Research Question 3: Key Trends

What trends do you expect to have a significant impact on the ways in which higher education institutions in Ireland approach their core mission of teaching, learning, or creative inquiry?

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NOTE: The Key Trends are sorted into three categories: short-term, mid-term, and long-term.

Short-Term Trends
These are trends that are driving edtech adoption now, but will likely remain important for only next one to two years. Virtual Worlds was an example of a fast trend that swept up attention in 2007-8.

Mid-Term Trends
These trends will be important in decision-making for a longer term, and will likely continue to be a factor in decision-making for the next three to five years.

Long-Term Trends
These are trends that will continue to have impact on our decisions for a very long time. Many of them have been important for years, and continue to be so. These are the trends -- like mobile or social media -- that continue to develop in capability year over year.


Compose your entries like this:

Trend Name.
Add your ideas here with a few of sentences description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!


Advancing Cultures of Change and Innovation
Many thought leaders have long believed that higher education institutions can play a major role in the growth of national economies. In order to breed innovation and adapt to economic needs, schools must be structured in ways that allow for flexibility, and spur creativity and entrepreneurial thinking. There is a growing consensus among many thought leaders that university leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. In the business realm, the Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner, and provides compelling models for higher education leaders to consider. I would fold the two previous items (Scaling ... / Leadership ...) into this. The greatest challenge is to rethink our entire management/organisational structures for technology supported innovation. From the basics of class timetabling to the strategic issues of inter-organisational collaboration, existing decision making processes are entirely unsuited to the new context of TEL. Without organisational/process change the new technologies will not have an impact. Existing research in the for profit sector has established a complete consensus: experimenting with technology is one thing but to achieve systemic change with technology the main barriers are organisational and systemic, not technological. - Phelim.Murnion Phelim.Murnion Feb 18, 2015Agree. - Gerry.Gallagher Gerry.Gallagher Feb 22, 2015 agree - lwidger lwidger Feb 22, 2015
Flexible Learning in inflexible institutions - This challenge is touched on in several of the entries in this section and extends earlier comments (Change Management/Innovation Management, Incentivising or Forcing Change in Higher Ed. institutions, 'Leadership for Scale and Impact') and was raised in several presentations during the EdTech conference held in May 2014 in UCD. The government have expressed a strategic goal of increasing the level of flexible learning, both in mode of study, associated development and delivery of the curriculum to take advantage of the affordances and flexibility of technology enhanced learning (Hunt report, etc) . Some lecturers and students are striving to maintain and increase the level of creativity and associated exploration of learning technology within a physically stagnant learning, working and programme development environment. A lack of flexibility and change within the learning institutions in terms of adapting programme structures, evolving the learning environment (and associated support infrastructure), changing work practices to facilitate a blended mode of delivery, is stifling this innovation and the associated development of flexible learning pathways. - lwidger lwidger Feb 22, 2015 Incentivising or Forcing Change in Higher Ed. institutions - as long as institutions are not allowed to "fail" there does not seem to be much incentivisation for academics to agree to changes. This is linked to the Agility issue. Universities seem to be designed for slow change through the collegiate approach to decision taking. This seems unsuitable in a time of rapid technological opportunities. In addition, when this collegiate approach was first developed, universities were in competition with each other and could fail. For political reasons, even that imperative seems to have disappeared (particularly in Europe). - brian.mulligan brian.mulligan Feb 11, 2015 - Larry.McNutt Larry.McNutt Feb 15, 2015 We are the greatest challenge! - and need to continue to adopt a reflexive practice ! to quote from something I wrote earlier.... [Editor's Note: Discussions added here from RQ4]

