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Sunday, October 30

  1. page home edited Horizon Archive of the NMC Horizon Report: 2010 Australia-New Zealand ... [[include compon…

    HorizonArchive of the NMC Horizon Report: 2010 Australia-New Zealand

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    Welcome to the workspace for the Project, the place for the members of the Advisory Board to manage the process of selecting the topics for the 2010 Horizon Report: Australia-New Zealand Edition. This edition of the Horizon Report, a project of the The New Media Consortium, will be published in October, 2010. The report focuses on emerging technology and its applications for education (broadly defined) in Australia and New Zealand. is a project that applies the process developed for the New Media Consortium's Horizon Project with a focus on emerging technologies for learning institutions in Australia and New Zealand. Members of the Australia-New Zealand education community are encouraged to follow the Advisory Board's progress as the discussion unfolds and to use the wiki as a resource and reference tool.
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    Project Timeline
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  2. page Wireless Power edited What is Wireless Power? [[include component="page" page="TopicsNav" ]] Any…

    What is Wireless Power?
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    Anyone who attends a class or meeting where most of the participants have laptop computers is well aware that there are never enough power outlets—and when they are available, they are invariably located in inconvenient places. Wireless power, already being prototyped by several companies, promises to alleviate the problem by making power for charging batteries in devices readily available. Using near-field inductive coupling, power can be transmitted through special surfaces or even through open space to charge devices within a home, office, school, or other setting. Consumer products are already entering the market; the Powermat, for instance, charges up to three devices placed onto its surface (each device must first be slipped into a compatible sleeve). Fulton Innovation's eCoupled technology is designed to be built into desk- and countertops, enabling not only power transfer but other wireless communications between devices placed on the surfaces. Witricity is developing transmitters that would be embedded in walls or other furniture, transferring power via inductive coupling to receivers attached to devices anywhere within the home or classroom. The impact of wireless power for education will primarily be felt in learning spaces; the devices we carry will become more useful and easier to maintain, with increased opportunity for longer use in a variety of settings.
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: alan Jan 27, 2010
    (1) How might this technology be relevant to the educational sector you know best?
    Extending the concept of learning spaces in higher ed to locations where power outlets are limited or unavailable. This is likely to extend opportunities for learning generally and time-on-task, as well as for documenting experiences, collecting different kinds of data, and using the current and emerging affordances of technologies to create, document, reflect on, validate, prove, disprove, question etc etc collaboratively or independently caroline.steel Aug 23, 2010
    I totally agree with Caroline - and Stephen. So much of our "wireless" activity currently is constrained/governed by the battery power of the devices we are using. shirley.reushle Aug 29, 2010
    I also agree - although the battery life of ipads is already remarkable. It is clear that this would be the removal of a major spatial and temporal impediment that faces both students and staff.philip.poronnik Sep 2, 2010
    At the risk of advancing a contrary view, I wonder if this will really end up as a useful technology in learning environments. Students are increasingly mobile and have been moving in some numbers to iPads and netbooks which show good signs of being able to last a day without charging. They are also light and easy to carry. Smartphones already have this capability. As this trend increases, students will not bother to carry any chargers with them and will simply charge up the devices overnight nick.tate Sep 2, 2010.
    (2) What themes are missing from the above description that you think are important?
    The safety issues of moving large amounts of energy through spaces used by students need to be seriously considered and make this an unlikely development in the immediate future. The more general issues of power are likely to see more use of devices like the iPad with much longer lives and also the pressure to standardise power connectors and infrastructure - much as the Europeans have done with Cellphone adaptors. stephen.marshall Aug 25, 2010
    I agree with this nick.tate Sep 2, 2010.
    another response here
    (3) What do you see as the potential impact of this technology on teaching, learning, or creative expression?
    None in the long term nick.tate Sep 2, 2010.
    your response here
    another response here
    (4) Do you have or know of a project working in this area?
    [[include component="page" page="Project Form Link" ]]

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  3. page WhatsNew edited What's New? The 2010 Horizon Report: Australia-New Zealand Edition is done. Download the PDF ve…

    What's New?
    The 2010 Horizon Report: Australia-New Zealand Edition is done. Download the PDF version, read and comment in the online version, and give our new ePub version a spin in your eReader.
    Communiqué from the September 30 Strategic Technology Summit in Wellington.
    Communiqué from the September 26-27 Strategic Technology Summit in Brisbane.
    The Call for Examples for the 2010 Horizon Report is open to share examples for consideration in the final report.
    The Advisory Board has completed the voting and selected the six final topics for the 2010 Horizon Report: Australia-New Zealand Edition.
    The first round of rankings was completed and published as the 2010 Short List (download PDF)
    The Advisory Board responded to the four Research Questions and completed the first round of voting.
    Advisory board members are reviewing the Press Clippings, and annotating ones they recommend.
    The wiki is now open! Welcome advisory Board members -- please introduce yourselves via the discussion tab on the wiki main page. If you are new to using this kind of wiki, see our Getting Started guide.

