The NMC Horizon Report is an unbiased source of information that helps education leaders, trustees, policymakers, and others easily understand the impact of key emerging technologies on education, and whenthey are likely to enter mainstream use.
1Contents > Click on a topic or page number to jump to that page.Executive Summary 3Key Trends 7Significant Challenges 9Time-to-Adoption Horizon: One Year or Less> Massively Open Online Courses 11> Tablet Computing 15Time-to-Adoption Horizon: Two to Three Years > Games and Gamification 20> Learning Analytics 24 Time-to-Adoption Horizon: Four to Five Years> 3D Printing 28 > Wearable Technology 32 The NMC Horizon Project 36 Methodology 38 The NMC Horizon Project: 2013 Higher Education Edition Advisory Board 40 Interested in these emerging technology topics? Learn more about them and other edtech insights by “liking” us onFacebook at facebook.com/newmediaconsortium and following us on Twitter at twitter.com/nmcorg.
3Executive SummaryW elcome to the NMC Horizon Report, a The report opens with a discussion of the trends and series of publications designed to help challenges identified by the advisory board as most education leaders, policy makers, and important for the next five years. The main section faculty understand new and emerging highlights six promising technological areas and their technologies, and their potential impact on practical, real-world applications in higher educationteaching, learning, and research. This specific volume, settings. Each section is introduced with an overviewthe NMC Horizon Report: 2013 Higher Education Edition,is framed specifically around the unique needs andcircumstances of higher education institutions, andlooks at that landscape with a global lens over the next The NMC Horizon Report: 2013five years. Higher Education Edition is framedThe internationally recognized NMC Horizon Reportseries and regional NMC Technology Outlooks are part specifically around the uniqueof the NMC Horizon Project, a comprehensive researchventure established in 2002 that identifies and describes needs and circumstances of higheremerging technologies likely to have a large impact overthe coming five years in education around the globe. education institutions.Since 2005, this particular edition has been produced that defines the topic, followed by a discussion of thevia a collaborative effort with the EDUCAUSE Learning particular relevance of the topic to teaching, learning,Initiative, and examines emerging technologies for their and creative inquiry in higher education. Next, severalpotential impact on teaching, learning, and creative concrete examples are provided that demonstrateinquiry within the higher education environment. how the technology is being used. Finally, each section closes with an annotated list of suggested readings thatTo create the report, an international body of experts in expand on the discussion in the report.education, technology, and other fields was convenedas an advisory board. The group engaged in discussions These resources, along with countless other helpfularound a set of research questions intended to surface projects and readings, can all be found in the project’ssignificant trends and challenges and to identify a open content database — the NMC Horizon Projectwide array of potential technologies for the report. This Navigator (navigator.nmc.org). All the ephemera ofdialog was enriched by an extensive range of resources, the NMC Horizon Report: 2013 Higher Education Edition,current research, and practice that drew on the expertise including the research data, the interim results, theof both the NMC community and the communities of topic preview, and this publication, can be downloadedthe members of the advisory board. These interactions for free on the NMC website (nmc.org), as well as iTunesamong the advisory board are the focus of the NMC U (go.nmc.org/itunes-u).Horizon Report research, and this report details the areasin which these experts were in strong agreement. Each of the three global editions of the NMC Horizon Report — higher education, K-12 education, and museum
4 NMC Horizon Report: 2013 Higher Education Edition education — highlights six emerging technologies or option for online learning that often promise free, high practices that are likely to enter mainstream use in their quality education, though media attention surrounding focus sectors within three adoption horizons over the this category has prompted critics to examine the most next five years. Key trends and significant challenges prominent models very closely. Tablets have proven to that will affect current practice over the same period be a solid fit with today’s always-connected university frame these discussions. Over the course of just a few students, and the recent expansion of the tablet market is presenting them with a wide array of affordable options.Tablets are proving to be powerful > Massively open online courses have received theirtools for learning inside and outside fair share of hype in 2012, and are expected to grow in number and influence within the next year. Big nameof the classroom. providers including Coursera, edX, and Udacity count hundreds of thousands of enrolled students, totals weeks in the early winter of 2012, the advisory board that when added together illustrate their popularity. came to a consensus about the six topics that appear One of the most appealing promises of MOOCs is that here in the NMC Horizon Report: 2013 Higher Education they offer the possibility for continued, advanced Edition. The examples and readings under each topic learning at zero cost, allowing students, life-long are meant to provide practical models as well as access learners, and professionals to acquire new skills and to more detailed information. The precise research improve their knowledge and employability. MOOCs methodology employed is detailed in the closing have enjoyed one of the fastest uptakes ever seen section of this report. in higher education, with literally hundreds of new entrants in the last year; critics loudly warn that there Technologies to Watch is a need to examine these new approaches through The six technologies featured in the NMC Horizon a critical lens to ensure they are effective and evolve Report: 2013 Higher Education Edition are placed along past the traditional lecture-style pedagogies. three adoption horizons that indicate likely timeframes for their entrance into mainstream use for teaching, > Tablet computing has carved its own niche in learning, and creative inquiry. The near-term horizon education as a portable and always-connected family assumes the likelihood of entry into the mainstream of devices that can be used in almost any setting. for higher education institutions within the next 12 Equipped with WiFi and cellular network connectivity, months; the mid-term horizon, within two to three years; high-resolution screens, and with a wealth of mobile and the far-term, within four to five years. It should be apps available, tablets are proving to be powerful tools noted at the outset that the NMC Horizon Report is not a for learning inside and outside of the classroom. Many predictive tool. It is meant, rather, to highlight emerging universities have already designed software for tablets technologies with considerable potential for our focus along with best practice guidelines for educators and areas of education and interpretation. Each of the six students. With more major manufacturers producing is already the target of work at a number of innovative tablets all the time, the competition in the tablet organizations around the world, and the projects we computing market is a significant driver of innovation. showcase here reveal the promise of a wider impact. As the market matures, students and institutions can expect a rich and growing array of features from these Near-term horizon small devices. On the near-term horizon — that is, within the next 12 months — massively open online courses (MOOCs) and Mid-term horizon tablet computing will see widespread adoption in higher The second adoption horizon, two to three years out, is education. MOOCs have become an increasingly popular where we expect to see widespread adoptions of two