Digital Learning is Increasingly the Norm[Ed: previously digital delivery] Digital delivery will one day be the norm, resulting in less face-to-face interaction. The open source movement has yielded thousands of online educational resources and a growing number of educational entrepreneurs and startups whose primary role is to create and deliver digital content. With the rise of free services including TED talks, Wikipedia, the Khan Academy, and many others, higher education continues to experience a paradigm shift in which online learning represents the intersection of formal and informal learning. Massive open online courses, for example, can be taken for credit or purely for new skill acquisition or curiosity sake. More and more, teachers are interacting with students through online discussion forums and by sharing video and audio recordings. Furthermore, students are increasingly at the helm of digital content creation, producing videos and other rich media. I would suggest that the emphasis above leans too heavily towards digital (only) 'delivery', i.e, it ignores the optimal balance that can struck between face to face and digitally mediated approaches. I'd be happier with a trend that said 'Digital Learning is increasingly the norm'. - jimdevine jimdevine Feb 10, 2015 - ken.brown ken.brown Feb 14, 2015 "Digital only" introduces a danger of removing a significant proportion of learners due to the need to ensure the student base is sufficiently motivated and supported to engage in a totally digital environment. Agree. However the word "delivery" is problematic for me as it suggests a totally "transmissive" pedagogical approach which is suggestive of passive not engaged, self-determined learners. - deirdre.butler deirdre.butler Feb 14, 2015Agree with over reliance on transmissionist approach and reliance on IT to support delivery, rather than act as a co-creator of digital content- Alison.Egan Alison.Egan Feb 16, 2015 I suggest that because learning happens through a variety of informal and formal ways, some accredited, some non accredited; via f2f teaching, asynchronous or synchronous online interactions, independently and in groups, curriculum designers need to consider the learners, and the assessment methods when constructing a conceptual change/student focussed teaching approach. I prefer use of the term 'online' as opposed to 'digital delivery', and also find use of the term 'delivery' to be problematic due to its transmissive approach. Agree strongly - jimdevine jimdevine Feb 15, 2015 +1 - enda.donlon enda.donlon Feb 15, 2015 I also agreed on the inadequacy and unwanted connotations of the term "delivery", it suggests, as has been said, a transmissive/instructionalist/"it's all about the content" model but also simply seems to miss out on so much that is not "delivery" (assessment, support, collaboration, communication, community building, problem solving, critical thinking etc). Not sure "digital" is particularly helpful either (my radio alarm clock is digital as is my pocket calculator): "online" perhaps? Agree, however, that one of the big trends in the technology-meet-learning space is the broad acceptance of online as a place to learn or a way to teach: it's become part of business as usual - Gearoid.OSuilleabhain Gearoid.OSuilleabhain Feb 15, 2015 I do, however, think that we have not yet fully realised the potential of online learning, especially for our non-traditional learners, and the challenge may now lie in enhancing the skills and CPD of programme designers so that they can embrace opportunities to enhance each learner's experience of learning in HE. - rosemary.cooper rosemary.cooper Feb 15, 2015 - paul.gormley paul.gormley Feb 22, 2015I would suggest that instead of 'less face-to-face interaction' we will see a complete shift in how F2F time is used resulting in higher level interactions between the expert and the learner - ckane ckane Feb 16, 2015 All of the above is very valid - you can deliver milk - delivering learning is not exactly the same thing. Plus to back up Catherines point I believe/hope that we will see a considerable shift in how F2F time is used and technology will facilitate that. Technology will hopefully reduce the amount of time a lecturer "preaches" up the top of the class and instead can allow for more student interaction and engagement in the classroom - mark.glynn mark.glynn Feb 23, 2015 With respect to the phrase digital learning. I also share the concerns outlined above. In my opinion though - just like the gradual conversion/acceptance on moving from the term e-commerce to just plain and simple commerce, the same will happen with e-learning / digital learning we will eventually just call learning- mark.glynn mark.glynn Feb 23, 2015 [Editor's note -- great suggestion! topic name changed.]