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  4. page Web Aggregation Tools edited What are Web Aggregation Tools? [[include component="page" page="TopicsNav"…

    What are Web Aggregation Tools?
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    Aggregation is the process of transparently gathering together distributed pieces of online content based on an interest in the topic(s), the author(s), or other shared characteristics. RSS readers are one way to aggregate data, but with the increase in personal publishing, new tools for aggregation are emerging. Using these tools, readers can easily track a distributed conversation that takes place across blogs, Twitter, and other publishing platforms, as well as pull in relevant resources from news feeds and other sources. Some educators and students are seeking alternatives to course management systems, preferring to open their discussions and make use of a variety of tools instead. Aggregation can reunite course discussions that once took place within CMS forums, even if they are scattered among different platforms and tools. Aggregation can allow a class to visualize its conversations in new ways. Information is available when and where the reader wishes, in almost any desired format.
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: alan Jan 27, 2010
    (1) How might this technology be relevant to the educational sector you know best?
    There is a continual need to make it easier and more efficient to manage and process the ever increasing flow of information and data and we are seeing more approaches that appeal to the human visual capability to characterize and sort symbols alan Aug 23, 2010
    The challenge is to move on from aggregation per se, even crowdsourced versions, to tools that enable more actively personalised aggregation and management of the content. The push to mobility may help here by supporting tools like the PLoS app, Read It Later or Instapaper that support content gathering when bandwidth is freely available and then consumption/use when convenient or as needed. stephen.marshall Aug 25, 2010
    RSS continues to be a troublesome concept for staff and students so I agree with Alan that we need to make the process easier for users especially as we move to integrating multiple platforms and tools. A personal learning homepage that can combine required study related feeds with personal aggregation is needed but I've yet to see it done well anywhere. Another aggregation need grappled with is how in a course of 500 students individual/small group contributions made in personal spaces can be aggregated in a sensible, manageable way for assessment and feedback purposes robyn.jay Aug 30, 2010
    another response here
    (2) What themes are missing from the above description that you think are important?
    New developments this year are aimed at more of a "magazine" style layout of information gleaned from information streams- there is the Flipboard iPad app (http://www.flipboard,com/) for generating a magazine style view of stories published from its selected sources as well as from an individual's twitter and facebook networks. This looks for URLs embedded in social streams and extracts images and content form the source sites. Another variant is which organizes the content shared in a person's twitter network - it even organizes the content from URLs shared in one's twitter network into "departments" like Politics, Education, Sports. alan Aug 23, 2010
    It will be interesting to see what impact Google's real time search has on RSS feeds.garry.putland Aug 31, 2010~
    (3) What do you see as the potential impact of this technology on teaching, learning, or creative expression?
    If aggregators can present together a selection of segments from a social bookmarking search eg. of trusted colleagues tagged resources, that would be a great help to any research task, as filtering and sorting information is an ongoing isssue the further dispersed publishing becomes. (Like crossed with friendfeed? does it already exist?)jo.murray Aug 25, 2010
    another response here
    (4) Do you have or know of a project working in this area?

