2014 05-15--horizon report--astd-gg_chapter[1.2]


Published on

This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Imagine a workplace learning program where you can see what your colleagues and other learners are struggling with in their learning process. A place where 3D printing is commonplace. Where games and gamification are an integral part of learning—not just entertainment. And where a new kind of virtual assistant—a Siri on steroids—is part of your day-to-day environment.
    That’s the sort of workplace we see in learning environments around the world over the next five years through the eyes of the New Media Consortium’s 2014 Higher Education Edition of the Horizon Report series. We’re going to take a look at that report today to see what it can tell us about our workplaces as learning environments. And more.
  • Think of the New Media Consortium, which is based in Austin, Texas, as a combination of a first-rate learning organization, a think thank, and a publisher committed to providing and using open resources. It has a staff that pulls together a variety of teacher-trainer-learners from all over the world and facilitates cutting-edge research on ed-tech issues affecting a variety of learning organizations:
    K-12, community colleges, higher education, museums, and others
    From http://www.nmc.org/about :
    “The NMC (New Media Consortium) is an international community of experts in educational technology — from the practitioners who work with new technologies on campuses every day; to the visionaries who are shaping the future of learning at think tanks, labs, and research centers; to its staff and board of directors; to the advisory boards and others helping the NMC conduct cutting edge research.
    “The role of the NMC is to help our hundreds of member universities, colleges, museums, and organizations drive innovation across their campuses. We do that by performing research that catalyzes discussion, by convening people around new ideas, and by building communities that encourage exploration and experimentation. The events we host reflect the wide range of activities taking place in the NMC Community. The NMC has a growing and influential role on the global stage, working with leading organizations around the world to move current education models to forms that are more engaging, effective, and inclusive.”
  • The Horizon Project is one of the New Media Consortium’s longstanding and ongoing efforts to document ed-tech trends, challenges, and technological developments in a way that helps define and support transformative conversations all over the world, as we’re going to see during our time together today.
    When documenting “emerging technologies likely to have a large impact over the coming five years in education around the globe,” it places those technologies in three timeframes (horizons): a one-year horizon, a two- to three-year horizon, and a four- to five-year horizon.
  • For the 2014 Higher Education edition, New Media Consortium staff for the first time put trends and challenges into the same sort of chronological context followed in its tech horizons. Trends were separated as follows:
    Fast Trends driving changes over the next one to two years
    Mid-range Trends driving changes within three to five years
    Long-range Trends driving changes in five or more years
  • Let’s look more closely at a few that parallel what we see in the workplace learning and performance (training and development) programs that we produce.
  • Social media can connect us in our workplaces as well as in other learning settings, including virtual interactions and participations via conferences such as ASTD’s International Conference & Exposition:
    From the Horizon Report (p. 8):
    “Social media is changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than 1.2 billion people use Facebook regularly according to numbers released in October
    2013; a recent report by Business Insider reported 2.7 billion people — almost 40% of the world population — regularly use social media. The top 25 social media platforms worldwide share 6.3 billion accounts among
    them. Educators, students, alumni, and the general public routinely use social media to share news about scientific and other developments. The impact of
    these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector.”
  • It’s obviously not all about compliance training; if we creatively foster learning opportunities where learners walk out of sessions with a completed product that is useful in their work setting (a report, a project plan, even something as simple as a spreadsheet), we’re promoting the best of experiential learning and keeping what we do relevant and engaging.
    From the Horizon Report (p. 14):
    “A shift is taking place in the focus of pedagogical practice on university campuses all over the world as students across a wide variety of
    disciplines are learning by making and creating rather than from the simple consumption of content. Creativity, as illustrated by the growth
    of user-generated videos, maker communities, and crowdfunded projects in the past couple years, is increasingly the means for active, hands-on learning.
    University departments in areas that have not traditionally had lab or hands-on components are shifting to incorporate hands-on learning experiences
    as an integral part of the curriculum. Courses and degree plans across all disciplines at institutions are in the process of changing to reflect the importance of media creation, design, and entrepreneurship.”
  • In some ways, this captures the evolution and current state of online learning: We still have a way to go before we’re there.
    But the promise of connectivist MOOCs—where learners create content as part of the learning process through interactive online engagement—is just one example of how we can move from a model of (unsuccessfully) trying to cram information into overloaded, stressed-out learners to a model in which there is actually joy and pleasure interwoven into the learning process.