Evolution of Online LearningOver 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 tertiary institutions. The statements could be augmented by identifying online learning as maturing and potentially becoming a preferred mode of delivery for particular aspects of HE, including CPD for graduates and for certain postgraduate taught programmes. - jimdevine jimdevine Feb 10, 2015 Great points! - Sam Sam Feb 13, 2015 Agree and particular programmes are more suited than others to an online environment. - deirdre.butler deirdre.butler Feb 14, 2015 Agree and would add particular flexibility offered by online learning for part-time students. - NSweeney NSweeney Feb 19, 2015 Online learning and the learning platform will be the core of all future digital learning developments with new tools, services and educational technologies being bolted on, and new functionality and innovation appearing as a result. There are many parallels with the smart phone market with operating systems, bolt-on tools, services and personalisation. - b.murphy1 b.murphy1 Feb 14, 2015- rnidhubhda rnidhubhda Feb 12, 2015 http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Like everything, market forces can be very influential and when the customer demands "it" (aka - quality online learning) we will evolve. I believe that there will be /has been some early adopters in the field of online learning but it will become more common place. With more than one in ten post primary schools being a "tablet school" in Ireland our students in the (very near) future will not accept lessons on white boards delivered by a sage on the stage. This will become particularly evident as the cost of fees have more of an influence on a students course/institution choice. - mark.glynn mark.glynn Feb 23, 2015
Growing Focus on Measuring LearningThere is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave an increasingly clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use that data to modify learning strategies and processes. Dashboards filter this information so that student progress can be monitored in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes.I think there is huge potential here, placing aside issues of data protection. Firstly, users of the data need to identify what they need to know so there is a piece of work to do to scope requirements and metrics, etc. as with any information system. Very interesting space. - rosemary.cooper rosemary.cooper Feb 15, 2015 Agree, fascinating topic that will be of great interest as it develops and unfolds. - enda.donlon enda.donlon Feb 22, 2015This is a long term trend. The traditional way of assessing students with artificially constructed point-in-time is completely outdated and does not fit with the changing student population or the rapidly changes in educational toolkit and content. - Phelim.Murnion Phelim.Murnion Feb 18, 2015Closely tied to learners as creators and rethinking the role of the teacher. Innovations in technology-mediated assessment are fundamental to enhancing learning: to promote creativity, collaboration, digital literacy and entrepreneurship. - tony.hall tony.hall Feb 21, 2015 This whole topic is a "+1" for me - mark.glynn mark.glynn Feb 23, 2015
Growing Ubiquity of Social MediaSocial media are 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; the top 10 social media platforms worldwide reach more than 2.1 billion people, according to eBiz MBA. A recent report by the firm eMarketer reported social networks reach nearly one in four people around the world — almost 25% of the world population. 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. An area external to HE in which trends will influence development within HE. While some HE developments will use social media, e.g for marketing or guided research. However, education within this environment is fraught with dangers. For a start, award-bearing education is a formal and regulated activity; social media platforrms are informal. Most instituions would not aprove formal activity in such environment for reasons of safeguarding and quality. - b.murphy1 b.murphy1 Feb 14, 2015 - deirdre.butler deirdre.butler Feb 14, 2015 Developments such as LinkedIn offer an informal environment that HE professionals and organmisations already use to establish expert interest, sharing and research groups; but this will always remain an informal environment for individuas to opt into. Useful; will co-exist; difficult to quality assure in formal education.- b.murphy1 b.murphy1 Feb 14, 2015 I think a bit like the point above re the mainstreaming of "digital delivery" social media has now become so much an accepted and expected part of the mainstream online world that it is hard to maintain a clear distinction between it and the "ordinary" (somehow non-social?) online world. Web sites and services, apps and software are all increasingly more “social”, offering more and more prominence to the user preferences, inputs, content sharing, communication etc. The social networks that our social media make possible and visible, however, have great potential as educational spaces but students and faculty alike has a right to try to maintain a separation between their online learning identities and their identities in other private and public spheres. Concerns and competing right like this along with concerns re the persistence, replicability and find-ability of online social media content make walled social media spaces more attractive to certain institutes but don't tend to have the scale and vitality of informal "out in the wild" social spaces. - Gearoid.OSuilleabhain Gearoid.OSuilleabhain Feb 15, 2015