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  5. page Watch Lists edited [[include component="page" page="PressClippingsNav" ]] Press Clippings: Publi…
    [[include component="page" page="PressClippingsNav" ]]
    Press Clippings: Published Technologies to Watch Lists
    This area is a place to collect "Technologies to Watch" lists published by other organizations. Though these lists and publications may serve a different audience and purpose than the Horizon Report does, they contain many useful descriptions and discussions that can and should inform our work.
    We'd love to see your clippings here as well! Please use the edit this page button to add more, or add comments on how or why you think they may or may not be important. As is the convention throughout the Horizon Project Wiki, we ask you to identify items you think are of high interest to us, as I have done here by typing 4 tilde (~) characters-- alan Aug 26, 2010 (note - to keep the wiki clean, plus put spaces on either side of your marks). This will help us to sift through the articles and determine which ones resonate most strongly with the board as a whole.
    Recommended Reading
    Life Online: The Web in 2020
    aims to provide an outline and analysis not only of projected technological developments but also their social, political and economic implications. What will the Web look like in 2020? What will it do? Where will it be? How will we use it?KeeneH Aug 20, 2010Larry Aug 20, 2010
    14 Technologies Educators Should Watch in 2010
    Which technology tools can help improve teaching and learning? Which can boost productivity? Which are just plain useful for keeping organized? Education technology veterans shared their lists of apps intended to make life in and out of the classroom faster, easier, and, well, better. KeeneH Aug 20, 2010Larry Aug 20, 2010lydia.kavanagh Aug 23, 2010 ninmah Aug 24, 2010 philip.poronnik Aug 25, 2010
    10 Ways Social Media Will Change In 2010
    2009 will go down as the year in which the shroud of uncertainty was lifted off of social media and mainstream adoption began at the speed of light.paul.mckey Aug 27, 2010
    CES 2010: The race for the future
    It's January, it's Las Vegas, the City of Sin, and that means it's time for the Consumer Electronics Show. Here is the best of...
    Gartner Identifies the Top 10 Strategic Technologies for 2010
    Gartner Research looks at 10 of the more prominent technologies to have an impact in 2010. KeeneH Aug 20, 2010Larry Aug 20, 2010 garry.putland Aug 23, 2010philip.poronnik Aug 25, 2010 "After recently joining IBM their strategy certainly concurs with this report. But it is a well trodden script." paul.mckey Aug 27, 2010 "Yawn. Much of the same each year from Gartner"
    Technology Review 10 Emerging Technologies 2010
    The annual review looks at ten technologies that will "likely change the world". alan Aug 20, 2010Larry Aug 20, 2010 garry.putland Aug 23, 2010philip.poronnik Aug 25, 2010
    Ten Technologies That Will Rock 2010
    “Now that the aughts are behind us, we can start the new decade with a bang. So many new technologies are ready to make a big impact this year. Some of them will be brand new, but many have been gestating and are now ready to hatch. If there is any theme here it is the mobile Web. As I think through the top ten technologies that will rock 2010, more than half of them are mobile. But those technologies are tied to advances in the overall Web as well.” KeeneH Aug 20, 2010Larry Aug 20, 2010 garry.putland Aug 23, 2010 ninmah Aug 24, 2010philip.poronnik Aug 25, 2010
    Top 10 business technology trends for 2010
    Technology never stops moving, but what are the technologies that CIOs and IT managers really need to consider in 2010?
    We sampled opinions among analysts, vendors, users, IT professionals, system integrators and pundits and came up with the following 10 to watch.
    Top 10 IT Issues 2010
    EDUCAUSE Review's results of its annual Current Issues survey
    "This is important because it points to more pragmatic issues in this debate - I recommend !" philip.poronnik Aug 25, 2010 "this is funny - Disaster recovery and Governance/leadership tied for sixth. Does the former have a remedy for non-natural disasters such as the latter?" paul.mckey Aug 27, 2010stephen.atherton Aug 30, 2010 Education Technology Trends for 2010
    Research suggests these trends important in 2010- containerless education, learning distribution, and DIY learning. alan Aug 20, 2010lydia.kavanagh Aug 23, 2010 garry.putland Aug 23, 2010
    Gartner Outlines 10 Mobile Technologies to Watch in 2010 and 2011
    Gartner names Bluetooth, app stores, touchscreens, and enhanced location awareness, along with six other mobile technologies to keep an eye on. ninmah Aug 24, 2010

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  6. page Visual Data Analysis edited What is Visual Data Analysis? [[include component="page" page="TopicsNav" ]…

    What is Visual Data Analysis?
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    Visual data analysis blends highly advanced computational methods with sophisticated graphics engines to tap the extraordinary ability of humans to see patterns and structure in even the most complex visual presentations. Currently applied to massive, heterogeneous, and dynamic datasets, such as those generated in studies of astrophysical, fluidic, biological, and other complex processes, the techniques have become sophisticated enough to allow the interactive manipulation of variables in real time. Ultra high-resolution displays allow teams of researchers to zoom into interesting aspects of the renderings, or to navigate along interesting visual pathways, following their intuitions and even hunches to see where they may lead. New research is now beginning to apply these sorts of tools to the social sciences as well, and the techniques offer considerable promise in helping us understand complex social processes like learning, political and organizational change, and the diffusion of knowledge.
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: alan Jan 27, 2010
    (1) How might this technology be relevant to the educational sector you know best?
    It is rare that an engineer is not faced with massive amounts of data generated through research or through plant operation or through monitoring a system etc. The data generated from even undergraduate research can be daunting - how to analyse it? how to present it? what does it show? A new dimension is our increading responsiveness to social pressures requiring qualitative data to be collected and integrated with quantitative data. VDA offers a systems approach to this data analysis. (I also think that there is a place for this as the 2nd layer upon Augmented Reality - we get the data but as engineers we need to process it and VDA may allow us to continue this analysis.) lydia.kavanagh Aug 30, 2010
    another response here
    (2) What themes are missing from the above description that you think are important?
    Research requires that methods be clearly articulated and supported. VDA will need to have credibility in the scientific community. lydia.kavanagh Aug 30, 2010
    another response here
    (3) What do you see as the potential impact of this technology on teaching, learning, or creative expression?
    For engineering - as an add on to augmented reality it will be an amazing method of delivering much content from broad topics such as design and control to more defined courses such as thermodynamics and engineering mechanics. lydia.kavanagh Aug 30, 2010
    For research ~ it will allow collected data to be visualised, connected, and analysed in a way that should allow students to make connections and really get to grips with what they are trying to investigate. lydia.kavanagh Aug 30, 2010
    (4) Do you have or know of a project working in this area?
    [[include component="page" page="Project Form Link" ]]

