Thoughts on Learning Technologies in 2020


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Thoughts on Learning Technologies in 2020

  1. 1. Instructional Technology and  Virginia Tech in 10 Years: Vi i i T h i 10 Y My Thoughts My Thoughts Scott Midkiff S tt Midkiff February 11, 2011 b Acknowledgments to Bill Plymale (Learning Technologies)  and Jeff Reed (ECE) for providing content.2/11/2011 Task Force on Instructional Technology 1
  2. 2. My BackgroundMy Background Joined Virginia Tech in 1986 Taught 21 distance learning classes since 1993 T ht 21 di t l i l i 1993  Synchronous interactive videoconferencing  Asynchronous online y  Hybrid Developed or co‐developed four different asynchronous  online courses (including two courses co‐developed for a  li (i l di t d l df for‐profit) Taught in the NCR 1998‐1999 and 2004‐2006 g Spent 2006‐2009 as a program director at the NSF  (Electrical, Communications and Cyber Systems Division) ECE department head since August 20092/11/2011 Task Force on Instructional Technology 2
  3. 3. The Five W s and one HThe Five W’s and one H Who? What? When? Where? Why? h ? How?2/11/2011 Task Force on Instructional Technology 3
  4. 4. The Five W s and one HThe Five W’s and one H The Five W’s and one H are not distinct questions2/11/2011 Task Force on Instructional Technology 4
  5. 5. Who will we teach in 2020? will we teach in 2020? US Census Bureau projections  B 2050 54 By 2050, 54 percent of the  f h population will be minorities, with  one third being Hispanic one‐third being Hispanic  By 2023, more than half of all‐credits/another‐first.php children will be minorities Will this change how we teach? g Will this change where we teach? 2/11/2011 Task Force on Instructional Technology 5
  6. 6. Who will we teach in 2020? will we teach in 2020? An increasing variety of types of students An increasing variety of types of students  Continuous first‐degree students  Interrupted first‐degree students Interrupted first degree students  Full‐time advanced degree  Part‐time advanced degree Part time advanced degree  Targeted, non‐degree learners Students learning in different places in different  ways will continue to increase in importance. y p2/11/2011 Task Force on Instructional Technology 6
  7. 7. What will we teach in 2020? will we teach in 2020?Aspirations for The Engineer of 2020 (NAE, 2004) “… well grounded in the basics of mathematics and science,  and who will expand their vision of design through a solid  grounding in the humanities, social sciences, and economics” “… rapidly embrace the potentialities offered by creativity,  , p y invention, and cross‐disciplinary fertilization to create and  accommodate new fields of endeavor, including those that  require openness to interdisciplinary efforts with  nonengineering disciplines such as science, social science, and  business” “… we should reconstitute engineering curricula and related  educational programs to prepare today’s engineers for the  challenges of the future, with due recognition of the rapid vities10374/Engineerof2020.aspx pace of change in the world and its intrinsic lack of  predictability.” predictability ” “… shape the engineering curriculum for 2020 so as to be  responsive to the disparate learning styles of different student  populations and prepares a person for a creative and  productive life and positions of leadership.” d ti lif d iti f l d hi ”2/11/2011 Task Force on Instructional Technology 7
  8. 8. Where will we teach and students learn? will we teach and students learn? Continuous first‐degree students  Traditional (but  “smart”) bricks and mortars campuses (and we have  “ ”) b i k d ( d h a great one) Interrupted first degree students  Multiple Interrupted first‐degree students  Multiple  campuses and online Full‐time advanced degree  Research universities Full time advanced degree  Research universities,  but often in collaboration across institutional  boundaries Part‐time advanced degree  Online Targeted, non‐degree learners  Online and at the  workplace2/11/2011 Task Force on Instructional Technology 8
  9. 9. Where will we teach and students learn? will we teach and students learn?The Board of Visitors have made Hokie Stone the official building material and collegiate gothic the official style for all academic material and collegiate gothic the official style for all academiccore and life sciences precincts on the Blacksburg campus (11/8/2010)The resolution noted that the “physical campus is one of the most tangible features that everyone who is touched by Virginia Tech remembers.” h db i i i h b ”2/11/2011 Task Force on Instructional Technology 9
  10. 10. Where will we teach and students learn? will we teach and students learn? “Hands on, minds on” education  Shared access to physical artifacts  Access to high‐cost equipment  Learning team workLabs and design studios are becoming more important, not less (and “virtual” is too limiting).2/11/2011 Task Force on Instructional Technology 10
  11. 11. Where will we teach and students learn? will we teach and students learn?The Lab‐in‐a‐Box experience Students purchase low‐cost  instruments that, with a PC, moves  the lab to a student’s dorm or  th l b t t d t’ d apartment Great learning tool Great learning tool But, students still want to be in the  lab  GTA support at the ready  Socialization2/11/2011 Task Force on Instructional Technology 11
  12. 12. Where will we teach and students learn? will we teach and students learn?High‐performance networks will be even more important  ill b ifor learning and discovery High data rate pervasive High data rate, pervasive  wireless “Big pipes” to campus Big pipes to campus Infrastructure at the  cutting edge will be  essential to differentiate  our “place.”2/11/2011 Task Force on Instructional Technology 12
