horizon report – nmc

2012 – higher ed:

_____________

2013 report on higher ed

link to 2013 report via prezi

_____________

2014 report:

p. 5

perhaps the questions on p 7… as part of problem…?

ie:learning centered… but teacher listed first..

biggest challenge… relevance… but all questions are looking into things tech et al… beyond initial relevance..

back to learner as #1… no..?

question…
how can we better facilitate curiosity…?
tech is letting us do that… better than ever before… but can’t start with our existing rules/tech..

start with individual curiosity…
every day.

if we focus on that…
year plan…
that’s it…

horizon report becomes simply another conversation..

or better perhaps…
becomes horizon listening in perpetual beta… just like individual 24/7 with c app …brain… et al.

teaching and policy… both top lists
?..

p. 7

Online learning in general is in the midst of a long-term

reinvention, with much learned from the recent forays

into massive open online courses. While the focus

within instructional design on genuinely matching the

level of student engagement in face-to-face courses

is increasing, online learning is still at least five years

away from generating its maximum impact. Pearson’s

efforts to integrate adaptive learning in online courses

are a good example of the current state of the art. In

the summer of 2013, Pearson partnered with Knewton

to offer more than 400,000 college students enrolled

in first-year science and business courses access to

adaptive, personalized tutoring services that detect

patterns of students’ successes and failures with the

course material and provide guidance accordingly.

wait. what?

p 27

However, some early for-credit

experiments demonstrate that the appeal of formalized

online learning may not be as broad as initially thought.

In the fall of 2012, Colorado State University-Global

Campus became the first college to offer credit to

students who passed a MOOC if they registered and

paid a fee. A year later, not a single student had taken

advantage of the offer. Furthermore, in January 2013,

San Jose State University partnered with Udacity to

develop a for-credit course, but early results were

mixed, and the effort was put on hold.

missing point.. for credit .. missing point

p. 30

According to the World Economic Forum,

40% of global youth are unemployed; a postsecondary

education is becoming less of an option and more

of an economic imperative. Universities that were

once bastions for the elite need to re-examine their

trajectories in light of these issues of access, and the

concept of a credit-based degree is currently in question.

Complicating the challenge are wide-ranging factors

such as financial constraints, lack of capacity, national

priorities, and the digital divide, which make the scope

of this problem very hard to grasp. Options such as the

construction of more college campuses, bolstering

online learning, and removing barriers to learning are

only working the edges of this wicked challenge.

The numbers of anticipated global college students

are staggering. Over the next 12 years, the World Bank

estimates a 25% increase in global higher education

attendance from 200 to 250 million. In Africa alone,

the continent would need to build four universities

with capacities of 30,000 people every week just to

accommodate the students reaching enrollment age by

2025. With a population of 234 million people between

the ages of 15 and 24, India

??????????

Over the next decade, the fastest growing jobs in the

United States will require postsecondary degrees, and

the need to fill these middle class jobs is stimulating

policy action at the federal level. The White House

reports that the United States currently ranks 16th in

the world in degrees and certificates awarded to adults

ages 25-34. Additionally, just over half of United States

high school graduates from the nation’s poorest quarter

of families seek further formal education. In response

to these statistics, the Obama administration has set a

new goal that the United States would have the highest

proportion of graduates in the world by 2020.

such untruth.. such unquestioned falsehood…

mind boggling to say that wicked problem is keeping learning relevant. that teachers are losing out because most is going to research. that remedial ness is in need most…

that hard for uni to support innovation.

we need a serious quiet time.

no?

shaped by degrees et al..
not so much

p. 31

queen rania – hubs for access

bridge opportunity gap
to higher Ed…?
or to lifelong self organized learning…?

to support college readiness…?
really..?
to support college completion…?
really..?
to fit in economic system…?
really..?

p. 32

how can we say both… higher Ed degree is a must… but that it’s got us in debt… trillions… what job could ever pay that off…

I doubt someone’s art (the thing you can’t not do)would

p. 32-33

Implications for Policy, Leadership, or
Practice
Adapting higher education systems to current
technological trends requires progressive leadership
and the ability to envision how formal institutions
will remain relevant in a time when quality learning
materials are more accessible than ever. The future
of higher education is being shaped by those who
acknowledge how online learning will redefine the
value of a degree, and are open to exploring alternative
means of proving skill acquisition through certificates,
badges, and e-portfolios. Institutional leaders must take
these options seriously if they are to make decisions

that will keep a university education relevant in a time

when it is widely acknowledged that a college degree

does not guarantee a direct return on investments.

Determining how to develop the most effective online

learning scenarios and integrate them with face-to-face

learning is among the most critical considerations related to tis issue..

in the city. as the day. c app. 2 needs and a cure.

p.33 (and another place with price 2500 for 3 months.. can get a degree in that time, or not..

flex programs, such as those being developed by th uni of wisconsin.. combine online and in -person practicums along with access to mentors and academic coaches..

more here by Anya:

hunt

Rawl’s College – come in as stem..? missing rhizomatic expertise.. the potential of need to know vs just in case..

telling/sad that repeatedly stated as fact that degree will be required for jobs of future.. but seemingly buried in wicked problem section – questioning if that’s true..

p. 34

The expert panel was provided with an extensive set
of background materials when the project began
that identifies and documents well-known existing
technologies, but the panel was also encouraged to
consider emerging technologies whose impact may still be
distant. A key criterion for the inclusion of a new technology
in this edition is its potential relevance to teaching, learning,
and creative inquiry in higher education.

lovely.

new ideas have to relate to teaching..

so… what if teaching is our elephant…?

so.. we haven’t really braved the (assumed) wicked… no…?

at least not with this set of (lovely people) experts.. and this chunk of time and money. and prestige…

ugh

no…?

Some technologies, while intriguing, do not
have enough credible project examples to substantiate
them.
wait… don’t have enough credible project samples… but we want relevance…?

if we listened to ourselves… we are suggesting the answers..

deliberately don’t teach.
instead… listen…
as you live amongst humanity… aka city.. community… everyone…
that’s the ecosystem…oikos….house…. no…?

p. 35

oh my…
just oh my.

ie: social could have been subsumed under consumer…
serious…?

oh my.

enabling tech….
link to learning less easy to make…?

really..?
or do we mean link to classroom/hierarchy/monetary returns.. less easy to make ..?