    From the Horizon Report (p. 18):
    “Over the past several years, there has been a shift in the perception of online learning to the point where it is seen as a viable alternative to some forms of face-to-face learning. The value that online learning offers is now well understood, with flexibility, ease of access, and the integration of sophisticated multimedia and technologies chief among the list of appeals. Recent developments in business models are upping the ante of innovation in these digital environments, which are now widely considered to be ripe for new ideas, services, and products. While growing steadily, this trend is still a number of years away from its maximum impact. Progress in learning analytics, adaptive learning, and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these are still the subjects of experiments and research by online learning providers and higher education institutions.”
  • Two things for us to consider here:
    The fact that more and more of our learners are working from a distance, outside of traditional site-based, daytime weekday hours, and that their learning needs don’t stop when they are not onsite with us
    Some of what we’re seeing in the latest Horizon Report is already visible in our interactions with our workplace colleagues
  • New Media Consortium staff also, in the 2014 Higher Education Report, organized challenges into the same sort of chronological context:
    Solvable Challenges—Those that we understand and know how to solve
    Difficult Challenges—Those we understand but for which solutions are elusive
    Wicked Challenges—Those that are complex to even define, much less address
    Long-range Trends driving changes in five or more years
  • Now let’s look at a few that parallel what we see in workplace learning and performance settings.
  • Sound familiar? We all know that much of our learning environment requires some level of digital fluency, but many of us haven’t even taken the time to define what that means, much less set standards and goals that would lead us toward some workable level of digital fluency that serves our learners and the customers they ultimately need to serve.
    From the Horizon Report (p. 22):
    “Faculty training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and
    profession. Despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is rare in teacher
    education and non-existent in the preparation of faculty. As lecturers and professors begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the
    curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that
    digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.” 
  • MOOCs—massive open online courses—are the 800 –pound gorilla on the new-model horizon, and they may offer interesting opportunities in our own workplaces as an additional way to engage and assist learners.
    The good news is that we don’t necessarily need to be creating them ourselves—there are already plenty of wonderful producers out there—but we do need to engage in MOOCs ourselves—as learners—so we can see where they might meet our learners’ needs and where they currently are not quite up to that challenge.
  • Skyping lessons into the Unquiet Library at Creekview High School, in Georgia -- just as some of the youngest learners who will eventually work their way into our workplaces as lifelong learners are benefiting from blended onsite-online learning opportunities, our colleagues can be learning from each other regardless of geographic barriers. Skype, Google Hangouts, and many other tools are creating the face-to-face experience online through the use of great facilitation skills—something we already develop as part of our everyday work.
    From the Horizon Report (p. 32):
    “Many pundits worry that if higher education does not adapt to the times, other models of learning (especially other business models) will take its place. While this concern has some merits, it is unlikely that universities as we know them will go away. There are parts of the university enterprise, however, that are at risk, such as continuing and advanced education in highly technical, fast-moving fields. As online learning and free educational content become more pervasive,
    institutional stakeholders must address the question of what universities can provide that other approaches cannot, and rethink the value of higher education from a student’s perspective.”
  • Numerous resources, each of which is described on the New Media Consortium Horizon Project wiki at:
  • We already know that learners don’t have to pick up everything from us. The Flipped Classroom model, in which learners prepare for their time with us by doing pre-session work, could easily be adapted into our workplace learning programs so that our live time with learners is more productively used to apply learning as part of the learning process. Again, we can think experientially and dump the lectures as much as possible.
    From the Horizon Report (p. 36)
    “The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students. In the flipped classroom model, valuable class time is devoted
    to more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper
    understanding of the subject. Rather than the teacher using class time to dispense information, that work is done by each student after class, and could take the
    form of watching video lectures, listening to podcasts, perusing enhanced e-book content, and collaborating with peers in online communities. Students can access
    this wide variety of resources any time they need them. Teachers can devote more time to interacting with each individual. After class, students manage the content they
    use, the pace and style of learning, and the ways in which they demonstrate their knowledge; the teacher adapts instructional and collaborative approaches to suit their
    learning needs and personal learning journeys. The goal is for students to learn more authentically by doing.”
  • Here’s one that fits right in with much that is familiar in our work: quantifying something meaningful to produce better results. With learning analytics tools, we see where our learners are succeeding and where they are struggling so we can jump in at the moment of need and help them overcome what may be slowing them down or stopping them.
    From the Horizon Report (p. 38):
    “Learning analytics is an educational application of “big data,” a branch of statistical analysis that was originally developed as a way for businesses to analyze commercial activities, identify spending trends, and predict consumer behavior. As web-tracking tools became more sophisticated, many companies built vast reserves of information to individualize the consumer experience. Education is embarking on a similar pursuit into new ways of applying to improve student engagement and provide a high-quality, personalized experience for learners.”
