September 17, 2014

New technologies for e-learning in 2012 (and a little beyond)

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© Duncan Campbell, 2012, Creative Commons license

In my e-learning outlook for 2012, I focused on mainly educational developments in e-learning during 2012. In this post, I want to look at some of the more interesting technologies that could have a major impact on e-learning. Since I’m not a technologist by background, I’m drawing mainly on secondary sources for this post, but (of course!) adding my own spin as an educator.

The NMC Horizon 2012 Higher Education Review lists six technologies over a five year horizon:

One year or less:

  • Mobile apps
  • Tablets

Two to three years:

  • game-based learning
  • learning analytics

Four to five years

  • gesture-based computing
  • the Internet of Things

I am completely in line with their prediction for adoption of tablets and mobile apps in 2012. I think learning analytics will be adopted more quickly than the Horizon timeline, but that’s a matter of timing rather than direction. I agree that game-based learning will become more prevalent, but I don’t see it as becoming widely used, because of the cost of design. It will be used in pockets or selectively rather than as a widespread tool. I see gesture-based computing (or haptics) as just one of a wider range of ways of interacting and interfacing with computers, of which touch screen technology is also a part. I thought they might also have included voice control.

The most interesting item on the Horizon list is the Internet of Things. This will be the way ordinary, everyday objects will become linked, through wireless technology, to the Internet, enabling, for instance, remote control through mobile phones of equipment in the office or house. This has fascinating possibilities. All we need as instructors or teachers is imagination as to how we can use the Internet of Things to enhance our teaching. However, don’t worry – this isn’t going to be ready for educational use in 2012.

General technology trends

I have drawn on two other sources:

Randy Muller’s Seven Technology Predictions for 2012 and Beyond (Global Knowledge) and

Peter Cashmore’s The Top 10 tech trends for 2012 (CNN).

These are general technology trends, not specific to education, so I have selected from within their lists as to what I think will be most relevant to education.

The changing user interface

There is some overlap here with the Horizon list, but these two commentators widen the range of factors influencing the user interface as follows:

  • voice control
  • gesture control/haptics
  • touchscreens
  • 3D

Taken together, I believe we will have a very different way of interfacing with technology within three years. Goodbye the mouse and the graphical user interface. The new ways of interfacing will open up more educational affordances which will make learning more engaging and exciting but at the same time present more challenges for instructors and course designers.

html5

I’m really surprised the Horizon report didn’t highlight this as a significant development for 2012. As Peter Cashmore states:

HTML5 — the fifth iteration of the HTML standard — lets developers create richer, more interactive applications than ever. Why does this matter? As developers tire of building applications for every operating system out there — from Android to iOS to Windows Phone and beyond — HTML5 offers the opportunity to build an app once and have it work everywhere. The rise of HTML5 is bound to be accelerated by a recent revelation: Adobe is killing off Flash for mobile devices, meaning one of the primary methods of serving videos and rich applications on mobile phones is about to disappear. HTML5 will fill that gap. For us as consumers, that means richer applications and experiences on all our devices.

The end of the laptop?

Well, not quite, at least in 2012, but both Muller and Cashmore believe that for many users, tablets will replace laptops as the main form of ‘terminal’, especially considering the next trend towards cloud computing. Certainly for students, I see the laptop becoming rapidly obsolete, but for that to happen, we will need tablets with more ‘creative’ functionality than at present – and probably a large screen to which we can connect the tablet (given that I have five windows open at the moment in order to do this article).

To the cloud

The move to cloud computing will probably move faster in the business sector than in higher education in 2012, but nevertheless the trend for higher education is inevitable, because of the likely cost savings. The question is not whether HE will move to cloud computing, but how? Will we see ‘private’clouds with shared services, run by government agencies, that provide security and protection for institutions? Or will HE institutions ‘trust’ commercial cloud services? There are still legal and jurisdictional issues around privacy that are likely to slow the move to cloud computing in higher education, but over time I think these will be addressed.

