Only 2% of institutions have deployed digital microcredentials (including badging) institution-wide, but 29% are expanding or planning their use. —EDUCAUSE Strategic Technologies, 2019
p. 15 Increasing Demand for Digital Learning Experience and Instructional Design Expertise
A driving factor for mobile learning is the ownership of mobile devices, particularly the smartphone. In 2018, the Pew Research Center reported that 59% of adults globally own a smartphone, and research from the EDUCAUSE Center for Analysis and Research indicated that 95% of undergraduate students own smartphones. As mobile device ownership and usage have increased, mobile learning is no longer just focused on asynchronous interaction, content creation, and reference. More emphasis is emerging on content that is responsive instead of adaptive and on creating microlearning experiences that can sync across multiple devices and give learners the flexibility to learn on the device of their choice
p. 25 Mixed Reality
p. 36 Fail or Scale: AR and MR –
In 2016, the Horizon Expert Panel determined that augmented reality and virtual reality were two to three years from widespread adoption. By 2018, the notion of mixed reality was, at four to five years from adoption, even further out.
p. 38 Bryan Alexander: Gaming and Gamification (Fail or Scale)
counting how many times students use electronic library resources or visit in person, and comparing that to how well the students do in their classes and how likely they are to stay in school and earn a degree. And many library leaders are finding a strong correlation, meaning that students who consume more library materials tend to be more successful academically.
carefully tracking how library use compares to other metrics, and it has made changes as a result—like moving the tutoring center and the writing lab into the library. Those moves were designed not only to lure more people into the stacks, but to make seeking help more socially-acceptable for students who might have been hesitant.
a partnership between the library, which knows what electronic materials students use, and the technology office, which manages other campus data such as usage of the course-management system. The university is doing a study to see whether library usage there also equates to student success.
Session 2: The Digital Age: The Impact and Future Possibilities Offered by Data and Technology
Thank you for registering to participate in the second Reimagining Minnesota State forum. The Forums have been designed to spark not only individual reflection but what we hope can serve as catalysts for discussions in a variety of venues. The Forum will be recorded and available for viewing on the Reimagining website.
Below are the directions whether you are attending in person or by live stream.
Catherine Haslag: Is there any research to show students retention in an online class vs a face-to-face course?
the challenge is not collecting, but integrating, using data.
silos = cylinder of excellence.
technology innovation around advising. iPASS resources.
adaptive learning systems – how students advance through the learning process.
games and simulations Bryan Mark Gill. voice recognition,
next 3 to 5 years AR. by 2023 40% with AR and VR
AI around the controversial. Chatbot and Voice assistants.
Unizin: 13 founding members to develop platform, Canvas, instructional services, data for predictive analytic, consistent data standard among institutions,
University innovation Alliance. Analytics as the linchpin for students’ success. graduation rates increase. racial gap graduation. Georgia State.
digital ethics. Mark Gill and Susana Nuccetelli. digital ethics: Susana Nuccetelli brought her students from the Philosophy Dept to Mark Gill’s SCSu Vizlab so we can discuss ethics and AI, last semester. firstname.lastname@example.org
assistant vice president for student success and prevention Morgan State U
the importance of training in technology adoption
Dr. Peter Smith, Orkand Endowed Chair and Professor of Innovative Practices in Higher Education at University of Maryland University College
social disruption, national security issue,
Allan Taft Candadian researcher, 700 hours / year learning something. 14 h/w.
learners deserve recognition
free range learning.
how do we get a value on people from a different background? knowledge discrimination. we value it on where they learned it. then how you learned it and what you can do with it. talent and capacity not recognized.
we, the campus, don’t control the forces for a very first time. MIT undergrad curricula is free, what will happen. dynamics at work here. declining student numbers, legislation unhappy. technology had made college more expensive, not less. doing the right thing, leads to more disruption. local will be better, if done well. workplace can become a place for learning.
learning is a social activity. distance learning: being on the farthest raw of 300 Princeton lecture. there is a tool and there is people; has to have people at the heart.
what will work not only for MN, but for each of the campuses, the personalization.
staying still is death.
what is the role of faculty in the vendor and discussions about technology. a heat map shows that IT people were testing the vendor web site most, faculty and student much less.
at a session on the umbrella concept of “mixed reality” (abbreviated XR) here Thursday, attendees had some questions for the panel’s VR/AR/XR evangelists: Can these tools help students learn? Can institutions with limited budgets pull off ambitious projects? Can skeptical faculty members be convinced to experiment with unfamiliar technology?
