What is on the five-year horizon for academic and research libraries? Always provocative, and worthwhile reading arrives again with the publication of the NMC Horizon Report: 2015 Library Edition examines key trends, significant challenges, and important developments in technology for their impact on academic and research libraries worldwide. This publication was produced by the NMC in collaboration with University of Applied Sciences (HTW) Chur, Technische Informationsbibliothek (TIB) Hannover, and ETH-Bibliothek Zurich. To create the report, an international body of experts from library management, education, technology, and other fields was convened as a panel. Over the course of three months, the 2015 NMC Horizon Project Library Expert Panel came to a consensus about the topics that would appear here. View the work that produced the report on the project wiki.
Once again the Open University has provided another Innovating Pedagogy report – the third report in it’s series. This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teacher and policy makers in productive innovation.
Produced by the Institute of Educational Technology at The Open University, the report identifies ten educational terms, theories and practices that have the potential to provoke major shifts in educational practice in the near future.
Featured in 2014’s annual report:
- Massive open social learning
- Learning design informed by analytics
- Flipped classrooms
- Bring your own devices
- Learning to learn
- Dynamic assessment
- Event-based learning
- Learning through storytelling
- Threshold concepts
While MOOCs and other theories covered in this year’s report are not necessarily new, the report aimed to examine how they can gather momentum and have a greater influence on education.
I find the greatest value of this report is to see the changes taking place – a litmus test – of what is considered relevant/important and/or of note. I would also juxtapose the findings against the series of NMC Horizon Reports, which cover a range of school, tertiary, and library sectors.
Look out for other annual reports in your country, sector, or region too!
Image: creative commons licensed (BY-NC) flickr photo by Intersection Consulting: http://flickr.com/photos/intersectionconsulting/7537238368
While technology is changing the information environment (including information places and spaces), the transactional nature of information interactions and knowledge flow underpins learning. Information can comprise both physical and virtual parts for operation and interaction.
I see that a major challenge for education is to enable and facilitate the generation of new knowledge via an appropriate information environment, to facilitate integration of new concepts within each person’s existing knowledge structure.
Information ecology presents the contexts of information behavior by analogy with ecological habitats and niches, identifying behaviours in biological terms such as ‘foraging’ (Bawden & Robinson, 2012. p.199). In this context of adaptive and responsive co-construction of knowledge, we can facilitate a viable praxis in digital environments, influenced by concepts of rhisomatic learning. Seen as a model for the construction of knowledge, rhizomatic processes hint at the interconnectedness of ideas as well as boundless exploration across many fronts from many different starting points. (Sharples, et al. 2012 p.33).
By creating curriculum and subject delivery which can be reshaped and reconstructed in a dynamic manner in response to changing environmental conditions or the personal professional needs of students, a digital information ecology provides the opportunity to work with information in the construction of knowledge in more dynamic ways, connecting learning experiences across the contexts of location, time, devices and platforms.
Researching how digital technologies may be used to create a more responsive learning ecology both in use of online tools and assessment practices can provide a valid way of examining effectiveness if the link between the use and the learning is explicit. Research to date rarely makes this link explicit and evaluations appear to be based on researcher beliefs about learning which are either not expressed or vague (Starkey 2011, p20.)
Starkey (2011) provides an excellent summary of the key concepts of critical thinking skills, knowledge creation and learning through connections that epitomizes 21st century learning. Technology can be used to evaluate learning, though the link between digital technologies and student performance is complex. Yet the digital age students, who can think critically, learn through connections, create knowledge and understand concepts should be able to connect and collaborate with others beyond a constrained physical environment; understand that knowledge is created through a range of media and created through networks, connections and collaborations; be able to think critically and evaluate processes and emerging ideas. The ability to evaluate the validity and value of information accessed is essential.
In such a context and information ecology, enabling learning involves the creation of assessments and environments for knowledge building to enhance collaborative efforts to create and continually improve ideas. This approach to knowledge building exploits the potential of collaborative knowledge work by situating ideas in a communal workspace where others can criticize or contribute to their improvement (Scardamalia 2012 p.238 ).
A communal workspace, a collaborative and formative framework for assessments, and research into the impact of all this on learning futures – now that would be grand to see!
Bawden, D. & Robinson, L. (2012). Information behaviour. In Introduction to information science (pp. 187-210). London : Facet.
Scardamalia, M., Bransford, J., Kozma, B., & Quellmalz, E. (2012). New assessments and environments for knowledge building. In Assessment and teaching of 21st century skills (pp. 231-300). Springer Netherlands.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University.
Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, Pedagogy and Education, 20(1), 19-39.
Image: Learning (Photo credit: Anne Davis 773)
Our newest program/course/degree (terminology depends on the part of the world you are in) has been keeping me very busy. Here at Charles Sturt University I launched the Master of Education (Knowledge Networks and Digital Innovation) in March 2014. We have just completed some of the subjects, and I will have to share the outcomes.
But before I do share this, I want to welcome my good friend Ewan McIntosh of NoTosh fame, to CSU as a newly minted Adjunct lecturer – all ready and engaging as of this week with a new clutch of students. We have people from all around the world, who will be pulling and teasing ideas around with Ewan in the first iteration of the grand new subject.
When most people find out that they are in line to create a new physical or virtual environment for their school, few have really driven deep into what the research says, and how it might pan out in practice. And, with deadlines in place, and architects producing their “masterplans” based on what they have been able to squeeze out of school communities, the clock is ticking too fast in most cases to begin that learning journey in a timely fashion.
School principals, deputies, librarians and innovator educators can base multi-million dollar decisions on hearsay, gurus’ say-so, and what the Joneses have done with their school. For the initial cohort of students on our inaugural Masters subject on Designing Spaces for Learning at CSU (Charles Sturt University), the story will be very different.
Do visit his blog post Launching a new Masters: Designing Spaces for Learning #INF536. and check out his wonderful welcome video. Visit the course Facebook Page too!
Perhaps you would like to join our course and his subject in 2015?
While it was published a little while ago, I am still pleased to share the NMC Horizon Report 2014 edition, in case you’ve missed it.
Launched in 2009, the NMC Horizon Report > K-12 Edition broadened the reach of the NMC Horizon Report series to include primary, middle, and high schools. The K-12 Edition explores the key trends accelerating educational technology adoption in schools, the significant challenges impeding it, and emerging technologies poised to impact teaching, learning, and creative inquiry.
I’ve been along for the journey in every K-12 edition as a member of the K-12 Expert Panel, which has been amazing! Now we have this amazing collection that tells an extraordinary story of change, development and innovation in education as part of the mapping of new horizons. It is fantastic to be involved at this level in education – I love it :-)
Check out the trends, challenges and technology forecast in the report. Look for the opportunities where you can contribute to your school’s development, especially in ways that technology can be embedded into the curriculum programs.
Regular reports hit my radar of the amazing work being undertaken by global kids, as they become knowledge-able, as well as knowledgeable in their gaming interactions. Many kids, supported by knowledgeable elders (parents and peers) are engaging in this amazing platform. Many teachers are also supporting their students to do amazing things.
Just look at this gorgeous build in Minecraft – Babylon in a very new world of our kids futures. By amazing – I don’t just mean building in a gaming environment! I mean engaging in literacy and communication; in digital citizenship and story telling; and above all creativity and global cultures. But it takes dedication on the part of the adults to nuture students this way.
Minecraft in education is growing phenomenon – and people are jumping on board to see how they can integrate Minecraft into the learning cultures of their schools. To be honest – Minecraft is also becoming a minefield of its very own in the ‘grown up world’ (consultant warning) – and therefore making it critically important that we connect with quality users with grounded experience in best practices in Minecraft rather than with consultants.
Project Mist, from Donelle Batty, is one of my favourite Australian leaders – doing with her kids daily that we could only wish for all our kids. Donelle has been running Project M.I.S.T (Minecraft In School Transforming education) for what seems like eons now. Her students have very powerful learning experiences. GMods Experience in Minecraft tells it all!
My experience in Minecraft this year was spectacular; the team work, the efforts, the creativity gained and witnessed was truly outstanding. In the class I got to socialize with kids that have the same interests I have, building friendships throughout the year. Cooperation was the biggest highlight; When there was ridiculous amounts of mobs and high death count, we took shelter and shared supplies. When someone needed help building or creating something it always felt good to teach them how to do so. I’ve also learnt more about the importance of my appearance on-line and how I present myself to the people of the world wide web, presentation is key and your first impression is everything. If you are acting like a tool on the internet people will see you once and think: “Wow, that person seems stupid and rude” And that would be the last time they visit your page/ sever/ profile.
Recently, I followed a tweet to see what Donelle wrote about the 2014 launch of #ProjectMIST.
— Donelle Batty (@dbatty1) March 21, 2014
She reminded us all that Minecraft is a collaborative experience, as is the various stages of learning involved in gaining Minecraft experience. Donelle is without a doubt a global leader, and will be away from her hometown in Tasmania on her Hardie Fellow (Info re Hardie Fellowship and recipients for 2013-14).
Donelle also reminded me of the fantastic work done by Jo Kay who is an amazing colleague I have worked with closely over the years on various projects. Jo currently builds and supports our work in the Master of Education (Knowledge Networks and Digital Innovation) degree here at CSU. We don’t use the normal LMS, but have developed our own for the degree for now.
So in much the same way Donelle explains:
We are really lucky at ProjectMIST as we have one person who has been with us from the start and is always there, even at 12:04am. At this time of the day I am in bed asleep and the computer is asleep too, but Jo Kay is wide awake supporting the students where I can’t. Her support is extremely appreciated by the students and they demonstrate this through building replicas of her avatar on their own servers, one young man did this just the other night when she helped him out after he locked himself out of his server. This student has now just been accepted onto Massively @ Jokaydia Minecraft Guild and he is really excited to be able to build, learn and explore with others from all parts of the world.
If you are an educator, a parent, or just someone who wants to give kids a chance at Minecraft I recommend you visit Massively @ Jokaydia.