Conclusions

Keep running. The technology innovation treadmill grinds on with no sign of letting up. This makes it all the more important we have strong educational criteria for making decisions about technology, as the choice continues to increase, and hence the complexity of decision-making.

But it is fun, isn’t it?

Your response?

What have I missed? Do you agree with some of the developments suggested here or are they off base? And what does this continuous development mean for educators? Over to you, readers!

 

e-learning outlook for 2012: will it be a rough ride?

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© Firehorse Blog, 2012

Another year, and online learning, e-learning, learning technologies, educational technologies, digital learning, or whatever you call it or them, will continue to grow, become more prevalent, and more a central part of teaching and learning in higher education – but exactly how and in what ways?

The general trends are not going to change much from 2011 (which I identified as course redesign, mobile learning, more multimedia, learning analytics,and shared services), but some of the specifics are becoming clearer. Below I’ve ranked my predictions in order of significance for higher education, and also given a probability rating of the prediction actually happening.

1. The year of the tablet: 99% probable

Tablets – iPads, Kindles, Aakashes (Sky), etc. – will become a regular component of teaching and learning in many institutions. This will be mostly initially in traditional classroom and lab settings, but increasingly in more mobile applications outside the campus. Why?

  • tablets are more flexible, convenient and mobile than laptops and more practical for learning activities than even smart-phones
  • most LMSs already have almost transparent mobile capacity
  • tablet prices will continue to fall with increased competition, and applications and power will continue to increase with new models in 2012
  • textbooks will increasingly become digital and the tablet will become the mobile textbook library for students
  • functionality will increase, enabling tablets to become creators as well as distributors of learning materials
  • expect to see an iPad 3 with increased functionality released in April, 2012; this will generate even more interest in tablet applications for education
  • expect to see an enormous explosion of online teaching in developing countries, as cheap tablets such as the Aakash penetrate a world hungry for low-cost Internet access.

During 2012, we will see a small but increasing number of educational applications that build on the unique affordances of tablets, rather than merely moving LMS material to a tablet.

Likely barriers to the use of tablets:

  • institutional and instructor inertia
  • possibly some concerns over cost and equitable access
  • lack of standardization (although HTML5 will ease this)

The Aakash $35 tablet

2. Learning analytics: 90% probable

Learning analytics enable easy access to data on the desktop or tablet for instructors, administrators and even students about how students are learning and the factors that appear to influence their learning. The rapid expansion of learning analytics in 2012 is probably going to be the biggest surprise for many people outside the small coterie of people currently using learning analytics. Again, this is not likely to explode in 2012, but it will gain traction quite quickly, and again, there are strong reasons behind this prediction:

  • the biggest driver is going to be appeals and accreditation. Learning analytics enable institutions (and those appealing grades) to access hard ‘evidence’ of student performance, particularly online. Institutions can demonstrate to accreditation agencies what and how students have learned through the use of learning analytics. These may not be the best reasons for using analytics, but they are a very powerful ones, especially as quality assurance boards start latching on to learning analytics.
  • LMSs will increasingly provide the software necessary as part of the standard service
  • identifying ‘at-risk’ students. There is growing evidence that at-risk students can be identified almost within the first week of a course through indicators that can be tracked through learning analytics, such as amount of activity in an online class, response to e-mails, etc. The challenge will then be to find ways of supporting at-risk students
  • tweaking teaching; learning analytics provide instructors with useful data about how and what students are learning, enabling quick changes to materials and to teaching approaches while the course is still running
  • course review and planning: learning analytics will improve the evidence for both internal and external course reviews and future course planning.