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  7. page Virtual Worlds edited What are Virtual Worlds? [[include component="page" page="TopicsNav" ]] Th…

    What are Virtual Worlds?
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    The capability of virtual worlds has expanded considerably in the past few years, with enormous development in building tools, climate simulators, physics engines, and the overall capability of these platforms to simulate reality. Gartner Research, Inc. has estimated that by 2011, 80% of Internet users will have an avatar in a virtual world, and hundreds of platforms to allow those avatars places to interact are already available or in development. Virtually every higher education institution has some sort of work going in around virtual spaces, and in just one platform alone, Linden Lab’s Second Life®, thousands of educational projects and experiments are actively underway. Early projects that drew heavily on real-world forms and practices gradually have given way to more experimental ventures that take advantage of the unique opportunities afforded by virtual worlds and other immersive digital environments. Now we are seeing increased use of these spaces for truly immersive forms of learning and for a level of collaboration that is erasing traditional boundaries and borders rapidly. The technology that supports virtual worlds is advancing at a rapid rate, paving the way for more realistic environments, connections between different platforms, and new ways to enter and use virtual spaces. As participation and development both continue to increase, these environments are becoming ever more interesting spaces with obvious potential for teaching, learning, and creative expression.
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: alan Jan 27, 2010
    (1) How might this technology be relevant to the educational sector you know best?
    Virtual worlds are being used to allow learners to practice soft skills in role play settings. Advantages of virtual worlds over traditional classroom approaches are the virtual world settings are more immersive and 'real', that all learners can be involved in a role play at the same time through use of headsets in a computer lab and that it is easy to make the role play more authentic by bringing in external people to participate in the role play, including those with specialist expertise.
    Opportunities that are denied off campus students or are too dangerous or costly to undertake in the physical world can be conducted in the virtual world cheaply and safely. e.g. safety training, large scale modelling, role play, performance to international audiences, virtual guests, study groups. shirley.reushle Aug 28, 2010 I agree that the immersive possibilities of virtual worlds and the potential for creating so many different learner scenarios, environments and opportunities offer both potential and relevancy to the higher ed sector. In particular, virtual worlds can simulate real world professional conditions and environments where skills, knowledge and expertise can be gained, practice and applied without the costs of travel, time, access to resources, people and scenarios. [[user:caroline.steel|1283405726]> In the biomedical area there are many many opportunities for virtual worlds to simulate in a very realistic manner scenarios that students can explore with many real life variables. This is an intersection with the gaming context. Such simulations are used by many in the biomedical areas but most are at very early stages. philip.poronnik Sep 2, 2010
    (2) What themes are missing from the above description that you think are important?
    The initial learning curve for both tutors and learners to be immersed in a virtual world and so gain the full learning benefits is the same whether the virtual world is used for 10 minutes or the full course. A course, therefore, needs to use the virtual space enough through the course to warrant this investment. The SLENZ project found that it was relatively simple to prepare learners to use a virtual world for learning in a face-to-face computer lab, and to maintain motivation in the face-to-face setting but difficult to motivate learners to be involved by distance. Again, this motivation would be increased if the virtual world was integral to a significant percentage of the learning/assessment.terry.neal Aug 28, 2010
    As with gaming, I also believe we need different business models to be able to benefit from others' developments in virtual worlds. Particularly for the smaller vocational education institutions which lack researchers, a thought through learning experience with supporting activities requires a greater up front investment than institutions can justify in the present political environment. As with open source software development, government investment and creative commons licensing can help. Second Life has some builds that are freely available for others to copy, use and modify, rather than have to develop from scratch. However, the search facility in Second Life is not yet at the point where it is easy to find what others have created. terry.neal Aug 28, 2010