Executive Summary 5technologies that are experiencing growing interest advertisements and offers to customers. Universitieswithin higher education: games and gamification, and are already employing analytics software to make thethe further refinement of learning analytics. Games in advising process more efficient and accurate, whilehigher education aim to engage students, providing researchers are developing mobile software to coachthem with digitally enhanced scenarios that challenge students toward productive behaviors and habitstheir understanding of new concepts in their field. that will lead to their success.The topic has been expanded this year to includegamification and how elements of game design are Far-term horizoninforming curricula. Learning analytics is a burgeoning On the far-term horizon, set at four to five years awaybody of work rooted in the study of big data, which from widespread adoption, are 3D printing and wearableaims to use analytic techniques common in businesses technology. 3D printing provides a more accessible, lessto gain insights about student behavior and learning. expensive, desktop alternative to industrial forms ofInformation derived from learning analytics can inform rapid prototyping. Many of the discussions surroundinginstructional practice in real time, as well as aid in the 3D printers stem from the Maker culture, an enthuseddesign of course management systems that personalize community of designers, programmers, and otherseducation. that bring a do-it-yourself approach to science and engineering. Wearable technology, making its first> Games and gamification are two sides of the appearance in the NMC Horizon Report series, refers same approach. Educational games immerse the to the integration of devices and related electronics student in the game, where content and curricula into clothing and accessories. A growing collection of are delivered or juxtaposed. Gamification aims to wearable technology has appeared in the marketplace, incorporate elements of games, such as levels and and collectively hints at the potential for teaching badges (but also via quests and other strategies) and learning, though there are not yet many concrete into non-game activities. In gamified curricula, education examples. students can accumulate points or other rewards by accepting different challenges, and often have > 3D printing has become much more affordable more freedom in choosing what kind of assignments and accessible in recent years in large part due to they undertake to earn them. Badging or ranking the efforts of MakerBot Industries. Founded in 2009, systems serve to recognize student achievements, this company has promoted the idea of openness and the transparency of student progress inspires by offering products that can be built by anyone competition that can drive more interest in the with minimal technical expertise. With MakerBot material among students. Replicators selling in the range of $1,500 to $3,000, it now only requires a small financial investment to> Learning analytics is the field associated with own a 3D printer. Websites including Thingiverse deciphering trends and patterns from educational offer source files that anyone can use to print objects big data, or huge sets of student-related data, without original designs. In an educational context, to further the advancement of a personalized, 3D printing is already implemented in a number of supportive system of higher education. Preliminary research and lab settings. Over the next four to five uses of student data were directed toward targeting years, 3D printers will be increasingly used in the arts, at-risk learners in order to improve student retention. design, manufacturing, and the sciences to create 3D The widespread adoption of learning and course models that illustrate complex concepts or illuminate management systems has refined the outcomes of novel ideas, designs, and even chemical and organic learning analytics to look at students more precisely. molecules. Student-specific data can now be used to customize online course platforms and suggest resources to > Wearable technology will increase in impact as students in the same way that businesses tailor enabling technologies, such as augmented reality
6 NMC Horizon Report: 2013 Higher Education Edition and thin film displays, gain traction in the consumer and the challenges institutions will need to address if market. Bendable OLED displays can wrap around the technologies are to reach their potential, also reflect furniture and other curved surfaces, which makes it the advisory board’s perspective, and are the focus of easy to imagine computing devices and accessories the next sections of the NMC Horizon Report: 2013 Higher that meld with the human body. Perhaps the most Education Edition, where each is detailed in the context anticipated wearable technology is Google’s “Project of teaching, learning, and creative inquiry.Student-specific data can now beused to customize online courseplatforms and suggest resourcesto students in the same way thatbusinesses tailor advertisementsand offers to customers. Glass,” augmented reality enabled glasses that operate via voice command, presenting the wearer with an information-laden view of their surroundings. Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise. Each of these technologies is described in detail in the main body of the report, where a discussion of what the technology is and why it is relevant to teaching, learning, or creative inquiry can also be found. Our research indicates that all six of these technologies are already having a clear and immediate impact on practices in higher education, and this report aims to document that in a simple and compelling fashion. The advisory board of 51 technology experts spanned 13 countries this year, and their names are listed at the end of this report. Despite their diverse backgrounds and experience, they share a consensus view that each of the profiled topics will have a significant impact on higher education around the globe over the next five years. The key trends driving interest in their adoption,
7Key TrendsT he technologies featured in each edition of the of senior administrators and trustees like few other NMC Horizon Report are embedded within a educational innovations have. High profile offerings contemporary context that reflects the realities of are being assembled under the banner of institutional our time, both in the sphere of higher education efforts like edX, and large-scale collaborations like and in the world at large. To ensure this context Coursera and the Code Academy. As the ideas evolve,was well understood, the advisory board engaged in an MOOCs are increasingly seen as a very intriguingextensive review of current articles, interviews, papers, alternative to credit-based instruction. The prospectand new research to identify and rank trends that are of a single course achieving enrollments in the tens ofcurrently affecting teaching, learning, and creative thousands is bringing serious conversations on topicsinquiry in higher education. Once detailed, the initial list like micro-credit to the highest levels of institutionalof dozens of trends was then ranked according to how leadership.significant each was likely to be for higher education inthe next five years. The highest ranked of those trendshad significant agreement among the advisory boardmembers, who considered them to be key drivers of 3 The workforce demands skills from college graduates that are more often acquired from informal learning experiences than in universities.educational technology adoptions for the period 2013 Informal learning generally refers to any learning thatthrough 2018. They are listed here in the order in which takes place outside of a formal school setting, but a morethe advisory board ranked them. practical definition may be learning that is self-directed and aligns with the student’s own personal learning1 Openness — concepts like open content, open data, and open resources, along with notionsof transparency and easy access to data and goals. Employers have specific expectations for new hires, including communication and critical thinking skills — talents that are often acquired or enhancedinformation — is becoming a value. As authoritative through informal learning. Online or other modernsources lose their importance, there is need for more environments are trying to leverage both formal andcuration and other forms of validation to generate informal learning experiences by giving studentsmeaning in information and media. “Open” continues traditional assignments, such as textbook readings andits diffusion as a buzzword in education, and it is paper writing, in addition to allowing for more open-increasingly important to understand the definition. ended, unstructured time where they are encouragedOften mistakenly equated only with “free,” open to experiment, play, and explore topics based on theireducation advocates are working towards a common own motivations. This type of learning will becomevision that defines “open” as free, copyable, remixable, increasingly important in learning environments of alland without any barriers to access or interaction. kinds.2 Massively open online courses are being widely explored as alternatives and supplements totraditional university courses. Led by the successful 4 There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement. Asearly experiments of world-class institutions (like MIT learners participate in online activities, they leave a clearand Stanford), MOOCs have captured the imagination trail of analytics data that can be mined for insights.