Likely barriers:

  • identifying and collecting the data in ways that are useful for decision-making
  • concerns about student privacy
  • data overload for instructors who are already busy
  • lack of integration between LMSs and other student information systems

3. Growth of open education: 70% probable (depending on definition of open education)

I find this the most difficult area to predict, because so much of what is claimed under open education is either not new or not significant in terms of how it is actually implemented. Also open education covers so many different areas, such as content, access to instructors, learner support, badges or peer-to-peer assessment, recognition of prior learning, shared resources, and on and on. So let’s try to unpack some of this:

  • ‘raw’ digital content is already nearly 100% open, but a great deal of well designed commercially-produced digital instructional materials is likely to remain closed, or at least partially covered by copyright, because of the high cost of development. Nevertheless, the trend is towards openness, especially for digital materials created with public money, and this will continue in 2012. The Obama Administration’s $2 billion fund for OERs in community colleges which will start flowing in 2012 will add an immense amount of new OERs. The challenge then will be to find models that ensure massive adoption and use of such materials in formal learning during 2012, as there are few examples to date.
  • open access to high quality (all right, highly qualified) instructors is likely to be limited to idealistic volunteers, or to limited events (e.g. a MOOC), mainly because of a mis-match between supply and demand. Too many people want access to what they may incorrectly assume to be high quality instructors at elite institutions, for instance. This is partly an institutional barrier, as institutions try to protect their ‘star’ faculty, which is why this form of openness depends largely on individual volunteers.
  • one area to watch in 2012 is whether institutions otherwise requiring high academic qualifications for entry to degree programs start opening access to learner support to the general public. This is not necessarily direct instruction, but would include counselling, awarding certificates for successful completion of open courses (such as MITx), even automated exams. There is a cost in doing this, but it is far less significant than opening up faculty to those not meeting formal entry requirements. This would be a welcome move back towards public service rather than for-profit or full cost-recovery continuing education, but is unlikely in the current economic climate.
  • qualifications for open learning. I do expect to see institutions such as the OERu, the University of the People, and possibly the Khan Academy, putting in place ‘challenge’ exams that students will pay for that will provide a qualification such as a degree. Will any of the established open universities move in this direction? This would seem an obvious move if they are to remain competitive and relevant. More importantly, will employers and conventional institutions recognize such qualifications, particularly for entrance to graduate school? In the meantime, expect to see a growth in badges, especially for informal learning.

Likely barriers:

  • lack of recognition by conventional institutions of qualifications obtained through the use of open learning (this resistance has always been there, and won’t go away quickly)
  • lack of cost-effective models for incorporating open educational resources in formal programs
  • demand from students for formal qualifications from elite or ‘closed’ institutions
  • general concerns about the quality of OERs (although I suspect this will diminish during 2012, as more and better quality OERs become available)

The OERu logo

4. Disruption in the LMS market: 60% probable

LMSs aren’t going to go away in 2012, but expect to see some major changes here. Competition has suddenly ramped up, with several new entrants such as Instructure and Pearson. I don’t think the higher education market is big enough for all the players, so expect some large changes in 2012. Your guess is as good as mine as to what these changes will be, but here are my guesses

  • either Blackboard or Desire2Learn will be acquired/absorbed by another company or will go bankrupt: it may not happen in 2012 but it is inevitable over time (I hope you have created your digital materials in an easily portable format)
  • LMSs will begin to look different, with a greater emphasis on learner control of the interface, learner input, and the ability for instructors to plug and play ‘external’ applications at will
  • continued rapid incorporation of social media, either directly or (more probably) through seamless links
  • whatever, Blackboard’s market share will continue to drop, but there is no obvious winner in sight yet; more likely is a continuation of a fragmented market

Likely barriers to the predictions coming true:

  • Blackboard’s future is secured through sale to a major IT corporation (think SAP or Microsoft), resulting in greater R&D and higher license fees
  • inertia: faculty not wanting to change and so unwilling to move to better products/designs

Instructure's Canvas is a new LMS player

5. Integration of social media into formal learning: 66% probable on a large scale

In some ways, this is more of an opening of education than a technology move. However, expect in 2012 to see many conventional universities incorporating ‘open’ blogs and wikis as an increasingly important part of formal courses. The University of British Columbia’s wiki is a good example. There are several reasons why this is going to expand rapidly in 2012:

  • once the infrastructure is in place (and it’s not difficult to do technologically), it is easy for faculty and students alike to create their own materials
  • campus wide log-in provides security and quality control so that content cannot be tampered with externally, but allows for open access to other faculty and authorized users from outside the institution
  • interaction between students and instructors and assessment remains private (within the LMS)
  • such sites gradually build centres of excellence around academic topics – especially interdisciplinary areas (take a look at The Evolution of Insect Wings at UBC)
  • topics can be developed as ‘stand-alone’ wikis that transcend a course, or as course related topics, reducing over time the need to create online course materials from scratch
  • because these are open access materials, under a Creative Commons license, materials can be accessed from a growing number of institutions worldwide as well as creating local sites.

Likely barriers

  • central IT units fearful of losing ‘control’
  • overload for faculty and students if merely added to existing course work
  • lack of consensus across the institution about infrastructure and organization

From ‘The evolution of insect wings’, UBC wiki

6. The digital university: 10% probability

Will we see an announcement from an elite university that in 2012, it will go truly ‘digital’, by starting to redesign all its programs from scratch, so as to incorporate digital learning as fully as possible? This would not be an online or distance university, nor one where digital technology is used to enhance classroom teaching, but one which by design tries to integrate the best features of online and campus-based learning.

A good place to start would be the very large first and second year foundation courses. For instance if you were starting from scratch, how would you design a science foundation course, using a combination of small study groups, inquiry-based learning, OERs, remote labs, simulations, hands-on labs, social media and ‘modern’ instructional design, focused as much on the development of intellectual skills as on the acquisition of content, within the current constraints of staffing and facilities? How could the campus best be used in such a program?

This would follow the MIT precedent of having the President and Vice-President/Provost announce this, but (unlike MIT) after full consultation with faculty and students, and the process (also unlike MIT) would extend, gradually, over time, throughout the whole university, based on trial, error and evaluation. The degree qualification would remain the same, but the teaching, and also the learning, would be vastly different.

We really need something like this if we want high quality, sustainable higher education for a mass market. Nothing would better prepare economically advanced countries for the growing competition from fast developing countries. Universities need to get ahead of the economic and technology curve, and shape it, not follow it. Such a development has to come at an institutional level, but government funding and encouragement would also be extremely helpful, as there would be a relatively high cost of change.

It’s unlikely that such an announcement will be made in 2012, because it needs a lot of advanced preparation, but at least the process could begin this year in some institutions. This of course requires leadership and commitment at a scale that has been notably lacking in most institutions and from most governments in recent years.

Likely barriers:

  • where does one begin? Probably risk: why would an elite institution risk its market competitiveness which depends more on restricted access than quality teaching?
  • the need for faculty training: this won’t succeed without a massive effort in this area
  • the high cost of start-up: this will need extra resources to enable faculty to have time to work on the design and implementation, extra training, and for communication with students, faculty, board and employers; however, there may be significant savings down the line
  • getting consensus across the institution, which would be necessary for it to work
  • faculty in elite institutions don’t care enough about teaching to go through the inevitable disruption
  • add your own…….

Using the best of online and campus

7. Watch India

I will be writing a full post on Indian e-learning later, but there are several reasons behind this prediction:

  • the Indian government’s decision to subsidize 12 million Aakash tablets at US$35 per tablet will open up online learning to a vast number of Indians (800 million) who currently have no Internet access, but who do have mobile phones
  • the Aakash deal will also put great pressure on Indian higher education institutions, who in general have been highly resistant to e-learning, to move more quickly, if they are to access additional government funding for tablets.
  • this will also stimulate India’s already burgeoning e-learning industry to produce content, programs, degrees and learner support for such students. In 2009 Researchandmarkets estimated the market size to touch $603 million by the end of calendar year 2012. The Aakash deal is likely to inflate this figure by an order of magnitude.
  • up to now, most e-learning companies in India have been marketing externally, and have focused on corporate training and informal learning, but there are signs that in 2012, the focus will be on providing e-learning products, services and programs for Indian students.
  • English is widely used in Indian post-secondary education, and the move to OERs will enable Indian institutions to move quickly into online learning with what will be perceived as quality learning materials from reputable organizations (such as MIT).

