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Stunning market data predicts the future of online learning
Cloud services, compatible LMS will be critical to online learning classes and courses.
By Meris Stansbury June 26th, 2017
e “6 million students? Must-know facts about online enrollment.”]
- The numbers reveal a year-to-year online enrollment increase of 226,375 distance education students–a 3.9 percent increase, up over rates recorded the previous two years. More than 6 million students are now online learners, according to the report.
- More than one in four students (29.7 percent) now take at least one distance education course (a total of 6,022,105 students).
- Graduate students are twice as likely to take all of their courses online (26 percent) as undergraduate students (12 percent).
- The number of students studying on a campus has dropped by almost 1 million (931,317) between 2012 and 2015.
- The majority of “exclusively distance” students live in the same state as their institution (55 percent), while 42 percent are studying online at an out-of-state institution.
- Public institutions educate the largest proportion of online students (67.8 percent), though more online learners in private institutions attend nonprofit schools than for-profits, according to the data.
And according to LMS provider Docebo, the 2016 world-wide revenue for self-paced online learning products and services (in US$ millions) exceeded $23 million in North America, beating out Europe and even Asia by a large margin.
Going corporate: According to the latest market study by Technavio, the size of the global corporate online learning market is predicted to reach an approximate amount of USD 31 billion in revenue by the end of 2020.
An important component: Within online learning, the LMS market is expected to grow at an incredible rate—a CAGR of 24 percent by 2020.
The biggest growth: Within online learning, the cloud is also growing at a tremendous rate. IT spending is steadily shifting from traditional IT offerings to cloud services, and the aggregate amount of cloud is expected to go from $111 billion in 2016 to $216 billion in 2020.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
Dr. Baiyun Chen, OLC Institute faculty for the Blended Learning Mastery Series: Research into Practice, joins us to discuss the future of blended learning in higher education
https://onlinelearningconsortium.org/insights-field-future-blended-learning/?mkt_tok=eyJpIjoiWWpNNU1qYzBaV1kwTnpGaiIsInQiOiJXWGJKc2g5anlpcGpUczhRMjRUUWhBYmk2N25HWjFCRW1RbjdJc2tpNnJ3eEIzREpoT29rZWtPM0ZIOHk5aTJzMDFvODBTNGJLNDJvaFZnVWJUYlVZcE8wU0sySXpRbGpnY0xHWTZCMkhOczNYNmg2TmNna01OZVo3dmFKNmVQZyJ9
The design of blended learning curriculum will be more diversified and personalized with the integration of creative in-class active learning strategies and innovative educational technologies, such as adaptive learning, virtual reality, mobile technologies
Quality assurance is the biggest challenge with implementing blended learning in the higher education environment today. I would propose institutions to adopt evidence-based standards for course evaluations. For instance, the OLC Quality Scorecard for Blended Learning Programs
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more on blended learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+learning
What Do We Really Mean When We Say ‘Personalized Learning’?
Personalization is often used in the
ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
Diana Laufenberg, director of Inquiry Schools and a former teacher at Science Leadership Academy in Philadelphia: personalization only comes when students have authentic choice over how to tackle a problem.
“We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,” Laufenberg said. “Those things never come together as long as that is the overriding moment.”
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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
Report: Faculty Support Lacking for Wide Adoption of Digital Learning
By Dian Schaffhauser 06/19/17
https://campustechnology.com/articles/2017/06/19/faculty-support-lacking-for-wide-adoption-of-digital-learning.aspx
new report produced by Tyton Partners in collaboration with the Babson Survey Research Group. two fall 2016 surveys of a national sample of 3,500 postsecondary respondents.
These gaps and others “suggest a disconnect, the report stated, “between the impacts that many administrators perceive and the reality of how digital learning is changing the market.” Open-ended responses suggested that expectations for the impact of digital learning were “set too high” or weren’t being “measured or communicated well.” Another common refrain: There’s inadequate institutional support.