8 NMC Horizon Report: 2013 Higher Education Edition Learning analytics experiments and demonstration opportunities for increased collaboration while projects are currently examining ways to use data for equipping students with stronger digital skills. Hybrid enrichment. Dashboards filter this information so that models, when designed and implemented successfully, student progress can be monitored in real time. As the enable students to travel to campus for some activities, field of learning analytics matures, the hope is that while using the network for others, taking advantage of this information will enable continual improvement of the best of both environments. learning outcomes. 5 The role of educators continues to change due to the vast resources that are accessible to students via the Internet. Institutions are now faced with a critical shift as students engage in more informal learning outside of the classroom, and are using always-As authoritative sources losetheir importance, there is need formore curation and other forms ofvalidation to generate meaning ininformation and media. connected devices to surf the web, download apps, and read articles. Educating learners on how to decipher credible resources and aggregate content has become imperative, and there is a need for university educators to fulfill the position of content guide. The emergence of MOOCs, open content, and free online seminars also raises the question of who is considered the expert. Educators are providing mentorship and connecting students with the most effective forums and tools to navigate their areas of study. 6 Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information — often via their social networks. Institutions that embrace face-to-face/online hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. Online learning environments can offer different affordances than physical campuses, including
9Significant ChallengesA ny discussion of technology adoption must also they are limiting their students by not helping them to consider important constraints and challenges. develop and use digital media literacy skills across the The advisory board drew deeply from a careful curriculum, the lack of formal training is being offset analysis of current events, papers, articles, through professional development or informal learning, and similar sources, as well as from personal but we are far from seeing digital media literacy as aexperience, in detailing a long list of challengeshigher education institutions face in adopting anynew technology. Several important challenges areexplained below, but it was clear that behind them all Simply capitalizing on newwas a pervasive sense that individual organizationalconstraints are likely the most important factors in technology is not enough; the newany decision to adopt — or not to adopt — a giventechnology. models must use these tools andEven institutions that are eager to adopt new services to engage students on atechnologies may be critically constrained by thelack of necessary human resources and the financial deeper level.wherewithal to realize their ideas. Still others are norm. This challenge is exacerbated by the fact thatlocated within buildings that simply were not designed digital literacy is less about tools and more aboutto provide the radio frequency transparency that thinking, and thus skills and standards based on toolswireless technologies require, and thus find themselves and platforms have proven to be somewhat ephemeral.shut out of many potential technology options. Whileacknowledging that local barriers to technologyadoptions are many and significant, the advisory boardfocused its discussions on challenges that are common 2 The emergence of new scholarly forms of authoring, publishing, and researching outpace sufficient and scalable modes of assessment.to the higher education community as a whole. The Traditional approaches to scholarly evaluation such ashighest ranked challenges they identified are listed citation-based metrics, for example, are often hard tohere, in the order in which the advisory board ranked apply to research that is disseminated or conducted viathem. social media. New forms of peer review and approval, such as reader ratings, inclusion in and mention by1 Faculty training still does not acknowledge the fact that digital media literacy continues its risein importance as a key skill in every discipline and influential blogs, tagging, incoming links, and re- tweeting, are arising from the natural actions of the global community of educators with increasinglyprofession. Despite the widespread agreement on relevant and interesting results. These forms ofthe importance of digital media literacy, training in scholarly corroboration are not yet well understoodthe supporting skills and techniques is rare in teacher by mainstream faculty and academic decision makers,education and non-existent in the preparation of creating a gap between what is possible and what isfaculty. As lecturers and professors begin to realize that acceptable.
10 NMC Horizon Report: 2013 Higher Education Edition3 Too often it is education’s own processes and practices that limit broader uptake of newtechnologies. Much resistance to change is simply 6 Most academics are not using new technologies for learning and teaching, nor for organizing their own research. Many researchers have notcomfort with the status quo, but in other cases, such as had training in basic digitally supported teachingin promotion and tenure reviews, experimentation or techniques, and most do not participate in the sortsinnovative applications of technologies are often seen of professional development opportunities that wouldas outside the role of researcher or scientist, and thus provide them. This is due to several factors, including adiscouraged. Changing these processes will require lack of time and a lack of expectations that they should.major shifts in attitudes as much as they will in policy. Many think a cultural shift will be required before we see widespread use of more innovative organizational4 The demand for personalized learning is not adequately supported by current technologyor practices. The increasing demand for education technology. Some educators are simply apprehensive about working with new technologies, as they fear the tools and devices have become more of a focus than thethat is customized to each student’s unique needs is learning. Adoption of progressive pedagogies, however,driving the development of new technologies that is often enabled through the exploration of emergingprovide more learner choice and control and allow for technologies, and thus a change in attitude amongdifferentiated instruction. It has become clear that one- academics is imperative.size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology These trends and challenges are a reflection of thecan and should support individual choices about impact of technology that is occurring in almost everyaccess to materials and expertise, amount and type aspect of our lives. They are indicative of the changingof educational content, and methods of teaching. The nature of the way we communicate, access information,biggest barrier to personalized learning, however, is connect with peers and colleagues, learn, and eventhat scientific, data-driven approaches to effectively socialize. Taken together, they provided the advisoryfacilitate personalization have only recently begun to board a frame through which to consider the potentialemerge; learning analytics, for example, is still in the impacts of nearly 50 emerging technologies and relatedvery nascent stage of implementation and adoption practices that were analyzed and discussed for possiblewithin higher education. inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive5 New models of education are bringing unprecedented competition to the traditionalmodels of higher education. Across the board, rounds of ranking; they are detailed in the main body of the report.institutions are looking for ways to provide a high qualityof service and more learning opportunities. MOOCs areat the forefront of these discussions, enabling studentsto supplement their education and experiences at brick-and-mortar institutions with increasingly rich, and oftenfree, online offerings. As these new platforms emerge,however, there is a need to frankly evaluate the modelsand determine how to best support collaboration,interaction, and assessment at scale. Simply capitalizingon new technology is not enough; the new modelsmust use these tools and services to engage studentson a deeper level.