Likely barriers:

  • institutional resistance to online learning
  • costs of Internet access
  • lack of bandwidth in many rural areas
  • lack of attention paid to instructional design and learner support leading to high drop-out

© Heyday Solutions 2012

8. The great unknown: 10% probability

Lots of possible developments could really put the spanner in the works for e-learning. The biggest threat could come from the US Congress. The Stop Online Piracy Act (SOPA), also known as H.R. 3261, could have massive implications not just in the US but also across the world, given the location of servers and companies that provide critical Internet services to whom the law will apply. Other attempts to counter terrorism, or attempts by telecommunications companies to throttle access to media, or changes to copyright laws  all have possibly negative implications for online learning. Publishers are doing their best to block open access.

Technology problems could also impact e-learning, for instance, the large-scale loss of data through an LMS failure, or a major class action suit for invasion of privacy through the use of social media.

Conclusion

Despite some of the risks outlined, the overall outlook for e-learning in 2012 is generally highly favourable, with the ‘good’ developments much more likely to dominate.

Although it is difficult to be precise, the trends towards more openness, more mobility, more innovation in teaching and learning, and more powerful tools for instructors and especially students, are clear and are consistent with developments in previous years. Yes, history is on our side!

In another post, I will look particularly at individual technologies that are likely to impact on e-learning in 2012.

Questions

In the meantime, how do your predictions differ? Have I missed something important? Do you disagree with any of these predictions? How do you feel about e-learning in 2012? Over to you!

 

Vancouver showcase of online learning innovations available on video

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The Justice Institute of British Columbia and Vancouver Community College hosted an ‘online showcase’ on November 30, 2011, sponsored by the Metro Vancouver Educational Developers Network. Video recordings of each of the sessions are now available from the website.

Videos

The videos are bundled into 2 pages:

Parts 1-5:  http://www.jibc.ca/online-showcase-videos1

Parts 6-11:  http://www.jibc.ca/online-showcase-videos2

To look up a specific speaker,click here.

Comment

Once again, Tannis Morgan (JIBC) and Karen Belfer (Vancouver Community College) have pulled together a fascinating selection of innovative applications of online learning from the Greater Vancouver Lower Mainland. These kinds of presentations and sharing of experiences are extremely valuable in helping to raise the quality of online learning throughout the area through demonstration and sharing of what is possible.

This year the showcase focused on three quite different areas:

  • Mobile learning
  • Accessibility
  • Post-secondary and beyond

The showcase web site provides a good guide to what’s in the videos, and as there is almost five hours of video here, I can comment on only a small part. (Session descriptions are here)

There were extremely useful sessions for users of Moodle, both in terms of making Moodle more accessible, and making it mobile in user friendly ways (it should be noted that most of the BC post-secondary educational institutions are now using Moodle).

There was also a demonstration of how emergency services (fire, police, paramedics) are using iPads for integrating operational and ‘on-the-job training’ activities. (I was interested to learn that there is now a mobile app that will locate and alert the nearest available person in the area with CPR training and direct them to the scene of the heart attack.) Much of the material from the emergency services program at JIBC is available as OERs.

UBC has pulled together resource materials such as videos, archived samples, and graphics (some going back to 1986) to provide an integrated Virtual Soil Science web site that covers all 10 types of soil.

There were also sessions on teaching public speaking, and also cooking, online.

The student panel provided useful insights into what students liked and disliked about online learning.

