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Horizon Report 2015

2015-nmc-horizon-report-HE-EN

Horizon Report > 2015 Higher Education Edition

Key Trends Accelerating Technology Adoption in Higher Education 6
Long-Term Trends: Driving Ed Tech adoption in higher education for five or more years
> Advancing Cultures of Change and Innovation 8
> Increasing Cross-Institution Collaboration 10
Mid-Term Trends: Driving Ed Tech adoption in higher education for three to five years
> Growing Focus on Measuring Learning 12
> Proliferation of Open Educational Resources 14
Short-Term Trends: Driving Ed Tech adoption in higher education for the next one to two years
> Increasing Use of Blended Learning 16
> Redesigning Learning Spaces 18
Significant Challenges Impeding Technology Adoption in Higher Education 20
Solvable Challenges: Those that we understand and know how to solve
> Blending Formal and Informal Learning 22
> Improving Digital Literacy 24
Difficult Challenges: Those we understand but for which solutions are elusive
> Personalizing Learning 26
> Teaching Complex Thinking 28
Wicked Challenges: Those that are complex to even define, much less address
> Competing Models of Education 30
> Rewarding Teaching 32
Important Developments in Educational Technology for Higher Education 34

The Four Stages of Moving from Traditional to Online Teaching

The Four Stages of Moving from Traditional to Online Teaching

http://www.getfueled.com/blog/2014-09-09/four-stages-moving-traditional-online-teaching#sthash.7FSmEhEv.dpuf

1.      Sage on the Stage:

In this stage the teacher takes on traditional lecture-style teaching and hasn’t yet implemented any online or blended learning strategies.

2.      Stranger in a Strange Land:

Next, the teacher becomes a Stranger in a Strange Land, as instruction moves to the computer, and the computer becomes the primary instructional tool. At this stage, the teacher is still unsure of how they fit in but is experimenting with and utilizing online tools to enhance instruction.

3.      Resource:

As the teacher continues to evolve, they enter the Resource stage, and while the computer is still the primary instructional tool, the teacher is comfortable being a resource, answering questions and re-teaching when asked.

4.      Facilitator and Initiator of Interventions:

Backchannel: is it only K12 moving that direction?

backchannel — a digital conversation that runs concurrently with a face-to-face activity — provides students with an outlet to engage in conversation.

In a recent article by Edutopia:
The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom. (n.d.). Edutopia. Retrieved May 28, 2014, from http://www.edutopia.org/blog/backchannel-student-voice-blended-classroom-beth-holland

the author brings yet another argument in support of using the BYOD movement in K12 to promote usage of mobile devices and social media FOR the learning process, rather then seeking ways to shut them off.
It seems that Higher Ed is lagging behind in their paradigm shift toward Backchanneling.
What do you think must be done at SCSU to seek the usage of mobile devices and/or social media to involved students in the learning process?
Pollard, E. A. (2014). Tweeting on the Backchannel of the Jumbo-Sized Lecture Hall: Maximizing Collective Learning in a World History Survey. History Teacher, 47(3), 329-354.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d96310010%26site%3deds-live%26scope%3dsiteCamiel, L. D., Goldman-Levine, J. D., Kostka-Rokosz, M. D., & McCloskey, W. W. (2014). Twitter as an in-class backchannel tool in a large required pharmacy course. American Journal Of Pharmaceutical Education, (3),
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.369220588%26site%3deds-live%26scope%3dsiteAagard, H., Bowen, K., & Olesova, L. (2010). Hotseat: Opening the Backchannel in Large Lectures. EDUCAUSE Quarterly, 33(3),
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Cronin, J. J. (2011). The Classroom as a Virtual Community: An Experience with Student Backchannel Discourse. Business Education Innovation Journal, 3(2), 56-65.
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Pohl, A., Gehlen-Baum, V., & Bry, F. (2012). Enhancing the Digital Backchannel Backstage on the Basis of a Formative User Study. International Journal Of Emerging Technologies In Learning, 7(1), 33.
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Jarrett, K., & Devine, M. A. (2010). How to use backchanneling in your classroom. Education Digest, (1), 41.
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Reid, A. (2011). Social media assemblages in digital humanities: From backchannel to buzz. doi:10.1108/S2044-9968(2011)0000003019
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synchronous solution for student to students and faculty to student interactions