11Massively Open Online CoursesTime-to-Adoption Horizon: One Year or LessW hen Stephen Downes and George Siemens past year, MOOCs have gained public awareness with coined the term in 2008, massively a ferocity not seen in some time. World-renowned open online courses (MOOCs) were universities, including MIT (edX) and Stanford conceptualized as the next evolution of (Coursera), as well as innovative start-ups such as networked learning. The essence of the Udacity jumped into the marketplace with hugeoriginal MOOC concept was a web course that people splashes, and have garnered a tremendous amount ofcould take from anywhere across the world, with attention — and imitation. Designed to provide highpotentially thousands of participants. The basis of quality, online learning at scale to people regardless ofthis concept is an expansive and diverse set of content, their location or educational background, MOOCs havecontributed by a variety of experts, educators, and been met with enthusiasm because of their potential toinstructors in a specific field, and aggregated into reach a previously unimaginable number of learners.a central repository, such as a web site. What made The notion of thousands and even tens of thousandsthis content set especially unique is that it could of students participating in a single course, working atbe “remixed” — the materials were not necessarily their own pace, relying on their own style of learning,designed to go together but became associated with and assessing each other’s progress has changed theeach other through the MOOC. A key component of landscape of online learning.the original vision is that all course materials andthe course itself were open source and free — with A number of respected thought leaders believe thatthe door left open for a fee if a participant taking the the current manifestation of MOOCs has significantlycourse wanted university credit to be transcripted for deviated from the initial premise outlined by Georgethe work. Since those early days, interest in MOOCs Siemens and Stephen Downes in 2008, when theyhas evolved at an unprecedented pace, fueled by the pioneered the first courses in Canada. They envisionedattention given to high profile entrants like Coursera, MOOCs as ecosystems of connectivism — a pedagogyUdacity, and edX in the popular press. In these new in which knowledge is not a destination but an ongoingexamples, “open” does not necessarily refer to open activity, fueled by the relationships people build andcontent or even open access, but only equates to “no the deep discussions catalyzed within the MOOC.charge.” Ultimately, many challenges remain to be That model emphasizes knowledge production overresolved in supporting learning at scale. The most consumption, and new knowledge generated helpedcompelling aspect of the proliferation of MOOCs is to sustain and evolve the MOOC environment.that it is helping frame important discussions aboutonline learning that simply could not have taken place Despite these philosophical distinctions among MOOCbefore the advent of actual experiments in learning at implementations, one aspect that both early andscale. contemporary MOOCs have in common is that they leverage a multitude of emerging pedagogies andOverview tools, including blended learning, open educationalThe term “massively open online course” was hardly resources, and crowd-sourced interaction. Thea thought bubble during the discussions for the NMC technologies that enable the workflow of MOOCs varyHorizon Report: 2012 Higher Education Edition. Over the in different models, but the common thread is that
12 NMC Horizon Report: 2013 Higher Education Edition these sorts of tools are readily available and easy to connectivism outlined by Siemens and Downes. Indeed, use. MOOCs draw upon cloud-based services such as the content on each of the major sites is not “open,” as WikiSpaces, YouTube, and Google Hangouts, among pervasive copyright notices make clear. many others, to foster discussions, create and share videos, and engage in all the other activities that have As massively open online courses continue their high- become essential to teaching and learning in a modern speed trajectory in the near-term horizon, there is a online learning environment. great need for reflection that includes frank discussions about what a sustainable, successful model looks like. Although there are clear differences among the major Some experts believe that the pace at which MOOCs MOOC projects, it is important to note that their basic are developing is too rapid for genuine analysis; others pedagogical approaches are very similar. For Coursera, maintain that they are not as disruptive of a technology edX, and Udacity — the three major players in the as initially touted. Time will settle those questions, MOOC space — course materials are located in a hub or but there is no doubt that MOOCs have already had central repository and they all use automated software a significant influence on the future course of online to assess student performance through quizzes and learning, and deserve close attention, study, and homework assignments. The social structures of the continued experimentation. major MOOC projects are also similar, with students participating in online forums, study groups, and in the Relevance for Teaching, Learning, or Creative Inquiry “Free” has played a major role in the rise of massivelyWhile extremely promising, current open online courses, though institutions are brainstorming ways to monetize them, such as chargingMOOC models still largely mirror for special certifications. Last year, the Federal Reserve Bank of New York reported that Americans owe overtraditional lecture formats. $900 billion in student loans, yet 40% of students enrolled at four-year universities do not get their degree case of Coursera and Udacity, organized student meet- in under six years. Furthermore, there is a growing ups. Content-wise, Coursera emphasizes video, with chorus of students expressing frustration about what students watching recorded lectures from field experts they are actually getting — and not getting — out of as the main substance of the courses. At the time of higher education for their money. publication, Coursera had over two million students enrolled in 200 courses, while edX and Udacity have In many current models, massively open online courses reached around 500,000 students, across 23 courses present opportunities for learners to freely experiment and 19 courses, respectively. with a variety of subjects and acquire new skills that may not be associated with a degree plan at brick-and- While extremely promising, current MOOC models still mortar institutions. An English major, for example, could largely mirror traditional lecture formats. Coursera, enroll in an edX course on the foundations of computer for example, is centered around video lectures led by graphics or circuits and electronics. In other words, renowned educators from prestigious universities in learners are not stuck on a single pathway. popular areas such as microeconomics and artificial intelligence. Students watch these videos and Related advances in both classroom and online learning demonstrate what they have learned via quizzes and are emphasizing personalized learning, and if massively papers. Although the quality of the video and related open online courses could both scale globally and yet content provided is high, this delivery model is very cater to individual learning styles, it would be a very much based in traditional models of instruction, exciting combination. In their current forms, MOOCs and does not include the notions of openness and already allow learners of all ages, incomes, and levels
Time-to-Adoption Horizon: One Year or Less 13of education to participate in a wide array of courses become more effective consumers and producers ofwithout being enrolled at a physical institution. The alphabetic, visual, and multimodal texts. OSU facultymost effective MOOCs make creative use of a variety members have developed the Writers Exchange,of educational strategies and frequently leverage an idea-networking website to support the course:multimedia to demonstrate complex subjects. One go.nmc.org/osu.recent entrant in Spain, unX, has integrated badgesas a way to reward learners for their participation and Massively Open Online Courses inconcept mastery. Practice The following links provide examples of massively openAs MOOC projects proliferate, the hope is that they will online courses in use in higher education settings:invent new innovative and informal ways for learnersto demonstrate their knowledge at scale. Peer review Caltech’s Learning from Datasystems, student gurus, badges, and other forms of go.nmc.org/caltechassessment are currently being explored, but there is no The California Institute of Technology piloted thereal verdict yet on what is most effective. To continue to “Learning from Data” MOOC in April 2012. The firstgain traction, MOOCs will need to strike a fine balance offering included live streaming and real-time Q&Abetween automating the assessment process while sessions with the participants, along with automateddelivering personalized, authentic learning opportunities. grading and discussion forums. Since then, it has been offered four times, with over 100,000 enrolled students.A sampling of applications of massively open onlinecourses across disciplines includes the following: Games MOOC go.nmc.org/gamesmooc> Music. In the spring of 2013, Indiana University- The Games MOOC is a community site woven around Purdue University Indianapolis and the Purdue a series of three courses about the use of games in University Department of Music and Arts Technology education, including traditional games, massively will offer a new MOOC, “Music for the Listener,” that can multiplayer online role-playing games, game-based be converted into credit. The six-week course covers learning, and immersive environments. The first courses the music of western civilization from 600 AD to the were piloted in the fall of 2012. present. The learning environment is being delivered through Course Networking, with full translation Google’s Open Course Builder features, rich media, and social networking tools: go.nmc.org/googco go.nmc.org/thecn. Google created an open course builder and its first massive open online course, “Power Searching with> Physics. A MOOC called “Landmarks in Physics” Google.” It drew 150,000 students, and helped sharpen delivered through Udacity was created by an MIT their Internet search skills. graduate who filmed in Italy, the Netherlands, and England to create a virtual tour that explains the Open Course for Educators (Career and Technical basic concepts of physics at the sites of important Education 230: Instructional Technology) discoveries in our history: go.nmc.org/phy. go.nmc.org/opecou This Maricopa Community Colleges’ course stems from a> Writing and Composition. The Gates Foundation National Science Foundation-funded project to increase awarded a grant to Ohio State University to design the ability of STEM teachers to collaboratively learn and a MOOC for Coursera. This course will engage apply STEM skills using information and communication participants as writers, reviewers, and editors in a technology. Participating educators acquire knowledge series of interactive reading, composing, and research and skills using Canvas and 3D Game Lab learning activities with assignments designed to help them management systems, and Google+ Community.