  13. 13. Where will we teach and students learn? will we teach and students learn? Differentiation will be a challenge, though. Proximity to high‐performance computing and  y visualization may be the issue. Peak Data Rates for Emerging Mobile Standards LTE LTE‐Advanced d d IMT‐Advanced d d Down link 300 Mbps 1 Gbps 1 Gbps Up link p 75 Mbps p 500 Mbps p (low mobility) From a presentation on “Emerging Wireless Standards” by Jeff Reed, Virginia Tech LTE:  Long‐Term Evolution LTE‐Advanced:  Long‐Term Evolution‐Advanced LTE Advanced: Long Term Evolution Advanced IMT‐Advanced:  International Mobile Telecommunications ‐ Advanced2/11/2011 Task Force on Instructional Technology 13
  14. 14. Where will we teach and students learn? will we teach and students learn? Differentiating learning spaces  Physical‐mobile interaction can add value to physical  spaces E. Rukzio, M. Paolucci, T. Finin, P.  , y ,Wisner, T. Payne, “Mobile interaction with the real world,” MobileHCI , pp. 295‐296, 2006. 2/11/2011 Task Force on Instructional Technology 14
  15. 15. Where will we teach and students learn? will we teach and students learn?Differentiating learning spaces Immersive Learning – systematic and flexible fusion  of virtual learning and computer‐aided face‐to‐face  learning l i R. Zender, E. Dressler, U. Lucke, D. Tavangarian, “Pervasive media and  messaging services for immersive learning experiences," IEEE  PerCom, pp. 1‐6, 2009.2/11/2011 Task Force on Instructional Technology 15
  16. 16. How will we teach and students learn? will we teach and students learn? The world is different for students today than even  just 10 years ago, and it will be different 10 years  j 10 d i ill b diff 10 from now Smartphone Ownership and SMS Adoption Rates at the End 2008 “Annual Report and Analysis of Competitive Market Conditions With Respect to Mobile Wireless, Including Commercial Mobile Services”, FCC 10‐18, Task Force on Instructional Technology 16
  17. 17. How will we teach and students learn? will we teach and students learn? Gartner 2010 Technology Hype Cycle Task Force on Instructional Technology 17
  18. 18. How will we teach and students learn? will we teach and students learn?The Horizon Report on “technologies to watchwatch” Time to adoption:  1 year or less  Electronic books  Mobiles Time to adoption:  2 to 3 years  Augmented reality  Game‐based learning Ti Time to adoption:  4 to 5 years d i 4 5 The Horizon Report, The New Media   Gesture‐based computing Consortium, 2011  Learning analytics Learning analytics2/11/2011 Task Force on Instructional Technology 18
  19. 19. How will we teach and students learn?How will we teach and students learn? On The Horizon Report (2011):  “Mobile devices  are one year away from transforming education.   y y g For the third straight year.” B. Wieder, “6 Top Tech Trends on the Horizon for Higher Education,” Chronicle of Higher Education‐Wired Campus, 2/8/2011.2/11/2011 Task Force on Instructional Technology 19
  20. 20. How will we teach and students learn? will we teach and students learn? “Learning analytics promises to harness the power of  advances in data mining, interpretation, and  advances in data mining interpretation and modeling to improve understandings of teaching and  learning, and to tailor education to individual  students more effectively.” (The Horizon Report,  2011) P t ti l t Potential to address dd  Personalized learning  Assessment (based on outcomes and activities) Assessment (based on outcomes and activities) Applicable to virtual space and interactive physical  space2/11/2011 Task Force on Instructional Technology 20
  21. 21. NAE Engineering  Grand ChallengesNAE Engineering “Grand Challenges”1. Make solar energy economical2. Provide energy from fusion Provide energy from fusion3. Provide access to clean water4. Reverse‐engineer the brain5.5 Advance personalized learning Advance personalized learning6. Develop carbon sequestration methods7. Engineer the tools of scientific discovery8.8 Restore and improve urban infrastructure Restore and improve urban infrastructure9. Advance health informatics10. Prevent nuclear terror11.11 Engineer better medicines Engineer better medicines “The NAE Committee on Engineerings The NAE Committee on Engineering s  Grand Challenges has identified 14 12. Enhance virtual reality areas awaiting engineering solutions in 13. Manage the nitrogen cycle the 21st century.”14.14 Secure cyberspace Secure cyberspace
  22. 22. How will we teach and students learn? will we teach and students learn?Advance personalized learning Functional MRI (fMRI) installation at VT‐CRI, 2010 “Instruction can be individualized  based on learning styles, speeds,  and interests to make learning more  di t t t k l i reliable”* Learning how people learn Learning how people learn  Data mining of learning systems  (learning analytics) (learning analytics)  Advances in neuroscience? * Task Force on Instructional Technology 22
  23. 23. How will we teach and students learn? will we teach and students learn?Cyberlearning – “Learning that is mediated by networked computing and mediated by networked computing andcommunications technologies” Create cross‐disciplinary communities Create cross disciplinary communities  of researchers and practitioners Keep a platform perspective – hardware, software and services  [people?] Emphasize transformative power of Emphasize transformative power of  “Fostering Learning in the Networked World: information technology for learning The Cyberlearning Opportunity and  Challenge,” NSF, 2008 Promote open resources Promote open resources Sustain innovations2/11/2011 Task Force on Instructional Technology 23
  24. 24. How will we teach and students learn? will we teach and students learn? Fewer master course development teams, developing  courses used by many courses used by many  Content specialist  Instruction design and technology support  Assessment Content via commercial sources or consortia In‐person (local or distance) instructors play a different  I (l l di t )i t t l diff t role than is typical today Common, interoperable platforms (commercial or  Common, interoperable platforms (commercial or consortia) New relationships between institutions for shared  development and student transitions d l t d t d tt iti2/11/2011 Task Force on Instructional Technology 24