    There is tension between the educational potential of popular virtual worlds such as Second Life and their use for social interactions. Second Life's separation of adult content in 2009 has dealt with some concerns but it is still an environment in which anyone can appear from anywhere - a risk and an opportunity. OpenSim and its potential for closed spaces can mitigate the risks, but also the opportunities. Hopefully, we can move to interoperability between different virtual worlds so that we create a large virtual world in which learners can move easily to gain maximum learning benefits, and so that we can transfer builds from different worlds into our closed spaces when that makes sense, but the political and economic models are still evolving. terry.neal Aug 28, 2010
    Virtual worlds require some significant thinking and imagination, as well as skills, to enable the kinds of teaching and learning practices that some of us can imagine. Most uses of virtual worlds in education still replicate face-to-face learning and even the lecture-tutorial mode in higher ed. Designing for learning experiences and learning environments that can harness to potential of VW's takes considerable talent. caroline.steel Sep 1, 2010
    Although many virtual worlds exist, the technology is still relatively immature and primarily constructed for marketing and entrepreneurial activities rather than for education. Therefore it needs more flexibility to be adapted to different educational applications in different disciplines with different teachers and learners. caroline.steel Sep 1, 2010
    The challenge is to match the role play with real world ethics and contexts as well as matching to the other curricular elements. This will be a substantial challenge for the academics. philip.poronnik Sep 2, 2010
    (3) What do you see as the potential impact of this technology on teaching, learning, or creative expression?
    As with all relatively new online initiatives, virtual worlds tried to replicate the real world. Now we are seeing more projects that move beyond replication and into genuine creation. I think the next development in virtual worlds will be to connect virtual worlds to the other online tools that we use so that strudents will have access to all their exiting tools within the virtual world. One of the biggest impediments to teachers using virtual worlds is that they are required to learn how to script in order to develop learning and assessment activities within the virtual world. Being able to "buy" elaborate prims does not help learning if you cannot have scaffolded learning and assessment activities associated woith the prim. So, there are a few people trying to develop connections between virtual worlds and other Web 2 tools, as well as connecting virtual worlds with learning management systems. Teachers will quickly become overwhelmed with the options unless all the optiona re connected and easy yo use. geoffrey.crisp Aug 26, 2010
    The current and potential impact are quite different. once the technologies mature and offer more flexibility in the kinds of ways that Geoff suggested as well as more capabilities like the capacity for more tactile interaction and haptic feedback then the potential will be truly great caroline.steel Sep 1, 2010
    (4) Do you have or know of a project working in this area?
    de Freitas, S. (2008). Serious Virtual Worlds. A scoping study. from
    Kemp, J., Livingstone, D. & Bloomfield, P. (2009). SLOODLE: Connecting VLE tools with Emergent Teaching Practice in Second Life. British Journal of Educational Technology,
    (3), 551-555.
    Hew, K. F. & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41(1), 33–55 geoffrey.crisp Aug 26, 2010
    SLENZ - Project now complete, evaluation report available, VLENZ Charitable Trust being established to seek to maintain momentum from the project terry.neal Aug 28, 2010
    As well as using virtual worlds to learn, students need to learn how to work in virtual worlds. describes a new course focused on learning how to work in 3D environments, based in Second Life terry.neal Aug 28, 2010
    ONGENS Virtual World Grid terry.neal Aug 28, 2010The DE Hub (Distance Education Hub) Virtual Worlds Working Group (VWWG) have shared the bibliography for their study at DEHub was established in 2009 as a research consortium between the University of New England (UNE), Charles Sturt University (CSU), Central Queensland University (CQUniversity), the University of Southern Queensland (USQ), and Massey University. shirley.reushle Aug 28, 2010 An Australian university has been inspired to develop its virtual world services, by unknown digital 'avatars' operated by computer users outside its walls. The University of Western Australia calls these helpers 'angels' and they have assisted it to develop a presence on virtual world Second Life - see shirley.reushle Aug 29, 2010.Farley, H., & Steel, C. H. (in submission). Multiple Sensorial Media and Presence in 3D environments. In G. Ghinea, F. Andres & S. Gulliver (Eds.), Multiple Sensorial Media Advances and Applications: New Developments in MulSeMedia IGI Global. caroline.steel Sep 1, 2010
    [[include component="page" page="Project Form Link" ]]

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  8. page Twitter edited Horizon Report in Twitter Follow what people are talking about on Twitter about the Horizon Rep…

    Horizon Report in Twitter
    Follow what people are talking about on Twitter about the Horizon Report.

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  9. page Trends edited Research Question 3: Key Trends What trends do you expect to have a significant impact on the w…

    Research Question 3: Key Trends
    What trends do you expect to have a significant impact on the ways in which learning-focused institutions approach our core missions of teaching, research, and service?
    INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).
    As you review what others have written, please add your thoughts and comments as well.
    Please "sign" each of your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: alan Jan 27, 2010
    Compose your entries like this:
    Trend Name. Add your ideas here with a few sentences of description, including full URLs for references (e.g. And do not forget to sign your contribution with 4 ~ (tilde) characters!
    Devices like Apple's iPad are filling a niche that is neither "big smartphone" or "small laptop." As people use -- and talk about -- the ways they are finding to use devices like the iPad, it is becoming clear that it is neither an oversized phone or a dumbed-down laptop. Instead, it represents a new class of devices that perhaps we weren't even aware we wanted before they became available. Meanwhile, the iPad is gaining a footing in education, the health industry, and other sectors as a tool for learning and for serious work. See,,, ninmah Aug 24, 2010 -- More than that, they are redefining what a portable device is, at a fundamental level. Larry Aug 25, 2010 alan Aug 25, 2010 The opportunities for teaching are endless -i would love to deliver a course where i knew that each student had an ipad. lydia.kavanagh Aug 30, 2010 stephen.atherton Aug 31, 2010 we are already seeing significant numbers of studenst using iPads in class - this opens the way for many clever uses of such devices linda.obrien Sep 2, 2010 The ipad is also a tool that is accessable across all age groups. My 4 year old has quickly mastered the navigation system and operates the tool. The natural interface is easier than the traditional mouse and keyboard arrangement. Link this too to speed of load and portability and it becoming a powerful learning tool. The increase in size does add better usability and functionality over a iPhone, smartphone or PDA. Its does lack the multitasking function that you would find in laptops, but makes up for this with fast task switching. andrew.churches Sep 5, 2010
    More and more, teachers are adopting social media as a classroom resource. Students are already out there in these social spaces, and a lot of teachers are involved in professional or interest-based social communities. Social media are being hailed as essential to a 21st-century education (, used as a source for research (, providing a way for students to connect and communicate as part of their lessons (, and being used by the majority of professors ( ninmah Aug 24, 2010. In addition I think...we recently had a great talk on the use of social media by a research higher degree student ( - the possibilities are amazing for use of such tools for the work of research and scholarship - motivated students will start using them themselves even is teachers don't linda.obrien Sep 2, 2010 This is a logical progression as the students are using these technologies almost constantly - essentally it is leveraging the studennts social use. It does raise issues for pre tertairy teachers. The blurring of the boundaries between what is a social medium and an educational medium is going to increasingly raise issues of duty of care. Hense many pre tertairy instituions are adopting walled garden approach or are avoiding the use of social media completely andrew.churches Sep 5, 2010
    Social media and online contributions are increasingly acknowledged in workplaces. Non-LMS platforms in higher ed are enabling involvement of industry in projects etc, and highlight to students the place that social media now has beyond personal communication/networks. We need to encourage our educational organisations to prepare students for this more to overcome the 'it's not relevant' argument. robyn.jay Aug 30, 2010 stephen.atherton Aug 31, 2010
    The perceived value of innovation and creativity is increasing. Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education. Many jobs that will be sought and filled by educated young people require the ability to improvise, though this skill is neither taught nor prized in school. The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills if students are to succeed beyond the classroom. [From the 2009 Report] Larry Aug 25, 2010 It is a continuing graduate attribute and underpinning industry requirement for engineers. lydia.kavanagh Aug 30, 2010 I think "Creativity" has always been there in at least research which is, after all, a creative process. Certainly has been lacking in the industrial model of teaching HiEd has evolved into. But moving away and receiving attention as we see by all of those speaking fees Ken Robinson et al are recieving as HiEd conference keynotes! stephen.atherton Aug 31, 2010 The new technologies will also provide better mechanisms to scaffold and "assess" creative endeavours - one of the great pedagogical bugbears! philip.poronnik Sep 2, 2010 Creativity and innovation are hugely important, but given the focus in many schools on assessment largely ignored. While there is a continued focus on examinations as the primary form of assessment and within these a focus on lower order thinking this will continue - An interesting article from News week - This looks at the impact that some current educational practices are having on CQ, the creativity quotent. andrew.churches Sep 5, 2010
    Demand for access to networked services continues to exceed capacity. A July 2010 Telstra survey suggests internet access is "more important than food, heat, television" to Australians ( - A large number of homes break their monthly limits for usage. alan Aug 27, 2010