14 NMC Horizon Report: 2013 Higher Education EditionUMW’s Digital Storytelling 106 be too quick to launch insufficient models. As a result,go.nmc.org/ds106 many MOOCs are not addressing critical pedagogicalAnyone can take this online digital storytelling course issues, in addition to interactivity and customization.at University of Mary Washington (UMW), one of thefew that adhere to the original connectivist notion of a MOOCs and Moneymassive online course, but only students registered at go.nmc.org/moneythe university can receive credit. For the past couple (Matt Greenfield, Education Week, 1 October 2012.)years, it has also been taught at several other institutions. MOOCs have some possible monetizing strategies thatUMW is currently exploring how to give credit to other can work as long as they continue to attract millions ofstate college students as well as incoming high school students. The author argues that many current studentsstudents. are attracted to MOOCs out of curiosity, and ponders whether enrollment numbers will continue to be highunX over the next few years.go.nmc.org/csevunxThe Centro Superior para la Enseñanza Virtual is The Single Most Important Experiment in Higherencouraging MOOC enrollment to Latin American Educationcommunities through a Spanish platform called unX. go.nmc.org/singleThe model includes many interactive features along (Jordan Weissmann, The Atlantic, 18 July 2012.) Thiswith a digital badging system. article discusses Coursera’s new partnerships with several other universities. One school, the University ofFor Further Reading Washington, is giving credit for its Coursera courses. TheThe following articles and resources are recommended funding from all these new universities will allow thefor those who wish to learn more about massively open company to blossom as a market for learning.online courses: xED BookCollege Is Dead. Long Live College! go.nmc.org/xedgo.nmc.org/ylazv (Dave Cormier, George Siemens, and Bonnie Stewart,(Amanda Ripley, TIME, 18 October 2012.) When the Accessed 2 January 2013.) George Siemens and twoPakistani government shut down access to YouTube in education researchers are writing a book that willSeptember 2012, an 11-year old girl connected with U.S. discuss how the Internet is restructuring knowledgestudents and found a solution to continue her online and the implications for MOOCs. They are currentlystudies using Udacity. chronicling their ideas on this site.How ‘Open’ Are MOOCs? The Year of the MOOCgo.nmc.org/ope go.nmc.org/moo(Steve Kolowich, Inside Higher Ed, 8 November 2012.) (Laura Pappano, The New York Times, 2 November 2012.)This article explores several misunderstandings in Over the past year, MOOC development has becomethe way many chief academic officers view massively a major trend. This article examines the current higheropen online courses and their potential to supplement education institutions and organizations offeringtraditional university classes. MOOCs, discussing their strategies and the challenges each are facing.Jump Off the Coursera Bandwagongo.nmc.org/cou(Doug Guthrie, The Chronicle of Higher Education,17 December 2012.) This author observes that asuniversities rush to deliver online education, they may
15Tablet ComputingTime-to-Adoption Horizon: One Year or LessI n the past two years, advances in tablets have experience convenient, vibrant, and shareable. On captured the imagination of educators around the these always-connected devices, several people could world. This category is led by the incredible success sit down together and easily watch the same movie and of the iPad, which at the time of publication had study the same images. sold more than 85 million units and is predicted byGigaOM to sell over 377 million units by 2016. Other Tablet computing continues to capture the immediatesimilar devices such as the Samsung Galaxy Nexus, focus of technology adopters, as it has for the past year.Kindle Fire, the Nook, Sony’s Tablet S, and the Microsoft In the early months of 2012, the category was new, andSurface have also entered this rapidly growing the focus was on the early entrant, the iPad, as theremarket. In the process, the tablet (a device that does were no viable competitors in the marketplace yet. Nownot require a mouse or keyboard) has come to beviewed as a new technology in its own right, one thatblends features of laptops, smartphones, and earliertablet computers with always-connected Internet Tablets have gained traction inand thousands of apps with which to personalize theexperience. As these new devices have become more education because users canused and understood, it has become even clearer thatthey are independent and distinct from other mobile seamlessly load sets of appsdevices such as smartphones, e-readers, or tablet PCs.With significantly larger screens and richer gesture- and content of their choosing,based interfaces than their smartphone predecessors— and a growing and ever more competitive market making the tablet itself a portable— they are ideal tools for sharing content, videos,images, and presentations because they are easy personalized learning environment.for anyone to use, visually compelling, and highly the tablet market is very different, with a wide range ofportable. Tablets have gained traction in education solid alternatives, operating systems, and form factors,because users can seamlessly load sets of apps and and there is real competition in the market for the firstcontent of their choosing, making the tablet itself a time.portable personalized learning environment. According to a recent report from the web analyticsOverview firm, Chitika, Internet traffic from the iPad droppedWhen the Apple iPad was released in 2010, a new over 7% in late December 2012 (go.nmc.org/chiki)category of mobile device was born, distinct from from its share of 86% of all tablet traffic. This decline issmartphones, ultra-small laptops, e-readers, and other the result of emergent new competitors in the tabletkinds of portable devices. Suddenly people had the scene, including the Kindle Fire, Samsung Galaxy,ability to download and read books, watch videos, Google Nexus, and the Microsoft Surface — all of whichlearn foreign languages, and much more — all through enjoyed increased web traffic shares at the end of thea large, high-resolution touchscreen that made the year. Nexus traffic saw a 135% increase in July 2012
16 NMC Horizon Report: 2013 Higher Education Edition alone. Consumers now have a growing array of choices ways to access live and archived video content. Real- in the tablet market, though the iPad still sets the pace time two-way video calls, pioneered with FaceTime, for the category, and continues to hold its solid position are now common. Cameras have added capabilities, at the top. sharper images, and higher resolution — and social media enhancements have made sharing video and Mobile apps continue to push the capabilities of these pictures very simple. Fast, easy email, web browsers, devices, and hundreds of thousands of specialized apps and rich, full-featured game platforms are all everyday are available to extend the functionality of tablets, tools on the new devices. It is increasingly clear that integrating features including location awareness, tablets are not a new kind of lightweight laptop, but network connections, and other built-in sensors, such rather a completely new technology. as accelerometers. The larger screen real estate allows for more detailed interfaces or viewing area than Relevance for Teaching, Learning, or smartphones. Apps range from games to banking Creative Inquiry services that allow users to check their credit card The rising popularity of tablets in higher education balances to science and art apps that enable users to is partly the product of campuses across the world embracing the BYOD (bring your own device) movement. It is so easy for students to carry tablets from class toIt is increasingly clear that tablets class, using them to seamlessly access their textbooks and other course materials as needed, that schools andare not a new kind of lightweight universities are rethinking the need for computer labs, or even personal laptops. A student’s choice of apps forlaptop, but rather a completely new his or her tablet makes it easy to build a personalized learning environment, with all the resources, tools, andtechnology. other materials they need on a single device, and with most tablets, the Internet is woven into almost every explore outer space, the Louvre, and many other places aspect of it. that they may not ever get to see in person in their lifetimes. It is this transformative nature of apps that has Productivity apps, including Cheddar, TagMyDoc, helped tablets become popular and powerful tools in Dropbox and many more (go.nmc.org/wiwip) enable