Unfortunately, I was unable to attend as I was at Online Educa Berlin at the same time. However, you can often learn just as much by staying at home, as long as you have people like Tannis and Karen to bring together all the local talent. Making it available as easily accessed video also spreads the word much further. So, if you have similar showcases in your area, please share them with us.

 

E-learning in 2011: a retrospective

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‘That was the year that was, it’s over, let it go…’, as the old song says. But before it does go, let’s look back and see what happened in the world of e-learning in 2011.

First, a disclaimer. I sit here on the edge of the world, in my little office, and although I make the occasional sally into an institution of higher education, I see only a tiny fraction of what is actually going on around the world. No-one is more conscious of the problem of defining ‘reality’ as I am, especially in such a dynamic world as e-learning, where rhetoric is often far distanced from actual practice. So, no, this is not a scientific review of the year, but a personal view of events that seem significant to me looking back. (I will be doing an outlook for 2012 early in the year).

Learning management systems

LMSs had trundled on fairly quietly for nearly 15 years (apart from an aggressive but unsuccessful campaign by Blackboard to dominate the market) to the point where LMSs are now used by 95% of all post-secondary institutions in North America.

2011 though saw some dramatic developments. Blackboard moved into synchronous tools with the purchase of Elluminate and Wimba, and was itself bought by a shadowy private equity company which also gobbled up Sungard  Higher Education and Datatel, positioning itself as a totally integrated software provider for the higher education industry. Despite this, Blackboard continued to lose market share to both commercial competitors such as Desire2Learn, and to open source systems such as Moodle and Sakai.

Into this already highly competitive and fragmenting market came several new companies, the largest and most immediately threatening to Blackboard being Pearson’s Open Class. Instructure is another company with a different way of looking at learning management, and in Europe, ‘its Learning‘ has been making large gains. I have a less clear picture of what’s happening in India, but if my e-mail is anything to go by, there are several large companies offering LMSs in that continent, and looking to expand internationally.

However, not only is there more competition, but views are changing about the desired features of an LMS. In particular, there are increasing efforts by the LMS organizations to incorporate social media, to enable mobile access, and to enable institutions to make their content ‘open’ from within an LMS. Some institutions are getting sick of continuous and costly upgrades and migration, and are taking care to ensure that any content created is easily exportable so that the institution does not become platform dependent.

I think the last strategy is very wise. There are too many players in a relatively small field and someone’s going to get concussion or even completely taken out of the game. What is clear is that institutional decision-making is going to get harder, not easier. Technological change outside the LMS continues at a rapid pace. Can an LMS be all things to all people? Probably not. It will become important then not just to focus on which LMS to use, but increasingly on how one wants to teach, and what combination of tools provides that flexibility. The LMS is not going to continue as a one-stop technology for teaching, if it ever did. But nor is it going to go away, at least not for the next few years.

Course redesign

Although I have seen quite a lot of innovation in pockets and on a small scale, I have seen little over 2011 in the way of major redesign of courses. Instead, there has been a large increase in lecture capture generally. The major design development seems to be ‘flipping’, inspired by the Khan Academy. Instead of having students come to a lecture in real time, the lecture is recorded and downloaded by students at home (sometimes the instructor does not record a lecture themselves but gets students to download lectures from the Khan Academy or other open educational resource sites such as MIT), and class time is spent on discussion or small group work. This is probably an improvement (anyone have any evidence yet?) but it is not going to start a revolution.

What I was looking for in 2011 was a major breakthrough in the redesign of large lecture classes, along the lines of the NCAT course redesign project. Although Carol Twigg is soldiering bravely on, there is still a huge way to go to change the traditional large lecture class across campuses in North America and elsewhere. We continue to add bells and whistles to the horse and cart, in the form of large screens, clickers, in-class tweets, lecture capture, polling via mobile phones, and real-time access to data and news events in class via the Internet, but it’s still a horse and cart. When are we going to get a railway, never mind a high speed train?