Increasing Cross-Institution Collaboration
Collective action among schools and districts is growing in importance. More and more, institutions are joining consortia — associations of two or more organizations — to combine resources or to align themselves strategically with innovation in higher education. Today’s global environment is allowing schools to unite across international borders and work toward common goals concerning technology, research, or shared values. Support behind technology-enabled learning in classrooms has reinforced the trend toward open communities and university consortia, as educators and administrators recognize collective action as a sustainable method of supporting upgrades in technological infrastructure and IT services.

Increasing Preference for Personal TechnologyBoth professors and students want to use their own technology for learning more and more, mirroring a trend that has been in the workplace for some time. There is an opportunity cost associated with being given access to a computer that cannot be personalized with new applications, tools, or other resources. Utilizing one’s own device has become something deeply deeply personal, and very much an extension of someone’s personality and learning style. The choice one makes between the iOS or the Android platforms, for example, is an expression of one’s personality, as is the choices of apps, games, and other content one chooses to put on the device. Students and educators appreciate being able to do their work with tools they have configured to their own preferences, which are familiar and productive for them personally. As devices continue to be ever more capable, affordable, and mobile, students often have access to more advanced equipment in their personal lives than they do in class. The BYOD debate raises the same proposition.There has been a complete reversal within the last decade of the locus of ownership of the most powerful tehnology.Today staff and students generally have more powerful technology at home than on campus. HE must move to device agnostic platforms. However, personalisation with learning environment will require a measured approach. Formal learning environments require standardisation, assurance, and safeguarding for individuals, making the distinction between 'personal' and personalisation key. There is scope for 'preferences' within portals and increasingly tools and pedagogies for better engagement and greater accessiblity and flexibility are the key to persopmnalisation in the sector.- b.murphy1 b.murphy1 Feb 14, 2015 - deirdre.butler deirdre.butler Feb 14, 2015

Increasing Use of Hybrid/Blended Learning DesignsEducation paradigms are shifting to include more online learning, blended, and hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information. Institutions that embrace face-to-face, online, and 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 opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments. - deirdre.butler deirdre.butler Feb 14, 2015 Agree - NSweeney NSweeney Feb 19, 2015 A conceptually informed, situated design approach would seem very important (diSessa & Cobb, 2004), to help ensure new hybrid learning designs and models work most effectively for learners and enhance significantly their higher education experience. - tony.hall tony.hall Feb 21, 2015
Massive Reinvention of the Personal Computer Computers as we know them are in the process of a massive reinvention. The computer is smaller, lighter, and better connected than ever before, without the need for wires or bulky peripherals. In many cases, smartphones and other mobile devices are sufficient for basic computing needs, and only specialized tasks require a keyboard, large monitor, and a mouse. Mobiles are connected to an ecosystem of applications supported by cloud computing technologies that can be downloaded and used instantly, for pennies. As the capabilities and interfaces of small computing devices improve, our ideas about when — or whether — a traditional computer is necessary are changing as well.
Proliferation of Open Educational ResourcesOpenness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value across education. As traditional sources of authority are augmented by downloadable content, however, there is need for more curation and other forms of validation to that can communicate the credibility of a resource. Complicating the landscape in some ways, “open” has become a term often applied in very different contexts. Often mistaken to simply mean “free,” open education advocates are working towards a common vision that defines “open” more broadly — not just free in economic terms, but educational materials that are freely copiable, freely remixable, and free of barriers to access, sharing, and educational use. Added to the curation aspects are mechanisms for quality assurance of open/digital resources. Also, open textbooks, as a particular instance of OER, could be referenced. The challenge is to identify the academics who can be 'curators' (working in teams if necessary) and to create an ecosystem where their efforts are acknowledged and valued by their peers and institutions (alongside other attributes that are valued in the work of an academic). - jimdevine jimdevine Feb 10, 2015. I could not agree more with Jim. - francoise.blin francoise.blin Feb 14, 2015 Agree - OER maturing and quality assured collections such as Jorum are a key foundation for curation. We are promoting OER development as part of scholarly activity and professional networking.- b.murphy1 b.murphy1 Feb 14, 2015 - ken.brown ken.brown Feb 14, 2015 Also agree with Jim, in addition there are well known issues re standards in the other technical sense (interoperability and packaging standards, metadata standards, version control, hosting, peer review) etc. along with thorny legal/IP/ownership and cultural/localisation issues I see the OER movement as being at heart about bringing an open source ideology to educational content and suggest perhaps we need to look to other successful open source movements in software and other content fields to see how we can help it succeed. - Gearoid.OSuilleabhain Gearoid.OSuilleabhain Feb 15, 2015 - eamon.costello eamon.costello Feb 18, 2015 Government could play a role at primary and second level to help develop OER based curricula. However OERs have been the great white hope for a long time now...I have to say that my experience of OERs and the supporting infrastructure/ecology inherent in this area has left me somewhat unconvinced. The barriers to access (username/password account creation and management), difficulties in terms of finding appropriate 'fit' between OERs and a bespoke curriculum; and the overhead in re-purposing of open OERs to of said curriculum has led me to rapidly create my own (often one-off) resources due to the availability of creative software (such as SnagIt). If there was a simple (non-password protected) cool interface (Iike a Google-for-OERs) I would be thrilled to bits!!! - paul.gormley paul.gormley Feb 22, 2015

Redesigning Learning Spaces
Some thought leaders believe that new forms of teaching and learning require new spaces for teaching and learning. More universities are helping to facilitate these emerging models of education, such as the flipped classroom, by rearranging learning environments to accommodate more active learning. Educational settings are increasingly designed to facilitate project-based interactions with attention to mobility, flexibility, and multiple device usage. Wireless bandwidth is being upgraded in institutions to create “smart rooms” that support web conferencing and other methods of remote, collaborative communication. Large displays and screens are being installed to enable collaboration on digital projects and informal presentations. As higher education continues to move away from traditional lecture-based programming and to more hands-on scenarios, university classrooms will start to resemble real-world work and social environments that facilitate organic interactions and cross-disciplinary problem solving.

Rethinking the Role of TeachersFaculty are increasingly expected to be adept at a variety of ICT-based and other approaches for content delivery, learner support, and assessment; to collaborate with other teachers both inside and outside their schools; to routinely use digital strategies in their work with students and act as guides and mentors; and to organize their own work and comply with administrative documentation and reporting requirements. Students, along with their families, add to these expectations through their own use of ICT to socialize, organize, and informally learn on a daily basis, and many education thought leaders argue that schools should be providing ways for students to continue to engage in learning activities, formal and non-formal, beyond the traditional school day. As this trend gathers steam, many institutions are rethinking the primary responsibilities of instructors. Related to these evolving expectations are changes in the ways teachers engage in their own continuing professional development, much of which involves social media and online tools and resources. An increasing number of faculty are using more hybrid and experiential learning scenarios, and experimenting with social media and other ways of building learning communities. I'm not sure if it belongs here, and I've made the point elsewhere too, but 'rethinking the role of teachers' needs also to frame the debate about teaching in teams on programmes designed by teams. - jimdevine jimdevine Feb 15, 2015 The National Forum has just published a report entitled 'Strategic and Leadership Perspectives on Digital Capacity in Irish Higher Education' which discusses the importance of CPD for academic staff, with 70% of HEI respondents in agreement about this, and which also emphasised the 'need to move beyond digital learning as an add-on to a point where it is fully integrated across the curriculum'. Whilst HEIs undertake significant work in providing support and CPD for lecturers, significant additional investment will be required to move towards greater integration of online teaching, assessment, and support activities. There are many other significant challenges, apart from resources, and this is likely to be ongoing... - rosemary.cooper rosemary.cooper Feb 15, 2015 - paul.gormley paul.gormley Feb 22, 2015
Rise of New Forms of Multidisciplinary ResearchDigital humanities and computational social science research approaches are opening up new pioneering areas of multidisciplinary research, innovative forms of scholarship and publication, and new kinds of courses and pedagogies. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as Distant Reading and Macroanalysis — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas are leading to exciting new courses and curricula for undergraduate and graduate students.
Shift from Students as Consumers to Students as CreatorsA shift is taking place in the focus of pedagogical practice on university campuses all over the world as students in 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.I am not sure who wrote the above, but this shift from students as consumers to students as content creators is fundamental and can only increase. It calls for the inclusion of digital literacies and multimodality on the curriculum throughout the educational sector. - francoise.blin francoise.blin Feb 14, 2015 I agree - rosemary.cooper rosemary.cooper Feb 15, 2015 I agree also; students as creators offers enhanced opportunities for exploration, expression, problem solving and potentially deeper learning. Alongside this, the development of supporting and enabling digital literacies needs to be addressed at all levels of our educational sector.- NSweeney NSweeney Feb 19, 2015 I couldn't agree more. It is amazing to see the transformation in the confidence and professional identity of trainee teachers and adult educators when they learn how to incorporate a YouTube clip into an online lesson plan (by copying code into a blog full of lesson plans) or using a free screencast application to produce a short 'welcome' video for their own students (complete with audio narration over a series of PowerPoints or a process walkthrough). - paul.gormley paul.gormley Feb 22, 2015

Added to RQ 3 as New Trends


Growth of Competency Based Education- this trend has started in the US but will take quite a while as it requires quite a shift in thinking in institutions. Some institutions in Europe may be in a good position to move in this direction because of a shift in emphasis to "student effort" and "learning outcomes" from "seat time". Giving the student the freedom to acquire the knowledge by whatever means they choose opens that part of the accredited educational process to more competition and innovation. - brian.mulligan brian.mulligan Feb 11, 2015 - enda.donlon enda.donlon Feb 22, 2015 I'm prompted to think about education, or educare, and wonder whether this emphasises the notion of 'credentialism' or whether it is a solution to capturing a learner's real-life experiences and identifying whether they have 'enough' of a particular type for accreditation purposes, and is therefore a 'tick box' exercise? If a learner is getting their knowledge outside of an HEI, what then is the role of an HEI? To check if they've met the prescribed learning outcomes and give them a certificate? Is there an overlap with APEL? I'm both excited and concerned about this trend, so look forward to reading more comments on this. - rosemary.cooper rosemary.cooper Feb 15, 2015
Increase in E-Portfolios Created by the Learner
...and owned by the learner for the long term- anne.walsh anne.walsh Yes agree Anne on the potential of ePortfolios; they do not seem to be yet fully utilised within academic development and PDP - initiatives for improving the capacity of individuals to review, plan and take responsibility for their own learning and to understand what they learn and how they learn it.
- roisin.donnelly roisin.donnelly Feb 16, 2015

Rise of Outsourcing and Partnerships with IT providers
In relation to provision of IT Infrastructure, Helpdesk support, programme design and delivery, assessment and
certification. - Larry.McNutt Larry.McNutt Feb 15, 2015


Combined with Existing RQ4 Challenges


Technology Use by Teachers- and what students are seeing at college - for example, in the pre-service teacher education space, if student teachers are not seeing effective use of technology by their lecturers, they do not see the need to use it themselves when they go out to the classroom.- paul.gormley paul.gormley Feb 22, 2015 Egan, A., FitzGibbon, A. & Oldham, E. (2013) Teacher Identified Uses of Technology in the Classroom - an Irish cohort. In Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 5034-5039). Chesapeake, VA: AACE. [Editor's Note: Great Point! This reads more like a challenge and is being combined with existing RQ4 Challenge "Low Digital Fluency of Faculty"]