higher education. learners to take and share notes, create to-do lists, store all of their files, and organize their academic schedules. Extremely portable, tablets have become significant The advent of services such as iBooks Author is also distribution points for magazines and e-books, with helping universities formulate strategies for textbooks major retailers including Amazon revealing that their and reading assignments. The Learning Studio at e-books outperform their print books. In December Abilene Christian University, for example, worked with 2012, Newsweek ended 80 years as a print publication, key faculty to develop prototypes of learning resources and went completely digital, largely as a result of the in iBooks Author. The process helped identify strategic compelling experience that tablet devices bring to the opportunities in multi-touch books as next-generation magazine and periodical market. textbooks (go.nmc.org/aculs). Screen resolution in tablets improved significantly in In higher education, it is now a bit of an anomaly for the last year, and ultra-high resolution displays such a university to be without its own branded tablet app as Apple’s Retina Display and Nexus’ high-resolution that integrates features like campus maps, access to display are more common. As a result, any app using grades, university news, and more. Having an app in the rich media has benefited. High-definition video is the iTunes and Android marketplace has become essential norm, and video providers have stepped up with myriad to the recruiting process, to better orient students
Time-to-Adoption Horizon: One Year or Less 17to their surroundings, and alert them to campus and is sharing their findings and resources as they go,opportunities. Some universities, such as Missouri State, via a special website (go.nmc.org/geisel).have incorporated their iTunes U catalogs in the app,making it easy to download video lectures and other Where one-to-one learning is not yet possible, manycourse materials on-the-go. As tablets face imminent institutions, including the Community College ofwidespread adoption, higher education institutions are Aurora in Colorado, the University of Richmond, andequipping students with the skills to develop content the University of South Carolina, have also made tabletsfor them. Carnegie Mellon University, for example, now available via check-out systems to students who mayoffers a course on the art of iPad programming (go.nmc. not have one, in which students can borrow tabletsorg/icmu). to do coursework that is specifically designed to be completed with the devices.Mobile apps are also tightly integrated with socialnetworks, making tablets effective tools for collaborating With their growing number of features, tablets giveand sharing. Many note-taking and annotation apps traction to other educational technologies — fromenable users to immediately email content to peers or facilitating the real-time data mining needed to supportpost insights to their social networks. Students who learning analytics to offering a plethora of game-baseduse Evernote, for example, can share digital notebooks learning apps. Transitioning to tablets is relativelyand see each other’s text, picture, or video updates in painless for students as they already use them or veryreal-time (go.nmc.org/ever). An increasing number of similar devices outside of the classroom to downloadeducators are also turning to Edmodo’s app (go.nmc. apps, connect to their social networks, and surf theorg/edmodo) to communicate with students about web. To maximize the potential of tablets in higherassignments and schedule updates. education, faculty members are also exploring creative ways to incorporate them into coursework.Because of their portability, large display, andtouchscreen, tablets are also ideal devices for fieldwork. A sampling of tablet computing applications acrossMany institutions are relying on handheld computers disciplines includes the following:in place of cumbersome laboratory equipment, videoequipment, and various other expensive tools that are > Art. At Plymouth University in the UK, studentsnot nearly as portable or as inexpensive to replace. At working toward their Illustration degree are usingthe College of Wooster in Ohio, geology students are the iPad and an illustration app called Brushes tousing iPads to take and annotate photos of Icelandic produce drawings that can be played back as video.terrain (go.nmc.org/woost), and similarly, earth science This activity is encouraging reflection and discussionstudents at Redlands College in Australia are using them on the drawing process and enabling students toto collect and share data on indigenous rocks (go.nmc. contrast technique and highlight and correct any badorg/redla). In these scenarios, the immediate access to habits: go.nmc.org/ipa.recording and analytical tools enables direct and activelearning in the field. > Biology. In a pilot program at Yale University’s Department of Molecular, Cellular, and DevelopmentalIn the past two years, more colleges and universities Biology, instructors are sharing images from theirhave launched one-to-one pilot programs in which digital microscopes with students’ iPads through athey have provided every student on campus (or those mobile app. By connecting microscope with tablet,enrolled in a specific program) with their own tablet. students are able to annotate images and captureEach tablet comes pre-loaded with course materials, them for future use: go.nmc.org/yavis.digital textbooks, and other helpful resources. TheGeisel School of Medicine at Dartmouth College, for > Journalism and Mass Communications. Professorexample, has adopted this type of program with iPads Messner at Virginia Commonwealth University
18 NMC Horizon Report: 2013 Higher Education Edition secured iPads for his students so they could create Seton Hall University and Samsung Windows 8 Tablet multimedia news stories from happenings on the go.nmc.org/epir campus and surrounding community. The students Seton Hall University recently became the first university learned the importance of social media in journalism in the US to adopt Windows 8 PC tablets. By having a and found the iPad useful for gathering news and combination of tablet mobility with the functionality of sources: go.nmc.org/jou. a computer, the university believes they are enabling quicker access to information, deeper engagement, and> Special Needs. Vanderbilt University graduate greater flexibility. students are designing an Android app that enables visually impaired students to learn math. Using haptic Stanford University’s iPad Implementation technology integrated into new touchscreen devices, go.nmc.org/suin the vibrations and audio feedback help students feel The Stanford University School of Medicine distributed and hear shapes and diagrams: go.nmc.org/hapt. iPads to incoming students and studied their use in classrooms and laboratories. They found the tabletsTablet Computing in Practice were favored over laptops for note taking and especiallyThe following links provide examples of tablet effective in quickly accessing reference materials andcomputing in use in higher education settings: educating patients in clinical settings.Chinese Language Classes Experiment with iPads Tablets at Amrita Universitygo.nmc.org/chilang go.nmc.org/amritaStudents studying introductory Chinese at Northwestern Amrita University students and teachers are using a $35University are supplementing their course material tablet called Aakash — a low-cost alternative to otherwith iPad apps, which are enabling them to look up mobile devices. Their ongoing research is focused onword definitions and hear their own pronunciations developing responsive UI-based content for tablets thatjuxtaposed with those of native speakers, as well as help integrates with their formative assessment process andthem learn how to correctly write characters by tracing e-learning environments.the order of strokes directly on the device. UWS Deploys iPads to Support IT-Enhanced LearningMobiLearn go.nmc.org/uwsipgo.nmc.org/mobilearn The University of Western Sydney (UWS) announced thatAt HAMK University of Applied Sciences in Finland 11,000 incoming students and staff members would beeducators initiated the MobiLearn project to develop receiving iPads as part of a comprehensive curriculumcreative ways for integrating mobile devices into the renewal strategy. UWS is moving to a blended learningcurriculum. They are currently piloting Samsung Galaxy environment for all degrees beginning in 2013 andtablets and have cited that the devices work well for believes tablets are an important tool to support thiscreating and sharing documents. new learning and teaching model.Samsung Galaxy Tablets at Lavington Primary For Further ReadingSchool The following articles and resources are recommendedgo.nmc.org/lavington for those who wish to learn more about tablet computing:Samsung is piloting a program called “Smart School” atLavington Primary School in Africa in which classrooms Given Tablets but No Teachers, Ethiopian Childrenare equipped with Galaxy Tablets. So far, teachers have Teach Themselvesnoted that the devices have made learning experiences go.nmc.org/ethmore personalized and interactive. (David Talbot, Forbes, 29 October 2012.) Kids in two remote Ethiopian villages responded with surprising