Yale has landed on a “hub model” for project development — instructors propose projects and partner with students with technological capabilities to tap into a centralized pool of equipment and funding. (My note: this is what I suggest in my Chapter 2 of Arnheim, Eliot & Rose (2012) Lib Guides)
Several panelists said they had already been getting started on mixed reality initiatives prior to the infusion of support from Educause and HP, which helped them settle on a direction
While 3-D printing might seem to lend itself more naturally to the hard sciences, Yale’s humanities departments have cottoned to the technology as a portal to answering tough philosophical questions.
institutions would be better served forgoing an early investment in hardware and instead gravitating toward free online products like Unity, Organon and You by Sharecare, all of which allow users to create 3-D experiences from their desktop computers.
XR technologies encompassing 3D simulations, modeling, and production.
This project sought to identify
current innovative uses of these 3D technologies,
how these uses are currently impacting teaching and learning, and
what this information can tell us about possible future uses for these technologies in higher education.
p. 5 Extended reality (XR) technologies, which encompass virtual reality (VR) and augmented reality (AR), are already having a dramatic impact on pedagogy in higher education. XR is a general term that covers a wide range of technologies along a continuum, with the real world at one end and fully immersive simulations at the other.
p. 6The Campus of the Future project was an exploratory evaluation of 3D technologies for instruction and research in higher education: VR, AR, 3D scanning, and 3D printing. The project sought to identify interesting and novel uses of 3D technology
p. 7 HP would provide the hardware, and EDUCAUSE would provide the methodological expertise to conduct an evaluation research project investigating the potential uses of 3D technologies in higher education learning and research.
The institutions that participated in the Campus of the Future project were selected because they were already on the cutting edge of integrating 3D technology into pedagogy. These institutions were therefore not representative, nor were they intended to be representative, of the state of higher education in the United States. These institutions were selected precisely because they already had a set of use cases for 3D technology available for study
p. 9 At some institutions, the group participating in the project was an academic unit (e.g., the Newhouse School of Communications at Syracuse University; the Graduate School of Education at Harvard University). At these institutions, the 3D technology provided by HP was deployed for use more or less exclusively by students and faculty affiliated with the particular academic unit.
p. 10 definitions
there is not universal agreement on the definitions of these
terms or on the scope of these technologies. Also, all of these technologies
currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.
A 3D scanner is not a single device but rather a combination of hardware and
software. There are generally two pieces of hardware: a laser scanner and a digital
camera. The laser scanner bounces laser beams off the surface of an object to
determine its shape and contours.
p. 11 definitions
Virtual reality means that the wearer is completely immersed in a computer
simulation. Several types of VR headsets are currently available, but all involve
a lightweight helmet with a display in front of the eyes (see figure 2). In some
cases, this display may simply be a smartphone (e.g., Google Cardboard); in other
cases, two displays—one for each eye—are integrated into the headset (e.g., HTC
Vive). Most commercially available VR rigs also include handheld controllers
that enable the user to interact with the simulation by moving the controllers
in space and clicking on finger triggers or buttons.
p. 12 definitions
Augmented reality provides an “overlay” of some type over the real world through
the use of a headset or even a smartphone.
In an active technology marketplace, there is a tendency for new terms to be
invented rapidly and for existing terms to be used loosely. This is currently
happening in the VR and AR market space. The HP VR rig and the HTC Vive
unit are marketed as being immersive, meaning that the user is fully immersed in
a simulation—virtual reality. Many currently available AR headsets, however, are
marketed not as AR but rather as MR (mixed reality). These MR headsets have a
display in front of the eyes as well as a pair of front-mounted cameras; they are
therefore capable of supporting both VR and AR functionality.
p. 13 Implementation
Technical issues can generally be divided into two broad categories: hardware
problems and software problems. There is, of course, a common third category:
p. 15 the technology learning curve
The well-known diffusion of innovations theoretical framework articulates five
adopter categories: innovators, early adopters, early majority, late majority, and
laggards. Everett M. Rogers, Diffusion of Innovations, 5th ed. (New York: Simon and Schuster, 2003).
It is also likely that staff in the campus IT unit or center for teaching and learning already know who (at least some of) these individuals are, since such faculty members are likely to already have had contact with these campus units.