What I have found encouraging (in the isolated pockets of innovation) is the attempt by some instructors to give power to learners, through the use of blogs, wikis and e-portfolios. to enable learners to create their own learning materials, and to share and collaborate with others. Can we move this from the early adopters though to the cautious mainstream in 2012?

Mobile learning

There has definitely been progress at an institutional level in mobile learning during 2011.  Some institutions, such as Abilene Christian, Northeastern, Stanford, Carnegie mellon and Tufts have implemented institutional strategies to make mobile learning widely available. The iPad in particular has been integrated successfully, mainly into regular classroom teaching, but also in other areas, such as clinical practice.

However, the main uses still remain mainly administrative, for student support services, and for more flexible access to standard online content. I did not find many instances of redesigning teaching to exploit the affordances of mobile learning, such as use of location, data collection in the field, interviews, etc. Nevertheless, all learning is rapidly becoming ‘mobile enabled’.

Open educational resources

There were several important developments in open educational resources in 2011. Perhaps the most noticeable was the formation of the OERu, which is attempting to combine open access to content with institutional accreditation. A growing number of institutions and individual instructors are making their online content freely accessible, and some institutions, such as the University of British Columbia, have extensive cross-institutional blogs and wikis created by instructors, students, and ‘experts’ or interested parties from outside the institution that are often linked to formal courses, but sit outside the LMS, and are open to the public.

Apart though from special cases such as OER Africa, special collections or repositories of open educational resources did not seem to me to be gaining traction in 2011. This is one area where the rhetoric seems at odds with the reality. I don’t see a lot of take-up of OERs in post-secondary institutions. There is plenty of supply and lots of ‘hits’, but it is hard to find extensive application within formal learning environments. ‘Open-ness’ is growing, but in ways that are not quite what was anticipated by the more dedicated proponents of OERs.

Yes, content is becoming more readily accessible, but what really matters to many learners is open access to and interaction with quality faculty or instructors, leading to recognized qualifications, and many institutions that proclaim the principle of open content deny open access to learners, either through too expensive tuition fees or through too rigorous entry requirements. This is the reality of limited resources.

Online learning continues to grow

Growth in enrollments in online courses was again up, by 1o%. The pace is slowing a little, but this is still impressive, given the impact of the economy and the very slow growth rate of conventional enrollments, at around 2% last year in the USA.

The rest

There were several other topics I predicted in my outlook for 2011. I will come back to learning analytics in my outlook for 2012. Otherwise shared services did not take off in 2011, as I had hoped, but I did perceive increased use of video in particular, not just in the form of lecture capture, but an increasing number of short video clips for education on YouTube. Gaming and simulations remained on the periphery, and virtual worlds almost disappeared off the e-learning radar in 2011 (except in Finland, but they live in another reality anyway!). Blended learning continues to grow, but I’m not sure what the term means anymore.

Conclusion

Slow but definite progress in online learning was made in 2011. Certainly growth continues, and there is a great deal of innovative activity around the fringes of formal courses, and especially in informal learning. The LMS and lecture capture remain though the bedrock for most online learning, and that’s not the future I’m looking for.

And I do miss Amy, a great singer. Let’s see what happens in 2012.

 

Developing an institutional strategy for mobile learning: Northeastern University

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© WiredEducator, 2011

Grush, M. (2011) Creating Your Institution’s Mobile Learning Strategy Campus Technology, December 7

If you can put up with the really irritating web advertising in this online journal, this article provides a useful description of Northeastern University‘s mobile learning strategy. The main message: link mobile learning to the broader academic goals and priorities (such as, in Northeastern’s case, its focus on experiential learning.) It’s mainly about integrating the iPad into more traditional teaching.

The article also provide useful links to other institutions’ mobile strategies, e.g. Abilene Christian, Duke, Carnegie Mellon, Tufts and Stanford. If you don’t have an institutional strategy yet, these provide some good ‘benchmarks’ to follow.

See also Mobile Learning at Northeastern, their web site on mobile learning.