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [BLEND-ONLINE@listserv.educause.edu] on behalf of Meagher, Tina [meagher@XAVIER.EDU]
Sent: Wednesday, February 12, 2014 11:44 AM
To: BLEND-ONLINE@listserv.educause.edu
Subject: [BLEND-ONLINE] Synchronous solutions..

Hello,

I am leading a project group that is looking into a synchronous solution for student to students and faculty to student interactions. We recently started to use Canvas for our LMS and slowly moving away from Bb. Many of the faculty were using Wimba for synchronous classes and moments. Now faculty and students are using a combination of Big Blue Button, Webex, Skype and Google hangouts. We are trying to find a single solution for this. Can anyone let me know what they are using at their school for synchronous classes or moments, student group work and virtual office hours. Thanks so much for your time…

Tina

——-

Tina Meagher

Manager

Video and Digital Media Services

The Digital Media Lab

http://www.xavier.edu/dml

T:  (513) 745-3682
Xavier University
3800 Victory Parkway, Cincinnati, OH 45207-0000

http://bigbluebutton.org/

http://www.zoom.us/ + https://canvas.instructure.com/login

 

 

 

ECAR STUDY OF UNDERGRADUATE STUDENTS AND INFORMATION TECHNOLOGY, 2013

Key Findings

See the 2013 report for a full list of key messages, findings, and supporting data.

  • Students recognize the value of technology but still need guidance when it comes to better using it for academics.
  • Students prefer blended learning environments while beginning to experiment with MOOCs.
  • Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
  • Students value their privacy, and using technology to connect with them has its limits.
p. 10 students are generally confident in their prepraredness to use technology for course work, but those who are interested in more tech training favor “in calss” guidance over separate training options.

Educause’s ECAR Study, 2013

http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013

Infographic:

http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf

The MOOC Is Dead! Long Live Open Learning!

http://diyubook.com/2013/07/the-mooc-is-dead-long-live-open-learning/

We’re at a curious point in the hype cycle of educational innovation, where the hottest concept of the past year–Massive Open Online Courses, or MOOCs–is simultaneously being discovered by the mainstream media, even as the education-focused press is declaring them dead. “More Proof MOOCs are Hot,” and “MOOCs Embraced By Top Universities,” said the Wall Street Journal and USA Today last week upon the announcement that Coursera had received a $43 million round of funding to expand its offerings;
“Beyond MOOC Hype” was the nearly simultaneous headline in Inside Higher Ed.

Can MOOCs really be growing and dying at the same time?

The best way to resolve these contradictory signals is probably to accept that the MOOC, itself still an evolving innovation, is little more than a rhetorical catchall for a set of anxieties around teaching, learning, funding and connecting higher education to the digital world. This is a moment of cultural transition. Access to higher education is strained. The prices just keep rising. Questions about relevance are growing. The idea of millions of students from around the world learning from the worlds’ most famous professors at very small marginal cost, using the latest in artificial intelligence and high-bandwidth communications, is a captivating one that has drawn tens of millions in venture capital. Yet, partnerships between MOOC platforms and public institutions like SUNY and the University of California to create self-paced blended courses and multiple paths to degrees look like a sensible next step for the MOOC, but they are far from that revolutionary future. Separate ideas like blended learning and plain old online delivery seem to be blurring with and overtaking the MOOC–even Blackboard is using the term.