While most administrators told researchers that “faculty are crucial to the success of digital learning initiatives — serving as both a bolster and a barrier to implementation success,” the resources for supporting faculty to implement digital learning are insufficient. Just a quarter of respondents said faculty professional development was implemented “effectively and at scale.” Thirty-five percent said implementation was in progress. And a third (33 percent) reported that faculty professional development was “incomplete, inconsistent, informal and/or optional.”
The report offered recommendations for improving and expanding digital learning adoption. Among the guidance:
- Get realistic. While the data suggested that digital learning could improve scheduling flexibility and access, among other benefits, schools need to identify which goals are most important and “clearly articulate how and to what extent its digital learning programs are expected to help.”
- Measure impact and broadcast it. Forget about small pilots; go for a scale that will demonstrate impact and then share the findings internally and with other institutions.
- Use buying power to influence the market. Connect faculty with vendors for “education, product discovery and feedback.” Insist on accessibility within products, strong integration features and user friendliness.
- Prepare faculty for success. Make sure there are sufficient resources and incentives to help faculty “buy into the strategy” and follow through on implementation.
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more on digital learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+learning
Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118
http://www.irrodl.org/index.php/irrodl/article/view/3034/4142
Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .
With regard to educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.
Emerging Directions in Immersive Learning
Presented by: Maya Georgieva and Emory Craig, May 17, 1:00 – 2:00pm (EDT)
http://events.shindig.com/event/campus-tech
Digital Bodies cofounders Emory Craig and Maya Georgieva for an interactive session that will examine five developments in virtual, augmented, and mixed reality with the greatest potential to impact teaching and learning. Ask your questions live as they explore how groundbreaking developments in VR, AR, MR, and artificial intelligence will power immersive technologies and transform learning.
Hololense $3000 and it is difficult to use outside. persistent digital objects
https://mixed.reality.news/news/whats-difference-between-hololens-meta-magic-leap-0171361/
https://events.google.com/io/
https://unity3d.com/sundance2017
education: new media, gaming
storytelling: immersive storytelling and AI
Jeremy Bailenson https://vhil.stanford.edu/
Julie Johnston – https://uits.iu.edu/learning-spaces
Transforming Learning Spaces With (or Without) Technology: 7 Questions With Robert Dillon
By Richard Chang 05/10/17
https://thejournal.com/articles/2017/05/10/transforming-learning-spaces-with-or-without-technology-7-questions-with-robert-dillon.aspx
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https://blog.stcloudstate.edu/ims?s=learning+spaces
CoSN Survey: Mobile Learning Top Priority for K–12 IT Leaders
By Richard Chang 04/04/17
https://thejournal.com/articles/2017/04/04/cosn-survey-mobile-learning-top-priority-for-k12-it-leaders.aspx
Mobile learning is the top priority for K–12 IT leaders, according to the fifth annual K–12 IT Leadership Survey published by the Consortium for School Networking (CoSN).
It’s the first time mobile learning ranked as the highest priority in the survey. The No. 2 priority is broadband and network capacity, which ranked first last year, and the No. 3 priority is cybersecurity and privacy, with 62 percent of respondents rating them more important than last year.
- Understaffing remains a key issue for technology departments in school systems.
- Single sign-on (SSO) is the most implemented interoperability initiative
- More than one-third of IT leaders expressed no interest in bring your own device (BYOD) initiatives, up from 20 percent in 2014.
- Interest in open educational resources (OER) is high
- Education technology experience is common among IT leaders
- Strong academic backgrounds are also prevalent among IT leaders.
- Lack of diversity continues to be an issue for school district technology leaders.
CoSN is a nonprofit association for school system technology leaders. To read or download the full IT leadership survey, visit this CoSN site.
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more on mobile learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+learning
The Definition Of Blended Learning
January 18, 2013 http://www.teachthought.com/learning/blended-flipped-learning/the-definition-of-blended-learning/
the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.
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more on blended / hybrid learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended
https://blog.stcloudstate.edu/ims?s=blended+learning
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more on blended / hybrid learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended