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Friday, March 13

  1. page home edited ... The report will be released officially in May 2015 in Limerick and Dublin. What's New? Data…
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    The report will be released officially in May 2015 in Limerick and Dublin.
    What's New?
    DataVoting has concluded and the NMC staff are pulling the results from our system.
    Data
    collection is complete! Voting will be open soon.
    The Expert Panel is currently responding to the research questions, immersed in the "data collection" phase.
    Meet the 2015 Ireland Higher Ed Expert Panel!
    Project Timeline
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    Review the timeline...
    Introduction to the Horizon Project Wiki
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Thursday, February 26

  1. page Timeline edited ... January 19 - February 22, 2015 Panel answers the Research Questions February 24 26 - Marc…
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    January 19 - February 22, 2015
    Panel answers the Research Questions
    February 2426 - March 8,9, 2015
    Panel completes Rankings
    March 9 - May 1, 2015
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    May 25 - 28, 2015
    Final Report Released in Dublin and Limmerick
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    periods for Advisory Boardpanel members are
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    then February 2426 - March 8,9, when the
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Wednesday, February 25

  1. page Bring Your Own Device edited BYOD What is Bring Your Own Device (BYOD)? [[include component="page" page="Top…

    BYODWhat is Bring Your Own Device (BYOD)?
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    BYOD, also referred to as BYOT (Bring Your Own Technology), refers to the practice of people bringing their own laptops, tablets, smartphones, or other mobile devices with them to the learning or work environment. Intel coined the term in 2009, when the company observed that an increasing number of its employees were using their own devices and connecting them to the corporate network. Since implementing BYOD policies, the company has reported up to 5 million hours of annual productivity gains, a statistic that is compelling many other companies to consider BYOD. In schools, the BYOD movement addresses the same reality; many students are entering the classroom with their own devices, which they use to connect to the school’s network. While BYOD policies have been shown to reduce overall technology spending, they are gaining traction more so because they reflect the contemporary lifestyle and way of working. A 2013 Cisco Partner Network Study found that BYOD practices are becoming more common across industries, particularly in education; over 95% of educators surveyed responded that they use their own device for work purposes. Although administrators and educators have cited IT security concerns, technology gap issues, and platform neutrality as challenges to the uptake of this technology, a growing number of models in practice are paving the way for BYOD to enter the mainstream.

    (1) How might this technology be relevant to the educational sector you know best?
    Increasing ownership of mobile devices extends the opportunity for their use in learning environments. Second-level schools in Ireland are beginning to use, or planning to use, mobile devices (BYOD or school procured).
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  2. page Trends edited ... Add your ideas here with a few of sentences description including full URLs for references (e.…
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    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
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    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 Feb 18, 2015Agree. Gerry.Gallagher Feb 22, 2015 agree 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 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 Feb 11, 2015 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 Feb 10, 2015 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 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 contentAlison.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 Feb 15, 2015 +1 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 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 Feb 15, 2015 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 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 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 learningmark.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 Feb 10, 2015 Great points! Sam Feb 13, 2015 Agree and particular programmes are more suited than others to an online environment. deirdre.butler Feb 14, 2015 Agree and would add particular flexibility offered by online learning for part-time students. 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 Feb 14, 2015rnidhubhda 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 Feb 23, 2015
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    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 Feb 10, 2015. I could not agree more with Jim. 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 Feb 14, 2015 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 Feb 15, 2015 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 Feb 22, 2015
    Redesigning Learning Spaces
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    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 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 Feb 15, 2015 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.
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  3. page Challenges edited ... Creating Authentic Learning OpportunitiesLearning that incorporates real life experiences is n…
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    Creating Authentic Learning OpportunitiesLearning that incorporates real life experiences is not occurring enough and is undervalued when it does take place. This challenge is an important one in schools because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of class, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of approaches that can bring the real world into the classroom. Practices such as these may help retain students in university and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do. deirdre.butler Feb 15, 2015 NSweeney Feb 19, 2015 Learning design approaches need to embed contextualised digital literacies into the curriculum. At present, there is a lot of noise about digital literacies with few practical examples of how these can be operationalised. However, with the emergence of digital literacy frameworks (e.g. Open University, JISC/Beetham, DigEULit) we are now seeing useful case studies emerging. As many of these frameworks are based on constructive alignment models, the inclusion of authentic learning opportunities can be easily incorporated into the curriculum (especially into the professional curriculum that has a work place element to the learning programme). Much of the research in this area recommend this approach (and stresses a move away from generic ICT models like the ECDL). Incorporating these tools and practices into the curriculum acknowledge the importance of digital lteracies as generic transferable comptencies (graduate attributes) to institutions, academics and students. It has to be engineered - it won't happen by osmosis. This comment extends to the comments is the following discussions 'Students’ Inadequate Media Literacy' and 'Low Digital Fluency of Faculty' paul.gormley Feb 22, 2015
    Expanding AccessThe global drive to increase the number of students participating in undergraduate education is placing pressure across the system. The oft-cited relationship between earning potential and educational attainment plus the clear impact of an educated society on the growth of the middle class is pushing governments to encourage more and more students to enter universities and colleges. In many countries, however, the population of students prepared for undergraduate study is already enrolled — expanding access means extending it to students who may not have the academic background to be successful without additional support. Many in universities feel that these institutions do not have sufficient time and resources to help this set of students. ken.brown Feb 14, 2015 The desire to expand access to students from less academic backgrounds must be matched by a new adaptive model for access, support and participation.
    Improving Digital Literacy
    With the proliferation of the Internet, mobile devices, and other technologies that are now pervasive in education, the traditional view of literacy as the ability to read and write has expanded to encompass understanding digital tools and information. This new category of competence is affecting how education institutions address literacy issues in their curriculum objectives and teacher development programs. Lack of consensus on what comprises digital literacy is impeding many schools from formulating adequate policies and programs that address this challenge. Discussions among educators have included the idea of digital literacy as equating to competence with a wide range of digital tools for varied educational purposes, or as an indicator of having the ability to critically evaluate resources available on the web. However, both definitions are broad and ambiguous. Compounding this issue is the notion that digital literacy encompasses skills that differ for educators and learners, as teaching with technology is inherently different from learning with it.
    Supporting digital literacy will require policies that both address digital fluency training in pre- and in-service teachers, along with the students they teach.
    Students’ Inadequate Media Literacy: Despite a range of regional and global media literacy initiatives, research shows that the levels of media literacy knowledge and skills in children and teenagers are inadequate, especially for the dimensions of critical and participatory literacy. In an age when news often spreads virally through social media, it is critical that young people learn how to analyze and evaluate the authenticity of myriad messages they encounter everyday. According to current research, most young people feel comfortable using technology, and many are savvy enough to produce and share content, but they lack understanding of its impact or how to leverage it for the greater good — especially in the realm of education. deirdre.butler Feb 15, 2015 I think the concept of the digital native has been damaging in this way, giving the sense that all students are tech savvy, that it is "their technology" and that really we digital immigrants should rather let them show us the way forward. Too often, however, even those students with high frequency use of the toys and technologies of the "digital revolution" seem to show an uncritical unreflexive engagement. Even in their online research "smash and grab" seems to be the order of the day Gearoid.OSuilleabhain Feb 15, 2015 Agreed, while students can (and do) use Facebook and other social media, often asking them to send an email with an attachment proves difficult - where do I find my attachment, where did I save it, what did I call it - basic 'filing' skills are often lacking and then students go 'oh, the computer isn't working' as they can't get the information instantly and won't (or don't know how) to perform a search!Alison.Egan Feb 16, 2015 I often think that students' abilities in terms of using technology are very much 'needs driven'. For instance, there is a 'need' to be able to use Facebook in order to interact with friends and peers since so many of them are using this particular medium and it is now considered a 'norm' by so many. I think that most students do not see the same 'need' for digital literacy in terms of engaging with higher level education (nor was this in place at second level, which is where the majority of them are coming from). We need to design teaching and learning processes in ways that integrate processes for students to develop and further their digital literacy, complex thinking, critical analysis and communication skills. enda.donlon Feb 22, 2015 This is a key issue, not just in higher education, but for education generally, and there needs to be continuity of approach from what is happening (or not happening if that's the case) in secondary schools. If we were to take proficiency approach, school students (14 to 18 year olds) should reach a very good level of media literacy/digital competence, but in HE this needs to be taken to the next level - advanced profiency. The only way to assure that this is taken care of is to build in appropriate learning outcomes during programme design, so that activities and assessment can be structured to take account of them. See for example the work on measuring Digital Competence being undertaken by IPTS: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359 jimdevine Feb 10, 2015 Agree with the need for continuity of approach with regard to second and third level - or at the very least for greater awareness and dialogue between these levels. There are a number of recent developments at second level in Ireland that have the potential to impact positively upon students' digital/media literacy (which in turn has implications for when these students enter HE). These include the impending release of a Digital Strategy for Schools and the newly developed Junior Cycle Award which focuses upon the development of six Key Skills (each of which has a 'digital' dimension, such as 'Using digital technology to manage myself and my learning', 'being responsible, safe and ethical in using digital technology' and 'Working with others through digital technology'). It is too early at this time to ascertain how extensive the impact that these developments will make, but we should be aware of them (and indeed, hopeful). enda.donlon Feb 15, 2015 Digital Literacies paul.gormley Feb 22, 2015 This suggestion is closely related to the topic 'Digital Identity' Digital identity in higher education is very much related to digital literacy of both students and teachers. For example, Barnett and Coate (2005) suggest being digital in the C21 higher education context is influenced by knowledge, skills/actions and being (i.e. a sense of 'self' which manifests itself in one's digital identity). In other words the definition of digital identity above does not explicitly capture captures the ability of the person to apply digital knowledge, skills, tools and attributes (although this may be covered by the 'ontological taxonomy' wording) Learning design approaches need to embed contextualised digital literacies into the curriculum. At present, there is a lot of noise about digital literacies with few practical examples of how these can be operationalised. However, with the emergence of digital literacy frameworks (e.g. Open University, JISC/Beetham, DigEULit) we are now seeing useful case studies emerging. As many of these frameworks are based on constructive alignment models, the inclusion of authentic learning opportunities can be easily incorporated into the curriculum (especially into the professional curriculum that has a work place element to the learning programme). Much of the research in this area recommend this approach (and stresses a move away from generic ICT models like the ECDL). Incorporating these tools and practices into the curriculum acknowledge the importance of digital lteracies as generic transferable comptencies (graduate attributes) to institutions, academics and students. It has to be engineered - it won't happen by osmosis. Digital literacies and identify can be closely associated with students' construction of a lifelong learning digital footprint (or portfolio) which facilitates the aggregation of digital artefacts, processes and outputs alongside opportunities to reflect on student's personal, academic and professional journey. This portfolio can be exposed and targeted at a ranges of stakeholder audiences (including prospective employers).
    Integrating Technology in Faculty EducationFaculty 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. deirdre.butler Feb 14, 2015 But all of this misses one crucial point - that academics as teachers for the most part still act as sole practitioners and the default option when joining a faculty/department is to teach in the way they themselves were taught. We need to know what we mean by 'digital fluency' and how this might be part of the (re)design scenario for programmes. Unless academics value teaching as a team activity, and this is reflected in holistic programme design approaches, then I fear we will still be talking about this in 20 years time. jimdevine Feb 15, 2015 Agree deirdre.butler Feb 15, 2015Akin to teacher role identity - if students don't see faculty using kit, why should they? Alison.Egan Feb 16, 2015 enda.donlon Feb 22, 2015 agree and institutions have to enable and facilitate a team approach providing leadership and demonstrating that they also value a team approach to teaching The lack of understanding of multimodality among academics, and of its impact on communication and education, can also be a barrier to the creation of 'good' content by both teachers and students, and to the delivery of online courses. Online tutors need to understand the semiotic resources that are available to them, in particular when using videoconferencing tools for example, and how to make the best use of them. So do students. francoise.blin Feb 14, 2015 Agree deirdre.butler Feb 14, 2015 Agree rosemary.cooper Feb 15, 2015 Agree deirdre.butler Feb 15, 2015 This issue is exacerbated by the fact there is no mandatory third level teaching and learning training in Ireland. In that context asking academic staff to engage in teaching and learning activities in an online environment, create effective online teaching tools etc., may be skipping a step (http://www.teachingandlearning.ie/priority-themes/benchmarking-professional-development). There is also the issue of whether such teaching and learning training/CPD would be sufficiently recognised in terms of academic staff workload, career progression etc. james.brunton Feb 12, 2015 ken.brown Feb 14, 2015 This may be shifting, although not mandatory for all staff, we are developing a digital learning strand to the accredited Postgraduate Certificate in Higher Education Practice. This would account for half of the programme and is required for all probationary staff new to teaching; its also tied to professional accreditation for the sector (HEA fellowship). Further, a digital learning impact strand is being developed for applications for promotions; this is an option for teaching-track promotions linked to higher level requirements form the professional body (career grade:Senior Fellow; senior grade: Principal Fellow).b.murphy1 Feb 14, 2015. I'm not aware of any mandatory CPD in the online teaching space or a specific online teaching requirement for promotion in the IoTs at the moment...maybe someone else may know more? I think this is problematic. I think it was Michael Fullan who said "change depends on what teachers do and think", so if we are to change things, we do need to work in partnership with our lecturing staff whilst considering our local contexts. Congratulations on the digital learning strand PCHEP, and the promotion criteria - that's exciting and is an example of institutional commitment rosemary.cooper Feb 15, 2015 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 Feb 22, 2015Egan, 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 was added here from RQ3 discussions]

    Keeping Formal Education RelevantMany pundits worry that if 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 schools as we know them will go away. As online learning and free educational content become more pervasive, institutional stakeholders must address the question of what school can provide that other approaches cannot, and rethink the value of education from a student's perspective. deirdre.butler Feb 15, 2015
    Low Digital Fluency of FacultyFaculty 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. deirdre.butler Feb 14, 2015 But all of this misses one crucial point - that academics as teachers for the most part still act as sole practitioners and the default option when joining a faculty/department is to teach in the way they themselves were taught. We need to know what we mean by 'digital fluency' and how this might be part of the (re)design scenario for programmes. Unless academics value teaching as a team activity, and this is reflected in holistic programme design approaches, then I fear we will still be talking about this in 20 years time. jimdevine Feb 15, 2015 Agree deirdre.butler Feb 15, 2015Akin to teacher role identity - if students don't see faculty using kit, why should they? Alison.Egan Feb 16, 2015 enda.donlon Feb 22, 2015 agree and institutions have to enable and facilitate a team approach providing leadership and demonstrating that they also value a team approach to teaching The lack of understanding of multimodality among academics, and of its impact on communication and education, can also be a barrier to the creation of 'good' content by both teachers and students, and to the delivery of online courses. Online tutors need to understand the semiotic resources that are available to them, in particular when using videoconferencing tools for example, and how to make the best use of them. So do students. francoise.blin Feb 14, 2015 Agree deirdre.butler Feb 14, 2015 Agree rosemary.cooper Feb 15, 2015 Agree deirdre.butler Feb 15, 2015 This issue is exacerbated by the fact there is no mandatory third level teaching and learning training in Ireland. In that context asking academic staff to engage in teaching and learning activities in an online environment, create effective online teaching tools etc., may be skipping a step (http://www.teachingandlearning.ie/priority-themes/benchmarking-professional-development). There is also the issue of whether such teaching and learning training/CPD would be sufficiently recognised in terms of academic staff workload, career progression etc. james.brunton Feb 12, 2015 ken.brown Feb 14, 2015 This may be shifting, although not mandatory for all staff, we are developing a digital learning strand to the accredited Postgraduate Certificate in Higher Education Practice. This would account for half of the programme and is required for all probationary staff new to teaching; its also tied to professional accreditation for the sector (HEA fellowship). Further, a digital learning impact strand is being developed for applications for promotions; this is an option for teaching-track promotions linked to higher level requirements form the professional body (career grade:Senior Fellow; senior grade: Principal Fellow).b.murphy1 Feb 14, 2015. I'm not aware of any mandatory CPD in the online teaching space or a specific online teaching requirement for promotion in the IoTs at the moment...maybe someone else may know more? I think this is problematic. I think it was Michael Fullan who said "change depends on what teachers do and think", so if we are to change things, we do need to work in partnership with our lecturing staff whilst considering our local contexts. Congratulations on the digital learning strand PCHEP, and the promotion criteria - that's exciting and is an example of institutional commitment rosemary.cooper Feb 15, 2015
    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 Feb 22, 2015Egan, 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 was added here from RQ3 discussions]

    Managing Knowledge ObsolescenceSimply staying organized and current presents a challenge in a world where information, software tools, and devices proliferate at the rate they do today. New developments in technology are exciting and their potential for improving quality of life is enticing, but it can be overwhelming to attempt to keep up with even a few of the many new tools that are released. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics, but following even some of the hundreds of available authorities means sifting through a mountain of information on a weekly or daily basis. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us.
    Personalising LearningThe demand for personalized learning is not adequately supported by current technology or practices. The increasing demand for education that is customized to each student's unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today's diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching. The biggest barrier to personalized learning, however, is that scientific, data-driven approaches to effectively facilitate personalization have only recently begun to emerge; learning analytics, for example, is still evolving and gaining traction within higher education. ken.brown Feb 14, 2015There are limits in the degree to which personalisation can be accommodated and provision remain sustainable. Semantics are important here. Personalisation can be accounted for in the pedgagogies and practicies that respect the diverse learning styles and some choices. But professional thresholds and assessment require robust, standard and accredited thresholds that are absolute and not personisaled. Indeed some professional bodies will dictate terms and conditions of assessment, contact and professional experience in return for accreditation. This is a highly complex area as a result. The degree of freedom to permit personisation often depends on the educational output. Award bearing ones will be more restrictive than say MOOC-type badging.b.murphy1 Feb 14, 2015
    Rewarding TeachingTeaching is often rated lower than research in academia. In the global education marketplace, a university's status is largely determined on the quantity and quality of its research. According to the Times Higher Education's World University Rankings methodology, research and citations account for 60% of a university's score, while teaching is only half that. There is an overarching sense in the academic world that research credentials are a more valuable asset than talent and skill as an instructor. Because of this way of thinking, efforts to implement effective pedagogies are lacking. Adjunct professors and students feel the brunt of this challenge, as teaching-only contracts are underrated and underpaid, and learners must accept the outdated teaching styles of the university’s primary researchers. To balance competing priorities, larger universities are experimenting with alternating heavy and light teaching loads throughout the school year, and hiring more adjunct professors. This is a key issue in whether advances in technology will bring with it related positive impacts in higher education. With no mandatory third level teaching and learning training in Ireland, asking academic staff to engage in teaching and learning activities in an online environment, create effective online teaching tools etc., may be skipping a step (http://www.teachingandlearning.ie/priority-themes/benchmarking-professional-development). There is also the issue of whether such teaching and learning training/CPD would be sufficiently recognised in terms of academic staff workload, career progression etc. Without systematic support in this area endeavours will be left in the hands of the early adopters, enthusiastic teachers and those who have to use technology to support 'off-campus' students, but the mainstream will not develop as it might. james.brunton Feb 12, 2015ken.brown Feb 14, 2015 rosemary.cooper Feb 15, 2015 deirdre.butler Feb 15, 2015 Hiring and retaining qualified staff, and updating the knowledge and skills of existing technology staff; Optimizing the use of technology in teaching and learning in collaboration with academic leadership, including understanding the appropriate level of technology to use; Providing user support in the new normal— mobile, online education, cloud, and BYOD environments roisin.donnelly Feb 16, 2015 NSweeney Feb 19, 2015
    Scaling Teaching InnovationsOur organizations are not adept at moving teaching innovations into mainstream practice. Innovation springs from the freedom to connect ideas in new ways. Our schools and universities generally allow us to connect ideas only in prescribed ways — sometimes these lead to new insights, but more likely they lead to rote learning. Current organizational promotion structures rarely reward innovation and improvements in teaching and learning. A pervasive aversion to change limits the diffusion of new ideas, and too often discourages experimentation. Agreed. Even where provision is made for the scaling of successful innovations it is often at the cost of further potential innovation as the originators/innovators become charged, with inadequate support, with the work of fitting the innovation to the mainstream. Gearoid.OSuilleabhain Feb 15, 2015 A broader question would be framed as 'Leadership for Scale and Impact'. The question to focus on is whose responsibility is it when it comes to scaling up or mainstreaming promising innovations. Arguably, if what has been demonstrated is important (as distinct from 'nice to do', but not essential), then it must find its way into wider institutional processes, e.g., programme design and validation, academic quality assurance, departmental reviews etc. A top down Quality Enhancement led approach should be asking appropriately informed questions like "why is this not happening"? jimdevine Feb 10, 2015 This also relates to Sustainability of e-learning, which is too often seen primarily in terms of financial sustainability and not in terms of a system capacity to meet academics and learners present and future needs. francoise.blin Feb 14, 2015 ken.brown Feb 14, 2015
    Students’ Inadequate Media LiteracyDespite a range of regional and global media literacy initiatives, research shows that the levels of media literacy knowledge and skills in children and teenagers are inadequate, especially for the dimensions of critical and participatory literacy. In an age when news often spreads virally through social media, it is critical that young people learn how to analyze and evaluate the authenticity of myriad messages they encounter everyday. According to current research, most young people feel comfortable using technology, and many are savvy enough to produce and share content, but they lack understanding of its impact or how to leverage it for the greater good — especially in the realm of education. deirdre.butler Feb 15, 2015 I think the concept of the digital native has been damaging in this way, giving the sense that all students are tech savvy, that it is "their technology" and that really we digital immigrants should rather let them show us the way forward. Too often, however, even those students with high frequency use of the toys and technologies of the "digital revolution" seem to show an uncritical unreflexive engagement. Even in their online research "smash and grab" seems to be the order of the day Gearoid.OSuilleabhain Feb 15, 2015 Agreed, while students can (and do) use Facebook and other social media, often asking them to send an email with an attachment proves difficult - where do I find my attachment, where did I save it, what did I call it - basic 'filing' skills are often lacking and then students go 'oh, the computer isn't working' as they can't get the information instantly and won't (or don't know how) to perform a search!Alison.Egan Feb 16, 2015 I often think that students' abilities in terms of using technology are very much 'needs driven'. For instance, there is a 'need' to be able to use Facebook in order to interact with friends and peers since so many of them are using this particular medium and it is now considered a 'norm' by so many. I think that most students do not see the same 'need' for digital literacy in terms of engaging with higher level education (nor was this in place at second level, which is where the majority of them are coming from). We need to design teaching and learning processes in ways that integrate processes for students to develop and further their digital literacy, complex thinking, critical analysis and communication skills. enda.donlon Feb 22, 2015 This is a key issue, not just in higher education, but for education generally, and there needs to be continuity of approach from what is happening (or not happening if that's the case) in secondary schools. If we were to take proficiency approach, school students (14 to 18 year olds) should reach a very good level of media literacy/digital competence, but in HE this needs to be taken to the next level - advanced profiency. The only way to assure that this is taken care of is to build in appropriate learning outcomes during programme design, so that activities and assessment can be structured to take account of them. See for example the work on measuring Digital Competence being undertaken by IPTS: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359 jimdevine Feb 10, 2015 Agree with the need for continuity of approach with regard to second and third level - or at the very least for greater awareness and dialogue between these levels. There are a number of recent developments at second level in Ireland that have the potential to impact positively upon students' digital/media literacy (which in turn has implications for when these students enter HE). These include the impending release of a Digital Strategy for Schools and the newly developed Junior Cycle Award which focuses upon the development of six Key Skills (each of which has a 'digital' dimension, such as 'Using digital technology to manage myself and my learning', 'being responsible, safe and ethical in using digital technology' and 'Working with others through digital technology'). It is too early at this time to ascertain how extensive the impact that these developments will make, but we should be aware of them (and indeed, hopeful). enda.donlon Feb 15, 2015 Digital Literacies paul.gormley Feb 22, 2015 This suggestion is closely related to the topic 'Digital Identity' Digital identity in higher education is very much related to digital literacy of both students and teachers. For example, Barnett and Coate (2005) suggest being digital in the C21 higher education context is influenced by knowledge, skills/actions and being (i.e. a sense of 'self' which manifests itself in one's digital identity). In other words the definition of digital identity above does not explicitly capture captures the ability of the person to apply digital knowledge, skills, tools and attributes (although this may be covered by the 'ontological taxonomy' wording) Learning design approaches need to embed contextualised digital literacies into the curriculum. At present, there is a lot of noise about digital literacies with few practical examples of how these can be operationalised. However, with the emergence of digital literacy frameworks (e.g. Open University, JISC/Beetham, DigEULit) we are now seeing useful case studies emerging. As many of these frameworks are based on constructive alignment models, the inclusion of authentic learning opportunities can be easily incorporated into the curriculum (especially into the professional curriculum that has a work place element to the learning programme). Much of the research in this area recommend this approach (and stresses a move away from generic ICT models like the ECDL). Incorporating these tools and practices into the curriculum acknowledge the importance of digital lteracies as generic transferable comptencies (graduate attributes) to institutions, academics and students. It has to be engineered - it won't happen by osmosis. Digital literacies and identify can be closely associated with students' construction of a lifelong learning digital footprint (or portfolio) which facilitates the aggregation of digital artefacts, processes and outputs alongside opportunities to reflect on student's personal, academic and professional journey. This portfolio can be exposed and targeted at a ranges of stakeholder audiences (including prospective employers).
    Teaching Complex ThinkingWe live in a world where in order to be successful, one needs to be capable not only of complex, expert thinking, but also adept at communicating complex information in accessible, understandable ways. Today’s young people live in a world that is interconnected in myriad ways, and they begin to engage with social media and networks at a very early age. Institutions have the responsibility of informing learners of how to understand relationships and make decisions in that interconnected world. The semantic web, big data, modelling technologies, and other innovations are creating the experimental conditions that have the potential to train learners in complex and systems thinking to create meaningful learning experiences. I fully agree that complex thinking and communication are vital for the global connected world we live in. However although our 3rd level students use social media non-stop, what continues to shock me year on year is their lack of understanding about privacy and ethical issues. Their levels of digital literacy continue to be very low and although they use digital technologies to connect socially I see very little evidence of it being used for learning collaboratively either formally or informally, Students are generally immature in their understandings which hinders our use of the technology at third level. Hopefully the new digital strategy for schools which is due to be launched soon will help solve this problem. deirdre.butler Feb 15, 2015
    Added as New Challenges to RQ4
    Change and Innovation ManagementI 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 Feb 18, 2015Agree. Gerry.Gallagher Feb 22, 2015 agree 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 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 Feb 11, 2015 Agile Approaches to Change- There is a growing consensus among many higher education thought leaders that institutional 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. The Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner. Pilots and other experimental programs are being developed for teaching and improving organizational structure to more effectively nurture entrepreneurship among both students and faculty.
    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....

    Engaging with the Ethical, Privacy and Ideological Aspects of Learning Analytics This a is a highly charged area and it would be naive to assume that the benign intentions of educators will automatically translate into quality, well-regulated and understood analytics implementations. A significant discussion will be needed to map the legal, data protection, ethical, privacy and other issues. An we should not start from the assumption that because we can do it (analytics) it is necessarily a good or desirable thing. After all, part of the learning for students is to be able to make mistakes, do silly things, fail etc., and it is important that these aspects of learning occur in a safe and supportive environment and without any risk arising from a digital footprint one would rather forget. See, for example, Paul Prinsloo 'A brave new world: student surveillance in higher education.
    http://www.slideshare.net/prinsp/a-brave-new-world-student-surveillance-in-higher-education and the JISC report on Learning Analytics http://repository.jisc.ac.uk/5657/1/Learning_analytics_report.pdf jimdevine Feb 5, 2015 I fully agree! francoise.blin Feb 14, 2015 Totally agree. deirdre.butler Feb 14, 2015 100% agree with this, particularly with regard to the ethical dimension of it. Also needs to be continuing discussion around the relevance of certain data sources and how accurately we can infer from them ("not everything that matters can be measured, and not everything that can be measured matters") enda.donlon Feb 15, 2015 Totally agree deirdre.butler Feb 15, 2015
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    DigitalAdvancing 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.
    Digital
    Learning is Increasingly the Norm [Ed:Norm[Ed: previously digital
    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 Feb 10, 2015 Great points! Sam Feb 13, 2015 Agree and particular programmes are more suited than others to an online environment. deirdre.butler Feb 14, 2015 Agree and would add particular flexibility offered by online learning for part-time students. 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 Feb 14, 2015rnidhubhda 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 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 Feb 15, 2015 Agree, fascinating topic that will be of great interest as it develops and unfolds. 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 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 Feb 21, 2015 This whole topic is a "+1" for me 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 Feb 14, 2015 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 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 Feb 15, 2015
    Increasing Focus on Open Educational ResourcesOpenness — concepts like open content, open data,Cross-Institution Collaboration
    Collective action among schools
    and open resources, along with notions of transparencydistricts is growing in importance. More and easy access to data and informationmore, institutions are joining consortiais becoming a value across education. As traditional sourcesassociations of authority are augmented by downloadable content, however, there is need fortwo or more curation and other forms of validationorganizations — 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 mistakencombine resources or to simply mean “free,” open education advocates are working towards a common vision that defines “open” more broadly — not just freealign themselves strategically with innovation 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 challengehigher education. Today’s global environment is allowing schools to identify the academics who can be 'curators' (working in teams if necessary)unite across international borders and to create an ecosystem where their efforts are acknowledged and valued by their peers and institutions (alongside other attributes that are valuedwork toward common goals concerning technology, research, or shared values. Support behind technology-enabled learning in classrooms has reinforced the work of an academic). jimdevine Feb 10, 2015. I could not agree more with Jim. francoise.blin Feb 14, 2015 Agree - OER maturingtrend toward open communities and quality assured collections suchuniversity consortia, as Jorum are a key foundation for curation. We are promoting OER development as part of scholarly activityeducators and professional networking.b.murphy1 Feb 14, 2015 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 movementadministrators recognize collective action 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 Feb 15, 2015 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 experiencesustainable method of OERs and the supporting infrastructure/ecology inherentupgrades in this area has left me somewhat unconvinced. The barriers to access (username/password account creationtechnological infrastructure 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 Feb 22, 2015IT 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 Feb 14, 2015 deirdre.butler Feb 14, 2015
    ...
    Use of HybridHybrid/Blended Learning Designs EducationDesignsEducation paradigms are
    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.
    New FormsProliferation of Multidisciplinary Research Digital humanitiesOpen Educational ResourcesOpenness — concepts like open content, open data, and computational social science research approaches are opening up new pioneering areasopen resources, along with notions of multidisciplinary research, innovativetransparency 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 scholarshipvalidation 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 publication,free of barriers to access, sharing, and new kindseducational use. Added to the curation aspects are mechanisms for quality assurance of coursesopen/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 pedagogies. Researchers, along with academic technologiststo create an ecosystem where their efforts are acknowledged and developers,valued by their peers and institutions (alongside other attributes that are breaking new groundvalued in the work of an academic). jimdevine Feb 10, 2015. I could not agree more with data structures, visualization, geospatial applications,Jim. francoise.blin Feb 14, 2015 Agree - OER maturing and innovative usesquality 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 Feb 14, 2015 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 tools. Atideology 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 Feb 15, 2015 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 same time, they are pioneering new formsgreat white hope for a long time now...I have to say that my experience of scholarly publication that combine traditional static print style scholarship with dynamicOERs and interactive tools, which enables real-time manipulationthe 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 research data. Applying quantitative methodsfinding appropriate 'fit' between OERs and a bespoke curriculum; and the overhead in re-purposing of open OERs to traditionally qualitative disciplinesof said curriculum has led me to rapidly create my own (often one-off) resources due to new research categories such as Distant Reading and Macroanalysis — the studyavailability of large corpuses of textscreative software (such as opposedSnagIt). If there was a simple (non-password protected) cool interface (Iike a Google-for-OERs) I would be thrilled to close readingbits!!! paul.gormley Feb 22, 2015
    Redesigning Learning Spaces
    Some thought leaders believe that new forms
    of a few texts. Theseteaching and learning require new spaces for teaching and learning. More universities are helping to facilitate these emerging areasmodels of education, such as the flipped classroom, by rearranging learning environments to accommodate more active learning. Educational settings are leadingincreasingly designed to exciting new coursesfacilitate project-based interactions with attention to mobility, flexibility, and curricula for undergraduatemultiple device usage. Wireless bandwidth is being upgraded in institutions to create “smart rooms” that support web conferencing and graduate students
    Rethinking
    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 Teachers FacultyTeachersFaculty are increasingly
    ...
    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 Feb 14, 2015 I agree 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 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 Feb 22, 2015
    Added to RQ 3 as New Trends
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  5. page Trends edited ... Trend Name. Add your ideas here with a few of sentences description including full URLs for r…
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    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!
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    previously digital delivery]Digitaldelivery] Digital delivery will
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    23, 2015 [Editor's[Editor's note --
    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 Feb 10, 2015 Great points! Sam Feb 13, 2015 Agree and particular programmes are more suited than others to an online environment. deirdre.butler Feb 14, 2015 Agree and would add particular flexibility offered by online learning for part-time students. 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 Feb 14, 2015rnidhubhda 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 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 Feb 15, 2015 Agree, fascinating topic that will be of great interest as it develops and unfolds. 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 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 Feb 21, 2015 This whole topic is a "+1" for me mark.glynn Feb 23, 2015
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  6. page Challenges edited ... Rewarding TeachingTeaching is often rated lower than research in academia. In the global educa…
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    Rewarding TeachingTeaching is often rated lower than research in academia. In the global education marketplace, a university's status is largely determined on the quantity and quality of its research. According to the Times Higher Education's World University Rankings methodology, research and citations account for 60% of a university's score, while teaching is only half that. There is an overarching sense in the academic world that research credentials are a more valuable asset than talent and skill as an instructor. Because of this way of thinking, efforts to implement effective pedagogies are lacking. Adjunct professors and students feel the brunt of this challenge, as teaching-only contracts are underrated and underpaid, and learners must accept the outdated teaching styles of the university’s primary researchers. To balance competing priorities, larger universities are experimenting with alternating heavy and light teaching loads throughout the school year, and hiring more adjunct professors. This is a key issue in whether advances in technology will bring with it related positive impacts in higher education. With no mandatory third level teaching and learning training in Ireland, asking academic staff to engage in teaching and learning activities in an online environment, create effective online teaching tools etc., may be skipping a step (http://www.teachingandlearning.ie/priority-themes/benchmarking-professional-development). There is also the issue of whether such teaching and learning training/CPD would be sufficiently recognised in terms of academic staff workload, career progression etc. Without systematic support in this area endeavours will be left in the hands of the early adopters, enthusiastic teachers and those who have to use technology to support 'off-campus' students, but the mainstream will not develop as it might. james.brunton Feb 12, 2015ken.brown Feb 14, 2015 rosemary.cooper Feb 15, 2015 deirdre.butler Feb 15, 2015 Hiring and retaining qualified staff, and updating the knowledge and skills of existing technology staff; Optimizing the use of technology in teaching and learning in collaboration with academic leadership, including understanding the appropriate level of technology to use; Providing user support in the new normal— mobile, online education, cloud, and BYOD environments roisin.donnelly Feb 16, 2015 NSweeney Feb 19, 2015
    Scaling Teaching InnovationsOur organizations are not adept at moving teaching innovations into mainstream practice. Innovation springs from the freedom to connect ideas in new ways. Our schools and universities generally allow us to connect ideas only in prescribed ways — sometimes these lead to new insights, but more likely they lead to rote learning. Current organizational promotion structures rarely reward innovation and improvements in teaching and learning. A pervasive aversion to change limits the diffusion of new ideas, and too often discourages experimentation. Agreed. Even where provision is made for the scaling of successful innovations it is often at the cost of further potential innovation as the originators/innovators become charged, with inadequate support, with the work of fitting the innovation to the mainstream. Gearoid.OSuilleabhain Feb 15, 2015 A broader question would be framed as 'Leadership for Scale and Impact'. The question to focus on is whose responsibility is it when it comes to scaling up or mainstreaming promising innovations. Arguably, if what has been demonstrated is important (as distinct from 'nice to do', but not essential), then it must find its way into wider institutional processes, e.g., programme design and validation, academic quality assurance, departmental reviews etc. A top down Quality Enhancement led approach should be asking appropriately informed questions like "why is this not happening"? jimdevine Feb 10, 2015 This also relates to Sustainability of e-learning, which is too often seen primarily in terms of financial sustainability and not in terms of a system capacity to meet academics and learners present and future needs. francoise.blin Feb 14, 2015 ken.brown Feb 14, 2015
    Students’ Inadequate Media LiteracyDespite a range of regional and global media literacy initiatives, research shows that the levels of media literacy knowledge and skills in children and teenagers are inadequate, especially for the dimensions of critical and participatory literacy. In an age when news often spreads virally through social media, it is critical that young people learn how to analyze and evaluate the authenticity of myriad messages they encounter everyday. According to current research, most young people feel comfortable using technology, and many are savvy enough to produce and share content, but they lack understanding of its impact or how to leverage it for the greater good — especially in the realm of education. deirdre.butler Feb 15, 2015 I think the concept of the digital native has been damaging in this way, giving the sense that all students are tech savvy, that it is "their technology" and that really we digital immigrants should rather let them show us the way forward. Too often, however, even those students with high frequency use of the toys and technologies of the "digital revolution" seem to show an uncritical unreflexive engagement. Even in their online research "smash and grab" seems to be the order of the day Gearoid.OSuilleabhain Feb 15, 2015 Agreed, while students can (and do) use Facebook and other social media, often asking them to send an email with an attachment proves difficult - where do I find my attachment, where did I save it, what did I call it - basic 'filing' skills are often lacking and then students go 'oh, the computer isn't working' as they can't get the information instantly and won't (or don't know how) to perform a search!Alison.Egan Feb 16, 2015 I often think that students' abilities in terms of using technology are very much 'needs driven'. For instance, there is a 'need' to be able to use Facebook in order to interact with friends and peers since so many of them are using this particular medium and it is now considered a 'norm' by so many. I think that most students do not see the same 'need' for digital literacy in terms of engaging with higher level education (nor was this in place at second level, which is where the majority of them are coming from). We need to design teaching and learning processes in ways that integrate processes for students to develop and further their digital literacy, complex thinking, critical analysis and communication skills. enda.donlon Feb 22, 2015 This is a key issue, not just in higher education, but for education generally, and there needs to be continuity of approach from what is happening (or not happening if that's the case) in secondary schools. If we were to take proficiency approach, school students (14 to 18 year olds) should reach a very good level of media literacy/digital competence, but in HE this needs to be taken to the next level - advanced profiency. The only way to assure that this is taken care of is to build in appropriate learning outcomes during programme design, so that activities and assessment can be structured to take account of them. See for example the work on measuring Digital Competence being undertaken by IPTS: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359 jimdevine Feb 10, 2015 Agree with the need for continuity of approach with regard to second and third level - or at the very least for greater awareness and dialogue between these levels. There are a number of recent developments at second level in Ireland that have the potential to impact positively upon students' digital/media literacy (which in turn has implications for when these students enter HE). These include the impending release of a Digital Strategy for Schools and the newly developed Junior Cycle Award which focuses upon the development of six Key Skills (each of which has a 'digital' dimension, such as 'Using digital technology to manage myself and my learning', 'being responsible, safe and ethical in using digital technology' and 'Working with others through digital technology'). It is too early at this time to ascertain how extensive the impact that these developments will make, but we should be aware of them (and indeed, hopeful). enda.donlon Feb 15, 2015 Digital Literacies paul.gormley Feb 22, 2015 This suggestion is closely related to the topic 'Digital Identity' Digital identity in higher education is very much related to digital literacy of both students and teachers. For example, Barnett and Coate (2005) suggest being digital in the C21 higher education context is influenced by knowledge, skills/actions and being (i.e. a sense of 'self' which manifests itself in one's digital identity). In other words the definition of digital identity above does not explicitly capture captures the ability of the person to apply digital knowledge, skills, tools and attributes (although this may be covered by the 'ontological taxonomy' wording) Learning design approaches need to embed contextualised digital literacies into the curriculum. At present, there is a lot of noise about digital literacies with few practical examples of how these can be operationalised. However, with the emergence of digital literacy frameworks (e.g. Open University, JISC/Beetham, DigEULit) we are now seeing useful case studies emerging. As many of these frameworks are based on constructive alignment models, the inclusion of authentic learning opportunities can be easily incorporated into the curriculum (especially into the professional curriculum that has a work place element to the learning programme). Much of the research in this area recommend this approach (and stresses a move away from generic ICT models like the ECDL). Incorporating these tools and practices into the curriculum acknowledge the importance of digital lteracies as generic transferable comptencies (graduate attributes) to institutions, academics and students. It has to be engineered - it won't happen by osmosis. Digital literacies and identify can be closely associated with students' construction of a lifelong learning digital footprint (or portfolio) which facilitates the aggregation of digital artefacts, processes and outputs alongside opportunities to reflect on student's personal, academic and professional journey. This portfolio can be exposed and targeted at a ranges of stakeholder audiences (including prospective employers).
    Teaching Complex ThinkingWe live in a world where in order to be successful, one needs to be capable not only of complex, expert thinking, but also adept at communicating complex information in accessible, understandable ways. Today’s young people live in a world that is interconnected in myriad ways, and they begin to engage with social media and networks at a very early age. Institutions have the responsibility of informing learners of how to understand relationships and make decisions in that interconnected world. The semantic web, big data, modelling technologies, and other innovations are creating the experimental conditions that have the potential to train learners in complex and systems thinking to create meaningful learning experiences. I fully agree that complex thinking and communication are vital for the global connected world we live in. However although our 3rd level students use social media non-stop, what continues to shock me year on year is their lack of understanding about privacy and ethical issues. Their levels of digital literacy continue to be very low and although they use digital technologies to connect socially I see very little evidence of it being used for learning collaboratively either formally or informally, Students are generally immature in their understandings which hinders our use of the technology at third level. Hopefully the new digital strategy for schools which is due to be launched soon will help solve this problem. deirdre.butler Feb 15, 2015
    Students’ Inadequate Media LiteracyDespite a range of regional and global media literacy initiatives, research shows that the levels of media literacy knowledge and skills in children and teenagers are inadequate, especially for the dimensions of critical and participatory literacy. In an age when news often spreads virally through social media, it is critical that young people learn how to analyze and evaluate the authenticity of myriad messages they encounter everyday. According to current research, most young people feel comfortable using technology, and many are savvy enough to produce and share content, but they lack understanding of its impact or how to leverage it for the greater good — especially in the realm of education. deirdre.butler Feb 15, 2015 I think the concept of the digital native has been damaging in this way, giving the sense that all students are tech savvy, that it is "their technology" and that really we digital immigrants should rather let them show us the way forward. Too often, however, even those students with high frequency use of the toys and technologies of the "digital revolution" seem to show an uncritical unreflexive engagement. Even in their online research "smash and grab" seems to be the order of the day Gearoid.OSuilleabhain Feb 15, 2015 Agreed, while students can (and do) use Facebook and other social media, often asking them to send an email with an attachment proves difficult - where do I find my attachment, where did I save it, what did I call it - basic 'filing' skills are often lacking and then students go 'oh, the computer isn't working' as they can't get the information instantly and won't (or don't know how) to perform a search!Alison.Egan Feb 16, 2015 I often think that students' abilities in terms of using technology are very much 'needs driven'. For instance, there is a 'need' to be able to use Facebook in order to interact with friends and peers since so many of them are using this particular medium and it is now considered a 'norm' by so many. I think that most students do not see the same 'need' for digital literacy in terms of engaging with higher level education (nor was this in place at second level, which is where the majority of them are coming from). We need to design teaching and learning processes in ways that integrate processes for students to develop and further their digital literacy, complex thinking, critical analysis and communication skills. enda.donlon Feb 22, 2015This is a key issue, not just in higher education, but for education generally, and there needs to be continuity of approach from what is happening (or not happening if that's the case) in secondary schools. If we were to take proficiency approach, school students (14 to 18 year olds) should reach a very good level of media literacy/digital competence, but in HE this needs to be taken to the next level - advanced profiency. The only way to assure that this is taken care of is to build in appropriate learning outcomes during programme design, so that activities and assessment can be structured to take account of them. See for example the work on measuring Digital Competence being undertaken by IPTS: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359 jimdevine Feb 10, 2015 Agree with the need for continuity of approach with regard to second and third level - or at the very least for greater awareness and dialogue between these levels. There are a number of recent developments at second level in Ireland that have the potential to impact positively upon students' digital/media literacy (which in turn has implications for when these students enter HE). These include the impending release of a Digital Strategy for Schools and the newly developed Junior Cycle Award which focuses upon the development of six Key Skills (each of which has a 'digital' dimension, such as 'Using digital technology to manage myself and my learning', 'being responsible, safe and ethical in using digital technology' and 'Working with others through digital technology'). It is too early at this time to ascertain how extensive the impact that these developments will make, but we should be aware of them (and indeed, hopeful). enda.donlon Feb 15, 2015
    Added as New Challenges to RQ4
    Change and Innovation ManagementI 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 Feb 18, 2015Agree. Gerry.Gallagher Feb 22, 2015 agree 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 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 Feb 11, 2015 Agile Approaches to Change- There is a growing consensus among many higher education thought leaders that institutional 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. The Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner. Pilots and other experimental programs are being developed for teaching and improving organizational structure to more effectively nurture entrepreneurship among both students and faculty.
    ...
    http://www.slideshare.net/prinsp/a-brave-new-world-student-surveillance-in-higher-education and the JISC report on Learning Analytics http://repository.jisc.ac.uk/5657/1/Learning_analytics_report.pdf jimdevine Feb 5, 2015 I fully agree! francoise.blin Feb 14, 2015 Totally agree. deirdre.butler Feb 14, 2015 100% agree with this, particularly with regard to the ethical dimension of it. Also needs to be continuing discussion around the relevance of certain data sources and how accurately we can infer from them ("not everything that matters can be measured, and not everything that can be measured matters") enda.donlon Feb 15, 2015 Totally agree deirdre.butler Feb 15, 2015
    Prioritizing Technology Over Learning
    ...
    19, 2015
    Other Key Points and Links
    ...
    Without Understanding Them-
    The
    Them-The frequent use
    "The agent engaged in practice knows the world…too well, without objectifying distance, take it for granted, precisely because he is caught up in it, bound up with it; he inhabits it like a garment…he feels at home in the world because the world is also in him, in the form of the habitus” (Bourdieu, 2000: p. 142-143)
    A reflexive practice that’s exceeds the bounds of a purely technocentric discourse would allow educational technologists an opportunity to voice their views and beliefs in relation to the challenges facing higher education. The need to assert a greater influence on current policies and practices in the wider domain is of paramount importance. Rather than educational technology being viewed as simply an economically more advantageous means of “delivering” education – a commodity exchange model endorsed by current neo-liberal policies.
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  7. page New Topic edited ... Other Interesting Points Digital Literacies ... digital literacy indepth in-depth in pa…
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    Other Interesting Points
    Digital Literacies
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    digital literacy indepthin-depth in past
    Experience API
    I'm not sure if this isn't dealt with already but Experience API (aka, or originally, Tin Can) is a new software specification that takes up where SCORM leaves off and allows, inter alia, for recording and tracking of all kinds of learning experience and evidence within, and tellingly, beyond the traditional LMS type environment. It's right here right now but not everyone is aware of it (and fewer of us are actually using it yet): AgreedAlison.Egan Feb 16, 2015 [Editor's Note: Thanks for sharing! We do not feature products as technology topics in the Horizon Project.]
    VirtualisationI'm not sure if this is a topic in its own right, or connected to topics such as BYOD and/or single sign on. For many if not all disciplines, the ability of students to access specialist/discipline-specific software from their own laptop has to be a central plank of HEI digital strategy. BYOD needs to be a 'negotiated' approach, where colleges can advise students about the most appropriate devices to own, relevant to their particular programme of study. jimdevine Feb 10, 2015 deirdre.butler Feb 14, 2015 Description, rationale and discussion.... Virtualisation and Cloud go together: Cloud Computing is already a topic? Phelim.Murnion Feb 18, 2015 The use of virtualisation as infrastructure and also potentially as a teaching methodology, particularly in STEM education. tony.hall Feb 21, 2015
    [Editor's Note: Great Points!]
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