Students may of course also be innovators and early adopters, and in fact
several participating institutions found that some of the most creative uses of 3D technology arose from student projects
p. 30 Zeynep Tufekci, in her book Twitter and Tear Gas
definition: There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.
For the future of 3D technology in higher education to be realized, that
technology must become as much a part of higher education as any technology:
the learning management system (LMS), the projector, the classroom. New
technologies and practices generally enter institutions of higher education as
initiatives. Several active learning classroom initiatives are currently under
way,36 for example, as well as a multi-institution open educational resources
(OER) degree initiative.37
p. 32 Storytelling
Some scholars have argued that all human communication
is based on storytelling;41 certainly advertisers have long recognized that
storytelling makes for effective persuasion,42 and a growing body of research
shows that narrative is effective for teaching even topics that are not generally
thought of as having a natural story, for example, in the sciences.43
p. 33 accessibility
The experience of Gallaudet University highlights one of the most important
areas for development in 3D technology: accessibility for users with disabilities.
p. 34 instructional design
For that to be the case, 3D technologies must be incorporated into the
instructional design process for building and redesigning courses. And for that
to be the case, it is necessary for faculty and instructional designers to be familiar
with the capabilities of 3D technologies. And for that to be the case, it may not be necessary but would certainly be helpful for instructional designers to collaborate closely with the staff in campus IT units who support and maintain this hardware.
Every institution of higher education has a slightly different organizational structure, of course, but these two campus units are often siloed. This siloing may lead to considerable friction in conducting the most basic organizational tasks, such as setting up meetings and apportioning responsibilities for shared tasks. Nevertheless, IT units and centers for teaching and learning are almost compelled to collaborate in order to support faculty who want to integrate 3D technology into their teaching. It is necessary to bring the instructional design expertise of a center for teaching and learning to bear on integrating 3D technology into an instructor’s teaching (My note: and where does this place SCSU?) Therefore, one of the most critical areas in which IT units and centers for teaching and learning can collaborate is in assisting instructors to develop this integration and to develop learning objects that use 3D technology. p. 35 For 3D technology to really gain traction in higher education, it will need to be easier for instructors to deploy without such a large support team.
p. 35 Sites such as Thingiverse, Sketchfab, and Google Poly are libraries of freely
available, user-created 3D models.
ClassVR is a tool that enables the simultaneous delivery of a simulation to
multiple headsets, though the simulation itself may still be single-user.
p. 37 data management:
An institutional repository is a collection of an institution’s intellectual output, often consisting of preprint journal articles and conference papers and the data sets behind them.49 An institutional repository is often maintained by either the library or a partnership between the library and the campus IT unit. An institutional repository therefore has the advantage of the long-term curatorial approach of librarianship combined with the systematic backup management of the IT unit. (My note: leaves me wonder where does this put SCSU)
Sharing data sets is critical for collaboration and increasingly the default for
scholarship. Data is as much a product of scholarship as publications, and there
is a growing sentiment among scholars that it should therefore be made public.50
Digital Fluency: Preparing Learners for 21st Century Digital Citizenship Eighty-five percent of the jobs available in 2030 do not yet exist. How does higher education prepare our learners for careers that don’t yet exist? One opportunity is to provide our students with opportunities to grow their skills in creative problem solving, critical thinking, resiliency, novel thinking, social intelligence, and excellent communication skills. Instructional designers and faculty can leverage the framework of digital fluency to create opportunities for learners to practice and hone the skills that will prepare them to be 21st-century digital citizens. In this session, join a discussion about several fluencies that comprise the overarching framework for digital fluency and help to define some of your own.
Dr. Jennifer Sparrow, Senior Director for Teaching and Learning with Technology and Affiliate Assistant Professor of Learning, Design, and Technology at Penn State. The webinar will take place on Friday, November 9th at 11am EST/4pm UTC (login details below)
how DF is different from DLiteracy? enable students define how new knowledge can be created through technology. Not only read and write, but create poems, stories, if analogous w learning a language. slide 4 in https://www.slideshare.net/aidemoreto/vr-library
communication fluency. be able to choose the correct media. curiosity/failure fluency; creation fluency (makerspace: create without soldering, programming, 3Dprinting. PLA filament-corn-based plastic; Makers-in-residence)
immersive fluency: video 360, VR and AR. enable student to create new knowledge through environments beyond reality. Immersive Experiences Lab (IMEX). Design: physical vs virtual spaces.