The time seems to be ripe for a reconsideration of the “Massive” impact of “Online” and “Open” learning. TheReclaim Open Learning initiative is a growing community of teachers, researchers and learners in higher education dedicated to this reconsideration. Supporters include the MIT Media Lab and the MacArthur Foundation-supported Digital Media and Learning Research Hub. I am honored to be associated with the project as a documentarian and beater of the drum.

Entries are currently open for our Innovation Contest, offering a $2000 incentive to either teachers or students who have projects to transform higher education in a direction that is connected and creative, is open as in open content and open as in open access, that is participatory, that takes advantage of some of the forms and practices that the MOOC also does but is not beholden to the narrow mainstream MOOC format (referring instead to some of the earlier iterations of student-created, distributed MOOCscreated by Dave Cormier, George Siemens, Stephen Downes and others.)

Current entries include a platform to facilitate peer to peer language learning, a Skype-based open-access seminar with guests from around the world, and a student-created course in educational technology. Go hereto add your entry! Deadline is August 2. Our judges include Cathy Davidson (HASTAC), Joi Ito (MIT), and Paul Kim (Stanford).

Reclaim Open Learning earlier sponsored a hackathon at the MIT Media Lab. This fall, September 27 and 28, our judges and contest winners will join us at a series of conversations and demo days to Reclaim Open Learning at the University of California, Irvine. If you’re interested in continuing the conversation, join us there or check us out online.

July 18, 2013

Online Learning: TUITION AND COMPENSATION FOR ONLINE COURSES

online learning

TUITION AND COMPENSATION FOR ONLINE COURSES

Useful discussion on the Educause Listserv “Blended and Online Learning Constituent Group

http://www.educause.edu/discuss/teaching-and-learning/blended-and-online-learning-constituent-group/tuition-and-compensation-online-courses

Per Ann Hamilton from Penn State and Linda Futch with U of Central FL, it is obvious that compensation varies all across the board.

Steve Covello’s comment most probably will resonate with any faculty, who had taught online.

What are your thoughts as a faculty about how you need to be compensated for teaching online, versus F2F course?

subtitles screencast coursecapture

Below is informative exchange on how to subtitle course capture (screencast):

Are we talking Camtasia Studio or Relay?

 

Relay no longer publishes to Flash – it was replaced with MP4 and a “Smart Player” – and the subtitling is stored in an XML file that is dynamically read by the Smart Player.

 

I can confirm that Studio burns the captions into an MP4, as Steve points out.

 

-Jeremy

 

   Jeremy Anderson

Instructional Technologist

203.582.3792 | jjanderson@quinnipiac.edu

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Covello, Steve
Sent: Friday, May 10, 2013 2:52 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Subtitling Screencasts

 

Camtasia captioning is burn-in, as far as I know (at least in Mac 2). So I don’t think Flash is an aspect of it unless that is the format you are exporting it as.

 

– Steve

 

Steve Covello

Rich Media Specialist/Online Instructor

Granite State College

603-513-1346

Skype: steve.granitestate

Scheduling: http://meetme.so/stevecovello

 

 

From: Frank Lowney <frank.lowney@GCSU.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Friday, May 10, 2013 2:42 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Subtitling Screencasts

 

 

Both ScreenFlow (Mac-only) and Camtasia (Mac/Win) support subtitling.  Both are excellent screencast applications but I prefer ScreenFlow because it creates MPEG-4 files whereas Camtasia requires Flash for subtitles and that pretty much rules out mobile.

 

If these screencastsare made with some other, less expensive apps, I suggest using free, open source apps.  There are many but I prefer Jubler for creating subtitles and Subler for installing them in MPEG-4 files. These are Mac apps.

 

I’ve recently come across CapScribe which is free to education and plan to look it over carefully.  It looks very promising: http://www.inclusivemedia.ca/services/capscribe.shtml This is also Mac-only.

 

 

On May 10, 2013, at 12:00 AM, BLEND-ONLINE automatic digest system <LISTSERV@LISTSERV.EDUCAUSE.EDU> wrote:

 

Hello!