The Massively @ jokaydia Guild Website – a community supported by jokaydia.com – provides kids and parents with games-based spaces to learn, collaborate and play!
The project is designed for kids aged 4-16yrs who are interested in gaining digital media skills, exploring their creativity and developing online social skills. We are currently using the video game Minecraft to support a safe, whitelisted server and a range of activities which encourage kids to choose their own playful learning pathways and adventures.
You can’t do better than that! Babylon was a build created by just one of those students!
Sometimes we are too immersed in what is around us, and find it hard to look out beyond the crowd to a place that brings not only excitement, but also the the kind of stimulation that any creative mind seeks. That’s what education aims to be about of course, but we can’t always succeed. In that sense I am really lucky to be working in an environment that does support standing on stilts – if you are willing to take up the balancing-act challenge!
So on that front I have been lucky to have the support of my Faculty to stand on stilts – big time!. We’ve now officially launched the website about our newest degree offering, the Master of Education (Knowledge Networks and Digital Innovation). In this degree will be undertaking to meet the challenges of learning in a connected world, and helping our post-graduate students (who will already be outstanding teaching practitioners) develop the capacity to be responsive to the challenges that this connected world brings.
In examining the concepts and practices for a digital age, we will of course engage with as many of the recent developments which are influencing learning and teaching in an increasingly digitally-connected world. By examining key features and influences of global connectedness, information organization, communication and participatory cultures of learning, I hope that our students will be provided with the opportunity to reflect on their professional practice in a networked learning community, and engage in dialogue to develop an authentic understanding of concepts and practices for learning and teaching in digital environments.
We will be reviewing and reconstructing understanding. We will be standing on stilts and looking for the contexts for innovation and change in day-to-day professional practice. Overall we will be encouraging professional learning through authentic tasks and activities through collaboration with peers; by immersing ourselves in readings that are thought-provoking; by adopting a stance of inquiry, reflection and analysis, and by engaging with new knowledge in the context of the daily transactions of learning and teaching.
The new degree follows a flexible structure, allowing students to craft a program of study that meets their own (and often diverse) professional needs. The range of subjects on offer are varied, following the foundation subject “Concepts and Practices for a Digital Age“. I will be teaching this subject myself to kick-start the degree program, because I want to! I believe that this new degree program is going to be demanding, exciting, challenging, invigorating, and will allow us to build professional connections between us and a real excitement for future possibilities.
OK, you say – get off your stilts now! Stop dreaming!
The fact is that I am totally committed. As a Courses Director, I am not expected to teach. But in fact, I will be teaching the foundation subject because I want very much to engage with our first cohort of students to get a measure of what is possible, and to ensure that our degree program can respond together to the challenges that new knowledge networks bring us. You, the first cohort, will indeed lay the foundations of the purposes and future learning opportunities for anyone entering the program. Let’s do it! Come and join me in the challenge.
I will be holding the first round of online information Webinars about this degree program next week. If you are in the least bit curious, do sign up and join me for a chat. You’ll find the link to sign up for the webinar at the degree program website.
If you haven’t quite caught up with the rapid changes in our connected world – consider this. Yesterday saw the world scrambling to update their iPhones to the new iOS7 operating system. I was like a kid in a candy store as I played with my device for hours. I exchanged views and opinions with my global online colleagues via Twitter and Facebook. It was a ball!
I also work online all the time – and talk, plan, dream, sigh in these virtually connected environments. What will it be like when iRobot comes into our working environments?
iRobot was founded in 1990 by Massachusetts Institute of Technology roboticists with the vision of making practical robots a reality. Since then they have produced robots that vacuum and wash floors, clean gutters and pools and patrol war zones. At InfoComm which was held in Orlando, Florida last month iRobot announced they were partnering with Cisco (videoconference and telepresence solutions company) to bring an enterprise grade iRobot Ava 500 video collaboration robot to market. iRobot blended their self navigating robot with Cisco’s high definition TelePresence technology (EX60) and wireless access points to allow offsite workers to participate in meetings where movement and the ability to change locations quickly was simple.
Ava 500 gives new meaning to the term mobile videoconferencing. It’s no longer a case of mobile describing where you can take your equipment but where your equipment can take you!!
Navigation is controlled with an advanced suite of sensors consisting of laser, sonar, 2D and 3D imaging, cliff sensors and contact bumpers. Ava can move in any direction just like a human and safely transport herself to a meeting (having already mapped out the floor plan of the building). She can adjust her height to accomodate who she’s meeting with (seated or standing) and can moderate her speed and alter her path if she senses humans in the environment (to get to the meeting on time). She automatically returns to her charging station after the meeting is over.
Ava comes with a dedicated iPad which is used to schedule and control her attendance at meetings. You can select Ava’s meeting destination by tapping a location on a map or choosing a room or employee name. At the scheduled time Ava is activated to take you where you want to go. You can elect to travel from the charging station to the selected location in either private mode (screen appears blank) or in public mode (screen shows video of you – see above). If public mode is chosen you can see and be seen by others and can even stop to have a conversation with a colleague on the way.
Ava is targeted for availability in early 2014. Thanks to the DIT blog at CSU for this eye-popping information.