Data fluency: b.book. how to create my own textbook
rubrics and sample projects to assess digital fluency.
What is Instructional Design 2.0 or 3.0? deep knowledge and understanding of faculty development. second, once faculty understands the new technology, how does this translate into rework of curriculum? third, the research piece; how to improve to be ready for the next cycle. a partnership between ID and faculty.
Digital transformation (DX) is having a profound impact across all industries, but what does it mean for higher education? Join members of the EDUCAUSE Digital Transformation Task Force as they describe their efforts to understand what DX means for higher education and why institutions should be planning for change now.
Explore how DX will impact higher education culture, workforce, and technology
Understand the importance of planning for digital transformation now
Learn about plans under way at EDUCAUSE to help institutions move forward with digital transformation initiative
Far too often, cybersecurity awareness-raising training fails to account for how people learn and proven ways to change behaviors. The cybersecurity community too easily falls into the trap of thinking that “humans are the weakest link.” In this talk, Dr. Jessica Barker will argue that, if humans are the weakest link, then they are our weakest link as an industry. With reference to sociology, psychology, and behavioral economics, as well as lessons from her professional experience, Jessica will discuss why a better understanding of human nature needs to be a greater priority for the cybersecurity community.
Outcomes: Explore how we can apply knowledge from other disciplines to improve cybersecurity awareness-raising training and communications * Understand where the cybersecurity industry can improve with regards to awareness, behavior, and culture * Develop ideas to improve how you communicate cybersecurity messages and conduct awareness-raising training
eXtended Reality (XR): The New World of Human/Machine Interaction
Wednesday, October 31 | 9:45am – 10:30am MT |
Session Type: Breakout Session
Delivery Format: Interactive Presentation
eXtended reality (XR) technologies present opportunities to advance the higher education mission and prepare students for a new world of human/machine interaction. In this interactive session, we will explore what is being done today and what is possible in four key areas of XR: use, technology, content development, and gamification.
*Identify best-of-class tools and methods available for the design and support of XR in higher ed
* Explain to campus stakeholders the potential of XR to support pedagogy, research, and student success
* Understand the areas of focus of our growing XR community of practice and how you can participate
Cross-Institution & Cross-Sector Collaboration Long-Term Trend: Driving Ed Tech adoption in higher education for five or more years
Although a variety of collaborations between higher education and industry have emerged, more-explicit frameworks and guidelines are needed to define how these partnerships should proceed to have the greatest impact.
Proliferation of Open Educational Resources Mid-Term Trend: Driving Ed Tech adoption in higher education for the next three to five years
The United States lags on the policy front. In September 2017, the Affordable College Textbook Act was once again introduced in both the US House of Representatives and the Senate “to expand the use of open textbooks
It is unlikely that ACTA will pass, however, as it has been unsuccessfully introduced to two previous Congresses.
The Rise of New Forms of Interdisciplinary Studies
Faculty members, administrators, and instructional designers are creating innovative pathways to college completion through interdisciplinary experiences, nanodegrees, and other alternative credentials, such as digital badges. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualizations, geospatial applications, and innovative uses of opensource tools.
Growing Focus on Measuring Learning
As societal and economic factors redefine the skills needed in today’s workforce, colleges and universities must rethink how to define, measure, and demonstrate subject mastery and soft skills such as creativity and collaboration. The proliferation of data-mining software and developments in online education, mobile learning, and learning management systems are coalescing toward learning environments that leverage analytics and visualization software to portray learning data in a multidimensional and portable manner
Redesigning Learning Spaces
upgrading wireless bandwidth and installing large displays that allow for more natural collaboration on digital projects. Some are exploring how mixed-reality technologies can blend 3D holographic content into physical spaces for simulations, such as experiencing Mars by controlling rover vehicles, or how they can enable multifaceted interaction with objects, such as exploring the human body in anatomy labs through detailed visuals. As higher education continues to move away from traditional, lecture-based lessons toward more hands-on activities, classrooms are starting to resemble real-world work and social environments
Authentic Learning Experiences
An increasing number of institutions have begun bridging the gap between academic knowledge and concrete applications by establishing relationships with the broader community; through active partnerships with local organizations
Improving Digital Literacy Solvable Challenge: Those that we understand and know how to solve
Digital literacy transcends gaining discrete technological skills to generating a deeper understanding of the digital environment, enabling intuitive and discerning adaptation to new contexts and cocreation of content.107 Institutions are charged with developing students’ digital citizenship, promoting the responsible and appropriate use of technology, including online communication etiquette and digital rights and responsibilities in blended and online learning settings. This expanded concept of digital competence is influencing curriculum design, professional development, and student-facing services and resources. Due to the multitude of elements of digital literacy, higher education leaders must obtain institution-wide buy-in and provide support for all stakeholders in developing these competencies.