Time-to-Adoption Horizon: One Year or Less 19aptitude when tablet computers were dropped off, all features, and owners’ opinions of their effectivenessboxed up, with no instruction as to how they worked. in educational settings. It further explains the tablet’sThe children quickly taught themselves to use the relevance for college students and quantifies Apple’sdevices and were soon even hacking settings to current impact on education.personalize the devices. Why Tablets are the Future of Electronic MedicalGoogle Wages War with Apple and the Rest of Recordsthe Tablet Industry, Unleashes Impressive Nexus go.nmc.org/emr7+Mobile (Richard MacManus, readwrite, 27 September 2012.)go.nmc.org/warapp Tablets equipped with Electronic Medical Records(Drew Olanoff, TechCrunch, 13 November 2012.) (EMR) mobile applications are enabling more efficientThe author of this article reviews the recent mobile interactions between physicians and patients. The studyupgrade of the Google tablet line from Nexus and of small to medium size practices, conducted by EMRclaims that Apple now has serious competition in the vendor drchrono, found that over 60 minutes per daytablet market. Notable differences are the device’s voice were saved using iPad-equipped EMRs.command feature, Google Now, and advanced mappingtechnology of Google Maps.How a Classroom of iPads Changed My Approach toLearninggo.nmc.org/redu(Chris Blundell, Edudemic, 3 October 2012.) One-to-one deployment of iPads at Redlands College hasabandoned the computing model of labs and laptoptrolleys, creating a paradigm shift where students canlearn anywhere and at anytime. The college’s IT staffreported that this new approach has been saving themtime and effort managing software because of the easeof installation and maintenance.Tablets are Changing the Tech You Use, Whether YouOwn One or Notgo.nmc.org/tabchan(Louie Herr, Digital Trends, 9 September 2012.) Theauthor of this article argues that the release of tabletsinto the market has disrupted software and hardwaretrends. He explains the decline of netbooks and flashand the subsequent rise of HTML5 and cloud storage asthe indicators of how tablets are shaping the way weengage with computer technology.Teaching with Tabletsgo.nmc.org/teachw(Staff Writers, Online Universities, 21 August 2012.) Thisinfographic shows the distribution of tablet ownershipacross multiple platforms, each device’s specific
20 NMC Horizon Report: 2013 Higher Education EditionGames and GamificationTime-to-Adoption Horizon: Two to Three YearsT he gamer culture is growing to include a physically present. When the games industry began to substantial sector of the world’s population, incorporate network connectivity into game design, with the age of the average gamer lowering they revolutionized game-play by creating a vast each passing year. A 2012 survey conducted virtual arena, where users from all over the world could by the Entertainment Software Association connect, interact, and compete.showed that the age demographic of game players inthe U.S. is split in almost equal thirds with people ages The Internet offers gamers the opportunity to join18-35 representing 31% of gamers. As tablets and massively multiplayer online (MMO) role-playersmartphones have proliferated, desktop and laptop games, such as “World of Warcraft,” and to build onlinecomputers, television sets, and game consoles are reputations based on the skills, accomplishments, andno longer the only way to connect with competitors abilities of their virtual avatars. Whatever the scenario,online, making game-play a portable activity that can online games enables strangers to build camaraderiehappen in a diverse array of settings. Game play has and social networks in mere minutes, and to competetraversed the realm of recreation and has infiltrated in a public forum where recognition is highly desirable.the worlds of commerce, productivity, and education,proving to be a useful training and motivation tool. Advancements in mobile technology further expandWhile a growing number of educational institutions opportunities for game-play, allowing participants toand programs are experimenting with game-play, engage any time from any place. Anyone who owns athere has also been increased attention surrounding smartphone or tablet can become a gamer. Free mobilegamification — the integration of game elements, games abound, and the most popular have becomemechanics, and frameworks into non-game situations widely used outlets for social interaction and connectingand scenarios. Businesses have largely embraced family and friends, such as “Words with Friends” — agamification to design work incentive programs and modern take on Scrabble. Social networking featuresmobile apps that engage employees through rewards, of mobile games support the prevalence of game playleader boards, and badges. Although still in its nascent in a culture that is increasingly concerned with stayingstages, the gamification of education is gaining in touch and being connected all of the time; in thisfurther support among researchers and educators sense, the appeal of online games is not just about whowho recognize that games stimulate productivity and is playing, but who in one’s personal network is playingcreative inquiry among learners. — and winning.Overview Gamification, or the notion that game mechanics can beThe popularity of digital games has led to rapid applied to all manner of productive activities, has beendevelopment in the video game industry, facilitating employed successfully by a number of mobile app andinnovations that have broadened the definition of social media companies; one of the most well known isgames and how they are played. In the past, game- Foursquare — its reward system encourages people toplay could only be conducted via game consoles and check into locations and accumulate points. Ultimatelydesktop computers, while the number of competitors the goal is to collect enough points to be recognizeddepended on the number of controllers or people through badges like “Super User,” “Local,” and “Mayor,”
Time-to-Adoption Horizon: Two to Three Years 21which are public-facing distinctions that can be posted mindsets, and motivations — researchers are gettingon social networking sites, such as Facebook. Users of better at designing adaptive games and effective gameFoursquare also benefit from tangible rewards, including frameworks that transform learning experiences.free goods and perks from frequented establishments.The notion of incentivizing users is nothing new; reward In the context of higher education, when students areprograms were initially implemented by the airline and expected to think critically in order to solve problems,hospitality industries, and continue to be huge draws game-like simulations can be leveraged in any disciplinethat attract and retain consumers. to reinforce the real world applications of concepts. At the IE Business School in Madrid, for example, studentsIt is not uncommon now for major corporations and are learning the complexities of global economic policyorganizations, including the World Bank and IBM, to through a game called “10 Downing Street” (go.nmc.consult with game experts to inform the development org/street). In this simulation, students take on the roleand design of large-scale programs that motivate of the British prime minister and work with key figuresworkers through systems that incorporate challenges, including Paul Krugman, Margaret Thatcher, and Miltonlevel-ups, and rewards. While some thought leaders Friedman to come to an agreement that will affect theargue that the increasing use of game design in theworkplace is a short-lived trend that yields short-termbursts of productivity, companies of all sizes in all sectorsare finding that workers respond positively to gamified Game play has traversed the realmprocesses. Game-like environments transform tasks intochallenges, reward people for dedication and efficiency, of recreation and has infiltrated theand offer a space for leaders to naturally emerge, whichlends itself to myriad applications in higher education. worlds of commerce, productivity, and education, proving to be a usefulRelevance for Teaching, Learning, orCreative Inquiry training and motivation tool.This