horizon report – nmc

nmc horizon project

2012 – higher ed:

_____________

2013 report on higher ed

link to 2013 report via prezi

about nmc horizon

_____________

2014 report:

nmc horizon 2014

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.

p6

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:

are you competent

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 ..?

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