Despite its growing importance, it remains a complex topic that can be challenging to pin down. Vanderbilt University established an ad hoc group of faculty, administrators, and staff that created a working definition of digital literacy on campus and produced a white paper recommending how to implement digital literacy to advance the university’s mission: https://vanderbilt.edu/ed-tech/committees/digital-literacy-committee.php
Adapting Organizational Designs to the Future of Work
Technology, shifting information demands, and evolving faculty roles are forcing institutions to rethink the traditional functional hierarchy. Institutions must adopt more flexible, teambased, matrixed structures to remain innovative and responsive to campus and stakeholder needs.
Attempts to avoid bureaucracy also align with a streamlined workforce and cost elimination. Emphasis has been placed on designing better business models through a stronger focus on return on investment. This involves taking a strategic approach that connects financial practice (such as analyzing cost metrics and resource allocation) with institutional change models and goals.124
Faculty roles have been and continue to be impacted by organizational change, as well as by broader economic movements. Reflective of today’s “gig economy,” twothirds of faculty members are now non-tenure, with half working part-time, often in teaching roles at several institutions. This stands as a stark contrast to 1969, when almost 80 percent of faculty were tenured or tenuretrack; today’s figures are nearly inverted. Their wages are applying pressure to traditional organizational structures.Rethinking tenure programs represents another change to organizational designs that aligns with the future of work.
Organizational structures are continuing to evolve on the administrative side as well. With an emphasis on supporting student success, many institutions are rethinking their student services, which include financial aid, academic advising, and work-study programs. Much of this change is happening within the context of digital transformation, an umbrella term that denotes the transformation of an organization’s core business to better meet customer needs by leveraging technology and data.
added Nov 13, 2018
6 growing trends taking over academic libraries
BY MERIS STANSBURY
March 24th, 2017
Horizon Report details short-and long-term technologies, trends that will impact academic libraries worldwide in the next 5 years.
Research Data Management: The growing availability of research reports through online library databases is making it easier for students, faculty, and researchers to access and build upon existing ideas and work. “Archiving the observations that lead to new ideas has become a critical part of disseminating reports,” says the report.
Valuing the User Experience: Librarians are now favoring more user-centric approaches, leveraging data on patron touchpoints to identify needs and develop high-quality engaging experiences.
(Mid-Term, 3-5 years):
Patrons as Creators: Students, faculty, and researchers across disciplines are learning by making and creating rather than by simply consuming content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past few years, is increasingly the means for active, hands-on learning. People now look to libraries to assist them and provide tools for skill-building and making.
Rethinking Library Spaces: At a time when discovery can happen anywhere, students are relying less on libraries as the sole source for accessing information and more for finding a place to be productive. As a result, institutional leaders are starting to reflect on how the design of library spaces can better facilitate the face-to-face interactions.
(Long-Term, 5 or more years):
Cross-Institution Collaboration: Within the current climate of shrinking budgets and increased focus on digital collections, collaborations enable libraries to improve access to scholarly materials and engage in mission-driven cooperative projects.
Evolving Nature of the Scholarly Record: Once limited to print-based journals and monographic series, scholarly communications now reside in networked environments and can be accessed through an expansive array of publishing platforms. “As different kinds of scholarly communication are becoming more prevalent on the web, librarians are expected to discern the legitimacy of these innovative approaches and their impact in the greater research community through emerging altmetrics tools,” notes the report.
Improving digital literacy: According to the report, digital literacy transcends gaining isolated technological skills to “generate a deeper understanding of the digital environment, enabling intuitive adaptation to new contexts, co-creation of content with others, and an awareness of both the freedom and risks that digital interactions entail. Libraries are positioned to lead efforts to develop students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online identity, communication etiquette, and rights and responsibilities.”