  • Yet another area where we are already in many ways ahead of the curve, as is obvious when we look at how games and gamification is part of what makes the ASTD BEST award winners among the best in our workplace learning and performance endeavors
    From the Horizon Report (p. 42):
    “The games culture has grown to include a substantial proportion of the world’s population, with the age of the average gamer increasing with each passing year. As tablets and smartphones have proliferated, desktop and laptop computers, television sets, and gaming consoles are no longer the only way to connect with other players online, making game-play a portable activity that can happen in a diverse array of settings. Gameplay has long since moved on from solely being recreational and has found considerable traction in the military, business and industry, and increasingly, education as a useful training and motivation tool. While a growing number of educational institutions and programs are experimenting with game-play, there has also been increased attention surrounding gamification — the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios. Businesses have embraced gamification as a way to design incentive programs that engage employees through rewards, leader boards, and badges, often with a mobile component. Although more nascent than in military or industry settings, the
    gamification of education is gaining support among educators who recognize that effectively designed games can stimulate large gains in productivity and
    creativity among learners.”
  • The promise of 3d printing in learning is growing by leaps and bounds; imagine anything in your learner’s environment that would benefit through creation of working models and you’re on your way to seeing how this is yet another great tool to add to our learning landscape.
    Summarized on page 40 of the 2014 Horizon Report > Higher Education Edition
  • From the Horizon Report (p. 44):
    “Quantified self describes the phenomenon of consumers being able to closely track data that is relevant to their daily activities through the use of technology. The emergence of wearable devices on the market such as watches, wristbands, and necklaces that are designed to automatically collect data are helping people manage their fitness, sleep cycles, and eating habits…”
  • The use of this level of virtual assistants seems to be a natural extension of all we’ve been considering over the past few years in terms of mobile learning. If the devices become sophisticated enough to support learners outside of formal learning settings, we’re further empowering them to meet their learning needs when those needs are most pressing.
    From the Horizon Report (p. 46):
    “As voice recognition and gesture-based technologies advance and more recently, converge, we are quickly moving away from the notion of interacting with our devices via a pointer and keyboard. Virtual assistants are a credible extension of work being done with natural user interfaces (NUIs), and the first examples are already in the marketplace. The concept builds on developments in interfaces across the spectrum of engineering, computer science, and biometrics. The Apple iPhone’s Siri and Android’s Jelly Bean are recent mobile-based examples, and allow users to control all the functions of the phone, participate in lifelike conversations with the virtual assistant, and more. A new class of smart televisions are among the first devices to make comprehensive use of the idea. While crude versions of virtual assistants have been around for some time, we have yet to achieve the level of interactivity seen in Apple’s classic video, Knowledge Navigator. Virtual assistants of that caliber and their applications for learning are clearly in the long-term horizon, but the potential of the technology to add substance to informal modes of learning is compelling.”
  • The entire Horizon Report process can serve as a learning experience for us…
    Facilitated wiki
    Wiki as flexible textbook/learning object
    Multiple references to online resources (e.g., articles, videos)
  • Let’s take one more look at those technologies…
  • Several resources to explore…
  • 2014 05-15--horizon report--astd-gg_chapter[1.2]

    1. 1. Facilitated by Paul Signorelli/and Samantha Adams Becker paul@paulsignorelli.com Twitter: @paulsignorelli samantha@nmc.org May 15, 2014 Ed-Tech, Learning, and NMC Horizon Reports: What’s In It forUs… And OurLearners?
    2. 2. New Media Consortium(NMC)
    3. 3. NMC Horizon Project
    4. 4. Key Trends
    5. 5. Key Trends
    6. 6. Key Trends
    7. 7. Fast Trend: Growing Ubiquity of Social Media
    8. 8. Mid-Range Trend: Shift fromStudents as Consumers to Students as Creators
    9. 9. Long-Range Trend: Evolution of Online Learning
    10. 10. Discussion #1: Trends Which of the trends are you already seeing in your workplace?
    11. 11. Discussion #1: Trends Which of the trends are you already seeing in your workplace? How are you working with these trends?
    12. 12. Key Challenges
    13. 13. Key Challenges
    14. 14. Key Challenges
    15. 15. Solvable Challenge: Low Digital Fluency of Faculty
    16. 16. Difficult Challenge: Competition fromNew Models of Education
    17. 17. Wicked Challenge: Keeping Education Relevant
    18. 18. Discussion #2: Challenges Which of the challenges are you already facing with your learners?
