-based research in courses, as a summer research internship, and as part of their junior paper or senior thesis.

Community-Based Learning


Introduction to community based learning


another form of experiential learning. Wide variation of definitions: off-campus academic learning or service learning. Field work, internships, community based research etc. connects classroom learning objectives with civic engagement.

service learning

service learning

service learning


Service-Learning must properly connect the traditional classroom experience with the real life lessons that come through service.

What is Project Based Learning (PBL)?

обучение базирано на проекти


Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge. http://www.edutopia.org/project-based-learning



Project Based Learning Ideas, Lesson Plans, Examples, Templatesproject based learning


Personalized Learning персонализирано обучение







student-centered learning

обучение фокусирано около студента

student-centered learning

student-centered learning

student-centered learning

Socratic method

Socratic method, also known as method of elenchus, elenctic method, or Socratic debate, is named after the classical Greek philosopher Socrates. It is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas.


student-centered learning socratic method

Face-to-Face vs. Online Learning

Face-to-Face vs. Online Learning: Why Is It Either/Or?


Too often, adults assume the worst about kids’ online behavior instead of seeing the best. The facts are that teens know how to build community online — and they’re already doing it. A recent Pew survey of teens and online behavior (as reported by The New York Times) revealed:

57 percent of American teenagers age 13 to 17 say they have made a friend online. Nearly three in 10 of the teenagers surveyed said they had a network of more than five friends they had made through the internet. The vast majority, 77 percent, of these relationships don’t culminate in an actual meeting.

7 Stages of Development

There’s a clear path to online learning, matched with strong face-to-face interactions. Schools should be nimble enough to incorporate both modes of learning. And what does the path to successful digital learning look like? Here are the stages of development:
1. Clean up infrastructure.

2. Go 1:1.

3. Find the right LMS.

4. Consider ergonomics and surfaces.

5. Embrace teamwork and collaboration.

6. Communicate with and educate the parent community.

7. Find the right consortium for online learning.

The “Why” of Technology Adoption

K-12 Technology

A Digital Future: K-12 Technology by 2018


The recently-released New Media Consortium Horizon Report details six up-and-coming technologies in the next five years for K-12 classrooms.

Horizon #1: In the next year, or less.

Mobile learning. Cloud computing.

Horizon #2: Within two to three years.

Learning analytics. Open content.

Horizon #3: Within four to five years.

3D printing. Virtual laboratories.

Presented on the NMC K-12 Horizon Report over the weekend at the Alliance for International Education Conference held at Yew Chung International School of Shanghai: http://www.slideshare.net/davidwdeeds/aie-2015-china-conference-using-the-nmc-k12-horizon-report


Generation Z bibliography

Levine, A. (2012). Generation on a Tightrope: A Portrait of Today’s College Student (1 edition). San Francisco: Jossey-Bass. as reported in the IMS blog of:

Additional bibliography:


Rosenfeld, E., & Loertscher, D. V. (2007). Toward a 21st-Century School Library Media Program. Scarecrow Press.


Jeff Feiertag, & Zane L. Berge. (2008). Training Generation N: how educators should approach the Net Generation. Education + Training, 50(6), 457–464. http://doi.org/10.1108/00400910810901782 http://www.emeraldinsight.com/doi/full/10.1108/00400910810901782
Malone, K. (2007). The bubble‐wrap generation: children growing up in walled gardens. Environmental Education Research, 13(4), 513–527. http://doi.org/10.1080/13504620701581612 http://www.tandfonline.com/doi/abs/10.1080/13504620701581612
some of the changes in childhood environmental behaviours I explore children and parent relationships, in particular, the phenomena of ‘bubble‐wrapping’ children to appease the anxieties of some middle class parents.
Ivanova, A., & Ivanova, G. (2009). Net-generation Learning Style: A Challenge for Higher Education. In Proceedings of the International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing (pp. 72:1–72:6). New York, NY, USA: ACM. http://doi.org/10.1145/1731740.1731818 http://dl.acm.org/citation.cfm?id=1731818
Ivanova, A., & Smirkarov, A. (2009). The New Generations of Students  and the Future of e – Learning in Higher Education. Presented at the International Conference on e – Learni ng and the Knowledge Society  –  e – Learning’09. Retrieved from http://www.iit.bas.bg/esf/docs/2009/thenewgenerationsstudentsfuturee-learninghigheredu.pdf
Montana, P., & Petit, F. (2008). MOTIVATING GENERATION X AND Y ON THE JOB  AND PREPARING Z. GLOBAL JOURNAL OF BUSINESS RESEARCH, 2(2), 1–30. http://www.theibfr.com/ARCHIVE/GJBR-V2-N2-2008.pdf
McCrindle, M. (n.d.). Understanding Generation Y . The Australian Leadership Foundation. Retrieved from http://emoneco.net/info_docs/UnderstandingGenY.pdf
Igel, C., & Urquhort, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21. http://www.jstor.org/stable/41432109?seq=1#page_scan_tab_contents
Levickaite, R. (2010). Generations X, Y, Z: how social networks form the concept of the world without borders (the case of Lithuania)/Y, X, Z kartos: pasaulio be sienu idejos formavimas naudojantis socialiniais tinklais (Lietuvos Atvejis). LIMES, 3(2), 170. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA250135086&v=2.1&u=stcloud_main&it=r&p=EAIM&sw=w&asid=934b505505fbc57b849a3fb9eefe7871
Lynch, K., & Hogan, J. (2012). How Irish Political Parties are Using Social Networking Sites to Reach Generation Z: an Insight into a New Online Social Network in a Small Democracy. Irish Communication Review, 13. Retrieved from http://arrow.dit.ie/cgi/viewcontent.cgi?article=1124&context=buschmarart
Benckendorff, P., Moscardo, G., & Pendergast, D. (2010). Tourism and Generation Y. CABI. Retrieved from https://books.google.com/books?hl=en&lr=&id=vNsJazDA74UC&oi=fnd&pg=PA1&dq=%22generation+z%22+and+education&ots=g9e1CaCH6x&sig=OBkL2OFoxd-EBc6EHW3WJEe2tr8#v=onepage&q&f=false
Parker, K., Czech, D., Burdette, T., Stewart, J., Biber, D., Easton, L., … McDaniel, T. (2012). The Preferred Coaching Styles of Generation Z Athletes:  A Qualitative Study. Journal of Coaching Education, 5(2), 5–97.
Greydanus, D. E., & Greydanus, M. M. (2012). Internet use, misuse, and addiction in adolescents: current issues and challenges. International Journal of Adolescent Medicine and Health, 24(4), 283–289. http://doi.org/10.1515/ijamh.2012.041


more on Generation Z in this IMS blog