    Technology continues to impact how people work, play, gain information, and participate in communities. Once seen as an isolating factor for those who use it, the Internet has now become firmly established as a key medium through which people connect with one another. It provides virtual spaces where people who share interests can congregate; it facilitates serendipitous connections between people located in very different parts of the world; it connects colleagues, families, friends, and communities no matter how widely scattered they may be. The Internet is blurring the boundaries between online and real-world, between work and play, and between near and distant, affecting every part of our lives. [From the 2009 Report] Larry Aug 25, 2010
    Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives. For many students, technology is a primary means of socializing and managing one’s own learning. In a natural extension of the previous trend, it permeates teaching and learning as it does the rest of our activities. It is an integral part of everyday life for students and teachers, and increasingly, an indispensible tool for learning. It places the power to communicate firmly in the hands of students, connecting them to experts, to information, and to one another in powerful and immediate ways. [From the 2009 Report] Larry Aug 25, 2010 Agreed that this is still a key trend - and the response of educational institutions must be to find ways to ensure that they have a 'presence' in this world that students can relate to and use. derek.wenmoth Aug 31, 2010 As previously commented, the traditional communication methods (including email) are failing us as educators - we need to find new pathways. lydia.kavanagh Aug 30, 2010 Yes. IT becoming more a transparent part of life. No more Prensky terminalogy such as "Digital Native" required (indeed Emeritus Dean of Education @ Michigan, Carl Berger, speaks of "Milleniual Instructors"). I heard an ECU academic (Mark McMahon) descibe successful users of ICT as folks who "just see technology as an extension of themselves" stephen.atherton Aug 31, 2010 I agree - I think students today don't think of a smart phone, Facebook, a Wii or an iPad as "technology" linda.obrien Sep 2, 2010 It is not just the students - the "digital natives". The use of technology is becoming universal through out the population. Recent work on neuroplasticity the ability of the brain to adapt and change is showing that the brains ability to adapt and chnage continues through out life. It is becoming a ubiquitous and transparent part of anyones life who nis willing to adopt with these tools. andrew.churches Sep 5, 2010
    The way we think about learning environments is changing. Because technology is so pervasive in our lives, the learning environment is no longer limited to a physical space. Today, the notion of a “classroom” includes experiences, experts, collaborators, peers, and resources located all over the globe and available twenty-four hours a day. To take advantage of this trend, institutions must reflect and support the transformation of the learning environment by embracing the means that make it possible: social networking tools, semantic applications, mobile devices, virtual worlds, and other emerging technologies that facilitate collaboration, communication, and learning. [From the 2009 Report] Larry Aug 25, 2010 Couldn't agree more yet we can't jump from A to Z in one go. We are humans remember! That's why I have outlined a Learning Environment Maturity Model where I suspect it may take many years (generations?) to unlearn the passive and transaction-based systems we have to day and to embrace the interactive, experiential and autonomous learning environments of the future. But the sooner we start... paul.mckey Aug 29, 2010 Our institution has just mandated that coordinators must use an online learning system for each course. They have underpinned this with the appointment of a number of technology-learning experts to help with this transition. Slowly but surely we will change. lydia.kavanagh Aug 30, 2010 I believe the key trend here is the development of the semantic web - from thinking about the organisation, management and access to/of resources, to the meaning within those resources (and the very definition of what a resource might be!). Some interesting views here derek.wenmoth Aug 31, 2010 The way we think about this is changing - but for many of our teachers this paradign shift is still difficult and threatening linda.obrien Sep 2, 2010 Learning environments in Secondary schools are changing, this is partly from thye increased adoption of technology and to an extent social media. The expectations of the students that learning will be anytime and anywhere, technologically supported or delivered, often non linear. There is also a shift evident in secondary schools for the students to undertake project or problem absed learning rather than traditional teacher centric approaches - these need flexible learning environments which facilitate and support small groups or teams. andrew.churches Sep 5, 2010
    The availability of educational content for mobile devices is increasing as more providers develop for these platforms. As e-books and e-readers begin to become mainstream, the educational content providers will be offering more and more content aimed at these devices. These "texts" can have more dynamic multimedia and students can buy or rent entire textbooks or just chapters and parts of books needed. Annotation features will allow better sharing of notes and commentary. and KeeneH Aug 25, 2010 Agree. Made comments on in "Mobiles" on need to move from static eBooks to media rich publications. stephen.atherton Aug 31, 2010 Totally agree. philip.poronnik Sep 2, 2010 Agree the rate of change, discovery and the exponential growth of information make keeping paper based resources up to date an impossible task. Further the students are used to rich multimedia and multisensory experiences, they are not linier in their approach to learning. andrew.churches Sep 5, 2010
