On the Horizon

摘要

The NMC Horizon Report: 2016 Higher Education Edition uses a systematic methodology to report on new trends, challenges, and emerging technologies. This year, I noticed more global references than in the past, with examples from other countries in each category. TRENDS Let’s start with trends that will drive technology planning and decision-making. Trends are reported in terms of their short-, mid-, and long-term impact. Short-term trends will either become “commonplace or fade away in that time” (Johnson et al., 2016, p. 6). Table 1 compares 2016 with 2015 trends.Table 1: Trends 2015 and 2016As you can see, there are some consistencies as well as shifts between 2015 and 2016. For example, the increased use of blended learning remained consistent. I believe this statement identifies a driving force: “Students have expectations that higher education will mirror the information accessibility and immediacy of their connected lives” (Johnson et al., 2016, p. 18). Blending learning draws upon the distinct advantages of both the online and face-to-face worlds. The University of Central Florida has an open resource website (http://blended.online.ucf.edu/) that provides useful tools and information about blended learning. The growth in blended learning has an impact on policy, leadership, and practice. The second trend, the growing focus on measuring learning, which moved from mid-term to short-term over the last year, is precipitated by the growing amount of data being collected on students. Through various tools, data are being amassed on learning as well as student activities (e.g., use of the library, social networks, shopping on college-based networks). With the growth in learning analytics, these data can be harvested and used to examine student readiness, progression, and remediation. This trend has renewed interest in the examination of learning and the best methods to measure learning. It has also raised ethical questions. For example, should we have consent from students to use their data for administrative decisions? What are the legal and ethical concerns related to data privacy and security of sensitive student data? In terms of mid-term trends, the redesign of learning spaces shifted from short term in 2015 to mid term in 2016. I would suspect that funding for higher education has delayed the redesign of learning spaces to be more student-centric with smart room technologies and flexible spaces for cross-disciplinary interactions. For some standards and guidelines regarding learning spaces, you can use Educause’s Learning Space Rating System (www.educause.edu/eli/initiatives/learning-space-rating-system). The mid-term trend, shifting to deeper learning, represents the growing need to ensure that our graduates have the knowledge and skills needed for the job market. This trend acknowledges the movement away from surface learning (memorization and multiple-choice tests) to deeper learning, “defined as the mastery of content that engages students in critical thinking, problem-solving, collaboration and self-directed learning” (Johnson et al., 2016, p.14). There is a growing emphasis on teaching through project-based, inquiry-based, or challenge-based learning strategies. The Lumina Foundation’s Degree Qualification Profile is a good site to broaden your thinking about deeper learning (www.luminafoundation.org/resources/dqp) and the intellectual skills needed by associate, baccalaureate, and master’s degree students. Advancing cultures of innovation remains a long-term trend and reflects the role of the university in fostering innovation, creativity, and entrepreneurial thinking. A new long-term trend is the reexamination of higher education models. Competing market factors, employer needs, and consumer demands for accessible education are precipitating an examination of new roles and models for higher education. Staley (2015), who presents five, quite provocative models, gets one thinking about the future of the university.