    19. 19. Discussion #2: Challenges Which of the challenges are you already facing with your learners? How are you addressing these challenges?
    20. 20. Technology We’re Tracking
    21. 21. Technologies to Watch 2013 ONE YEAR OR LESS: •MOOCs •Tablet Computing TWO TO THREE YEARS: •Games & Gamification •Learning Analytics FOUR TO FIVE YEARS: •3D Printing •Wearable Technology 2014 ONE YEAR OR LESS: •Flipped Classrooms •Learning Analytics TWO TO THREE YEARS: •Games & Gamification •3D Printing FOUR TO FIVE YEARS: •Quantified Self •Virtual Assistants
    22. 22. One-YearHorizon: Flipped Classrooms
    23. 23. One-YearHorizon: Learning Analytics
    24. 24. Two- to Three-YearHorizon: Games & Gamification
    25. 25. Two- to Three-YearHorizon: 3DPrinting
    26. 26. Four- to Five-YearHorizon: Quantified Self
    27. 27. Four- to Five-YearHorizon: Virtual Assistants
    28. 28. Learning Fromthe Report
    29. 29. Discussion #3: Technology What impact do you see the technology having on yourand your learners?
    30. 30. Discussion #3: Technology What impact do you see the technology having on yourand your learners? What do you do to keep up with tech ?
    31. 31. Technologies to Watch (Summary) 2013 ONE YEAR OR LESS: •MOOCs •Tablet Computing TWO TO THREE YEARS: •Games & Gamification •Learning Analytics FOUR TO FIVE YEARS: •3D Printing •Wearable Technology 2014 ONE YEAR OR LESS: •Flipped Classrooms •Learning Analytics TWO TO THREE YEARS: •Games & Gamification •3D Printing FOUR TO FIVE YEARS: •Quantified Self •Virtual Assistants
    32. 32. Resources From NMC: All available Horizon reports: http://www.nmc.org/publications NMC Horizon Project Higher Ed wiki: http://horizon.wiki.nmc.org/home New Media Consortium Wiki-Thon wiki: http://wikithon.wiki.nmc.org/ From Building Creative Bridges Blog: Articles about Horizon reports: http://buildingcreativebridges.wordpress.com/?s=horizon+report
    33. 33. Questions & Comments
    34. 34. ForMore Information Paul Signorelli & Associates 1032 Irving St., #514 San Francisco, CA 94122 415.681.5224 paul@paulsignorelli.com http://paulsignorelli.com Twitter: @paulsignorelli http://buildingcreativebridges.wordpress.c om Samantha Adams Becker 1250 Capitol of Texas Hwy South, Building 3, Suite 400 Austin, TX 78746 504.267.3165 samantha@nmc.org http://nmc.org
    35. 35. Credits & Acknowledgments Horizon Report Cover Photo: Matylda Czarneck’s Flickr account at http://www.flickr.com/photos/61623410@N08/8650384822 Starbucks as M-Learning Space: Photo by Paul Signorelli Trends: Social Media Landscape: From FredCavazza’s Flickr photostream at http://www.flickr.com/photos/fredcavazza/3428921418/sizes/m/ Learning is Creation: From GCouros’s Flickr photostream at http://www.flickr.com/photos/georgecouros/8120316401/sizes/m/ Challenges: Digital Fluency: From KMakice’s Flickr photostream at http://www.flickr.com/photos/kmakice/6273724616/sizes/l/ Skyping into the Unquiet Library: From TheUnquietLibrary’s Flickr photostream at http://www.flickr.com/photos/theunquietlibrary/5391422881/sizes/m/ Evolution: From PhOtOQuAntTIQuE’s Flickr photostream at http://www.flickr.com/photos/photonquantique/1858685882/sizes/m/ Technologies: Technologies to Watch: Photo by Paul Signorelli Flipped Classroom: From Ransomtech’s Flickr account at http://www.flickr.com/photos/ransomtech/7112676365/sizes/m/ Learning Analytics: From GrOuchO’s Flickr photostream at http://www.flickr.com/photos/groucho/8639994408/sizes/m/ Gamification: From Riedda82’s Flickr photostream at http://www.flickr.com/photos/lalie_mslee/13190508295/sizes/m/ 3D Printing: From Michael Casey’s Flickr photostream at http://www.flickr.com/photos/michaelcasey/13150313685/sizes/m/ Quantified Self: From Bytemarks’ Flickr photostream at http://www.flickr.com/photos/bytemarks/5774678436/sizes/m/ Virtual Assistant (Siri): From King of Social Media’s Flickr photostream at Question Marks: From Valerie Everett’s photostreamat http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/