In creating accessible online and blended courses, one of the challenges we
are dealing with is making sure faculty created videos (narrated
PowerPoints, screencasts, etc.) are accessible.  I would love to hear how
others are handling this.  Do you recommend/require that these videos be
closed captioned?  If so, who is responsible for creating the closed
captions?  Do you have staff on campus that do this or is it the faculty
member’s responsibility?  Or do you use a service?  Can you recommend any
software that helps someone easily create closed captions or a service that
can provide this?

Thank you so much,
Andrea

Andrea Milligan
Director of Instructional Technology and Design
North Shore Community College
1 Ferncroft Road
Danvers, MA 01923
978-739-5425

==================================================================

Dr. Frank Lowney  Georgia College & State University

Projects Coordinator, Digital Innovation Group @ Georgia College

   Chappell Hall 212 (CBX 106)

Web SiteBlog, GCSU Email, iCloud Email

My latest book: The Coming ePublishing Revolution in Higher Education

Voice: (478) 445-1344

NOTICE: Please be advised that I am hearing impaired and communicate most effectively via e-mail.  Follow-up summaries of telephone conversations by e-mail are most appreciated.

 

SCSU’s First Technology in Teaching and Learning Institute

You are invited to participate in the “First Annual SCSU Technology in Teaching and Learning Summer Institute” co-sponsored by the Center for Continuing Studies, InfoMedia Services and the Center for Excellence in Teaching and Learning.

When?                                 Monday, May 13 – Tuesday, May 14, 2013

Where?                                Miller Center

Space is limited to 75 participants. Registration is required and can be completed at this link:     http://www.eventbrite.com/org/3606333855

The Institute program is available here: http://web.stcloudstate.edu/informedia/cetl/tech_institute_schedule.docx

Participants are eligible for incentive awards to support their teaching with technology. Please see the attachment, “participant incentives.”

The goal of the SCSU Technology in Teaching and Learning Summer Institute and its follow-up sessions is to provide high quality and effective pedagogical strategies, skills and discussions around the use of technology for teaching and learning in online, face-to-face and blended courses.  This Institute is part of our on-going varied and collaborative efforts to foster a professional peer learning climate around teaching and learning with technology.

 

Participants who attend all sessions on both days including the follow-ups and complete all evaluations will have the opportunity to use their self-assessment of current skills and knowledge of technology and select sessions in order to:

•             Acquire basic and advanced skills in using the current Learning Management System, i.e. D2L

•             Distinguish the appropriate use of pedagogical strategies with technology in online, face-to-face and blended settings

•             Explore opportunities to improve student learning through application of e-conferencing tools (e.g. Adobe Connect), and Web 2.0 tools such as social media, etc.

•             Meet and interact with faculty and staff experts and mentors and learn the processes by which they can get additional and on-going support for each of the above areas.

 

Please register no later than Wednesday May 8.

“Full-time faculty and full-time professional staff with teaching responsibilities who participate in both days of the “Summer Institute” and complete the evaluations will be rewarded with a $300 coupon for a one-time purchase of material that directly supports teaching with technology at the SCSU Computer Store in the Miller Center.  Faculty who participate in one of the two days will receive a $150 coupon for the same purpose. Coupons are not transferable.

 

Please remember that the items purchased remain the property of SCSU but may be used by the purchaser to support their teaching and related academic activities.

 

Upon completion of the “Summer Institute” participants will be contacted by the SCSU Online Office to verify level of participation in the institute and verify eligibility for funds. These funds must be spent by June 15, 2013.”

 

Clarification on Presenters Registration

  1. Presenters do not have to register unless they want to attend both days.
  2. If presenters are not going to participate in sessions other than the one(s) they are presenting but want to eat lunch with us on either day please contact me directly so we can add you to the lunch count and identify any dietary needs

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