year, game play in the sphere of education is beingviewed through a new lens. Referred to as Game-Based well being of the national economy. In teams of six,Learning in previous editions of the NMC Horizon students engage in debates to determine the mostReport, this field of practice has expanded far beyond viable policy option, which is then put into practice afterintegrating digital and online games into the curriculum. a general election. Scenarios like this one demonstrateThe updated reference, Games and Gamification, the power of games to mimic pressing issues, requiringreflects the perspective that while games are effective students to do higher-level thinking and exercise skillstools for scaffolding concepts and simulating real world pertinent to their area of study.experiences, it should also include the larger canvas ofgamer culture and game design. Another feature of games universities are experimenting with is badging, a system of recognition that allowsResearch has long indicated that video games help students to accumulate documentation of their skills,stimulate the production of dopamine, a chemical that achievements, qualities, and interests in a visual public-provokes learning by reinforcing neuronal connections facing format. Launched in September 2011, Mozillaand communications. Furthermore, educational game- Foundation’s Open Badges project (go.nmc.org/badges)play has proven to increase soft skills in learners, such is a free online platform for designing and collectingas critical thinking, creative problem-solving, and badges in portfolios that can be viewed by peers,teamwork. This idea is the basis of the relationship professors, and potential employers. Mozilla’s Openbetween games and education. By exploring the Badges has sparked considerable discussion about howway people engage with games — their behaviors, to recognize informal learning experiences, especially
22 NMC Horizon Report: 2013 Higher Education Editionthose that cannot typically be conveyed through credit will be brought to life. Functional maps show thehours or grade point average. early architecture of historic buildings, and interactive scenarios with characters like George WashingtonAdvocates of open badging systems point to the and Patrick Henry allow students to participate inegalitarian quality of a system where the rules are clear discussions of the times: go.nmc.org/wil.and the platform’s ability to explain much more in theway of accomplishments and goals than a college > Nursing. The University of Minnesota’s School oftranscript. Purdue University has developed two mobile Nursing has partnered with the Minnesota Hospitalapps, Passport and Passport Profile (go.nmc.org/ Association and a technology company, VitalSims, topassport), that integrate the Mozilla Open Infrastructure develop web-based interactive games that engagesoftware (go.nmc.org/zonbp). The badging system was nursing students with real-life scenarios. With initialadopted by Purdue in order to identify skills that are versions of the game already completed, health carenot represented by a student’s degree, and to provide educators are looking forward to implementing theseeducators with another outlet to recognize student digital learning tools in 2013: go.nmc.org/serious.accomplishment and concept mastery. Games and Gamification in PracticeAs game play continues to be a major focal point The following links provide examples of games andof discussions among educators, some believe that gamification in use in higher education settings:gamified learning is merely a trend, and carries the dangerof immediately disenchanting students if executed Global Social Problemspoorly. To negate this challenge, more universities are go.nmc.org/cjqogpartnering with organizations and companies skilled The Global Social Problems, Local Action & Socialin game design to develop and integrate games that Networks for Change project at St. Edward’s Universityare relevant to the curriculum and to students’ lives. positioned learners in the role of superheroes to tackleGames and gamification in education include a broad large-scale global social problems at local levels.set of approaches to teaching and learning, and whenimplemented effectively, can help with new skill HML-IQacquisition while boosting motivation to learn. go.nmc.org/fre At the Henry Madden Library at California StateA sampling of applications of games and gamification University, Fresno, students play a game that is built intoacross disciplines includes the following: Blackboard called HML-IQ to orient themselves with the available library resources and how to use them. Top> Architecture. SimArchitect is a simulation game scorers are awarded gift cards to the library’s coffee and social connection site for architects, developed shop upon completing each level. The games were by IBM Center For Advanced Learning. Players are created with open source tools including Snagit. issued a request for proposal by a fictitious client and must respond, conducting meetings with the Open Orchestra client and team and then proposing a solution. IBM go.nmc.org/canar created a performance scorecard that evaluates the McGill University’s Open Orchestra simulation game player’s communication with the client, architectural uses high definition panoramic video and surround methods, and more: go.nmc.org/ibm. sound to provide musicians with the experience of playing in an orchestra or singing in an opera.> History. The Historical Williamsburg Living Narrative project at the University of Florida is an effort to create an interactive fictional game in which the geography, culture, and characters of early Williamsburg, Virginia
Time-to-Adoption Horizon: Two to Three Years 23Queen’s University “Exergames” student engagement, creativity, and innovation are allgo.nmc.org/exergame areas that are addressed in this article.A professor at Queen’s University in Ontario, Canadais involved in a collaborative study that explores how Gamification in Education: What, How, Why Bother?“exergames” — or video games that require physical go.nmc.org/ykgumactivity — improve the well being of teenagers afflicted (Joey J. Lee and Jessica Hammer, Academic Exchangewith cerebral palsy. Quarterly, 2011.) Educators at the Teachers College at Columbia University outline the fundamentals ofSocial Media Innovation Quest gamification and explain how game mechanics andgo.nmc.org/xdvst frameworks can increase the motivation to learn. TheyAt the Fox School of Business at Temple University, a also point out the challenges and risks that may ariseprofessor designed his social media innovation course when implementing a gamified model.as a quest in which students earn points for bloggingand engaging in social media activities. They are Motivating Students and the Gamification ofawarded badges, and those that excel earn a place on Learningthe leader board. go.nmc.org/gamhie (Shantanu Sinha, The Huffington Post, 14 February 2012.)The University of Bahia’s Games and Education The president of the Khan Academy explores effectivego.nmc.org/gamesa ways to integrate game mechanics into education, andThe University of Bahia’s Games and Education makes the case that games help learners by providinginitiative, based in the Brazilian state of Bahia, supports them with real-time feedback that they may otherwisecollaborative, scholarly research along with publications not receive.about educational games. One of their missions is to aidin developing games that simulate teaching scenarios. Taking a Cue from Video Games, a New Idea for TherapyUniversity of Washington Business Simulations go.nmc.org/takinggo.nmc.org/fsb (Hayley Tsukayama, The Washington Post, 17 OctoberThe Foster School of Business at the University of 2012.) Games could play a positive role in supportingWashington partnered with game developer Novel Inc. war veterans by providing positive, practical goals. Thisto take real, complex scenarios from major companies, has implications for many higher education areas ofincluding Starbucks and Nike, and turn them into study, including psychology.enterprise simulation games. Where Does Gamification Fit in Higher Education?For Further Reading go.nmc.org/uvedgThe following articles and resources are recommended (Jimmy Daly, EdTech Magazine, 30 November 2012.) Thisfor those who wish to learn more about games and article covers the foundational ideas of gamificationgamification: and outlines the elements of games that have been leveraged to engage students. It also includes a detailedGame Based vs. Traditional Learning — What’s the infographic based on research conducted by the MITDifference? Education Arcade.go.nmc.org/xwidb(Justin Marquis, Online Universities, 16 August 2012.)Taking a deeper look at gamification and its potentialoutcomes raises concerns for some. Authenticity,