Combined with Existing RQ1 Important Developments in Ed Tech


Digital Certification- if institutions move toward the issuing of digital certificates (like Mozilla badges) much mode data can be associated with the certificates and they can be more reliably authenticated. this will both help employers to evaluate candidates and organisations to evaluate prior learning (both relevance and quantity) more easily and so facilitate moving between institutions. - brian.mulligan brian.mulligan Feb 11, 2015 - enda.donlon enda.donlon Feb 22, 2015 [Editor: Great point! Adding this to the existing RQ1 Important Development in Ed Tech topic: "Badges/Microcredit"]
MOOC-Based Programmes - the problem with fine grained free learning materials is that these need to be curated into a learning pathway leading to major awards (e.g. degrees). this can be difficult for learners who do not know the full landscape of learning for a particular profession. MOOCs improve this at a module/course level. However, it is difficult to string MOOCs together to make up a complete programme. The Georgia Tech masters in Computer Science is an example of this and looks like it will be very attractive to many. It may even threaten other equivalent campus based and online masters programmes. The new nano-degrees being offered by Udacity indicate the potential although they may suffer from not being directly awarded by a respected educational institution. - brian.mulligan brian.mulligan Feb 11, 2015 I think there's potential for MOOC-aligned programmes .. or a programme/module with an integrated MOOC. - rosemary.cooper rosemary.cooper Feb 15, 2015 - rnidhubhda rnidhubhda Feb 12, 2015 Some interesting data regarding MOOC completion rates here: http://www.katyjordan.com/MOOCproject.html [Editor's Note: Thanks for sharing! This belongs in the RQ1 discussion of MOOCs]


Other Key Points and Relevant Links


EDUCAUSE presents the top-ten IT issues facing higher education institutions. Many of these issues are not new. But in 2014 the ideas, solutions, and models that have been accumulating in higher education and technology will hit IT organizations—and the institutions they serve—fast and hard. This is the year that the front part of the herd will join the mavericks, tipping the balance for the rest.

http://www.educause.edu/ero/article/top-ten-it-issues-2014-be-change-you-see?utm_source=Informz&utm_medium=Email+marketing&utm_campaign=EDUCAUSE - g.oleary g.oleary Jan 19, 2015g.oleary

- Larry.McNutt Larry.McNutt Feb 15, 2015
Short term

MOOCs, iPads, laptops and VLEs

Medium term

Similar partnerships with content providers e.g. KHAN academy, UDEMY etc.

The emergence of an Educational Technology Profession.

Adoption of alternative curriculum models including partnerships with community, industry and learners.

National policy supporting all learners independent of mode of study

Long Term

Wireless infrastructure and capacity (home, work and HEI)

Collaborative environments

The entrepreneurial learner

We had an activity last week on our 'Supporting Virtual Communities' online module [#lttcsvc] on the MSc Applied eLearning about a wish list that educators have about technology in HE and some interesting links resulted from these blog sites on technology trends:

Disruptive technology trends: https://www.linkedin.com/pulse/25-technology-trends-2015-2016-brian-solis

http://2014trends.hackeducation.com/indie.html

http://blog.nsays.in/2014/12/5-top-tech-tools-2014/

http://www.fastcoexist.com/3029109/futurist-forum/5-bold-predictions-for-the-future-of-higher-education

http://www.open.edu/openlearn/whats-on/events/the-future-technology-education-what-needs-change-2015?LKCAMPAIGN=tw100&MEDIA=tw100ngencom_564

http://www.americalearningmedia.net/edicion-007/295-research-a-surveys/4031-e-learning-trends-a-challenges-for-2015

http://blog.talentlms.com/elearning-trends-follow-2015-infographic/

http://www.scoop.it/t/higher-education-in-the-future/p/4035780383/2015/01/22/9-ed-tech-trends-to-watch-in-2015-campus-technology

http://labs.theguardian.com/where-i-went-right/

http://campustechnology.com/articles/2015/02/11/the-6-technologies-that-will-change-the-face-of-education.aspx?m=1 - roisin.donnelly roisin.donnelly Feb 16, 2015