    Social and open forms of peer review and scholarship are gradually gaining acceptance. As younger professors enter the ranks and as new forms of online publishing are (slowly) gaining traction, elements of scholarship like peer review will be challenged and changed with new technologies and approaches. This issue has been mentioned in past Horizon Reports (Global 2007 and 2009 reports) but the trend may start to accelerate. KeeneH Aug 25, 2010 Unfashionable I know, but I think even with electronic delivery peer review will remain at the core of research output. It's how we can improve the peer review process that I think matters . Which I think is what you are saying above as well. stephen.atherton Aug 31, 2010 I found one of our academics who marks students down if they don't use Wikipedia as a source - and another who bans its use - the times are changing, but slowly linda.obrien Sep 2, 2010
    As the availability and use of electronic books continue to grow, the traditional publishing (and textbook) market is undergoing a profound and lasting change. Even if Amazon's claims for sales of Kindle books are questionable (that they are selling more books via Kindle than hardbacks is not significant --see, the publishing game is going to be changed, It is growing less about the eBook hardware and more about the concept of an electronic text, which ought to be cheaper, more versatile, more sharable than the old fashioned book. alan Aug 25, 2010 See recent article on the year of the ebook mark.brown Aug 31, 2010 stephen.atherton Aug 31, 2010 We are going to see a shift in skill sets in the publishing industry. We are already seeing it in Newspapers, where there websites are not only text with supporting images, but are also including podcasts and video. Increasingly staff in these industries are going to have to "retool" or reskill to adapt to the changing landscape. This will apply to the production of text books, journals etc. For these resources to be engaging and useable they will have to become multimedia, non-linear, interactive, adaptive etc none of these features are available in a paper based medium andrew.churches Sep 5, 2010
    Increasingly, students expect to use technology in their learning experiences. They experience what can be done, how they can learn, and a level of engagement that is not experienced by traditional methods. And then they complain bitterly when we don't maintain this standard. As an example, last year's student council ran on the platform of making Lectopia available for all courses. lydia.kavanagh Aug 30, 2010 I agree they expect technology but I think they remain hesitant about being active contributors and generators of content. Lectopia is generally a means of sucking in content robyn.jay Aug 30, 2010 stephen.atherton Aug 31, 2010 Note for U.S. editors: Lectopia (now Echo360) an Aussie product originating from Uni WA dominating Australian market. It's fair to say we are probably ahead of teh U.S. in maturity i that area (a decade plus, over have our institutes). However... constructivists would tell us more needed on student delivery material (the need mentioned somewhere on this page). Just make it an assessement item as some have (The Con at griffth U for example) and the students will pump out digital assets :-) stephen.atherton Aug 31, 2010 This technology is essential as our students transition to produsers (Axel Brun) philip.poronnik Sep 2, 2010 Students are bringing in their technology and using it whether we are ready or not. We have an attitude of "best tool for the job" the students are taught to to use a variety of traditional and digital solutions and then expected to make their selection based on this experience. They do question the relevance of anyone teaching with out the use of suitable and appropriate - if the medium isn't current is the information. There too is the question of engagement. andrew.churches Sep 5, 2010
    Game theory is beginning to inform the design of learning activities in more classrooms. Teachers will become more familiar with the theory behind how good online games are designed, and this will be applied to learning activities. (See Shute, V. J., Ventura, M., Bauer, M. & Zapata-Rivera, D. (2009). Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow. In U. Ritterfeld, M. Cody & Vorderer, P. (Ed), Serious Games: Mechanisms and Effects. (pp 293-319). Taylor & Francis Group. Retrieved February 6, 2010, from )Social networking tools will also allow student understanding and consqueneces of participation. philip.poronnik Sep 2, 2010 Key to the success of games are several facets of the game design - feedback and decision making. Game users are asked to make decisions multiple times per minute and receive feedback, both positive and negative frequently (again several times per minute). These two aspects mean that games are engaging and motivating. The traditional approaches to teaching and learning do not have students making decisions or recieving feedback. This limits engagement and impacts on learning. taking lessons from game environments and theory will see improvements to learning outcomes etc
    Stealth assessment is gaining a footing as an alternative means of assessment. Stealth assessment is a term being used to describe the seamless incorporation of of assessment tasks into learning activities where the two aspects of education are not separated by time and methodology. (See Shute, V. J. (2009). Simply Assessment. International Journal of Learning, and Media, 1(2), 1-11 and Shute, V. J. & Spector, J. M. (2008). SCORM 2.0 White Paper: Stealth Assessment in Virtual World.
    Retrieved February 6, 2010, from )
    As digital learning resources are increasingly accepted by students, institutions are considering replacing print resources with more cost-effective options. The growth of ereaders and wider acceptance of using digital study materials is likely to lead to pressure from senior executives to reduce the production of print materials, especially in traditional distance education providers. This response in the context of the current financial crisis may provide more stimulus for tipping the current paradigm of print-based study material to a new digital format. However, the challenge will be providing students with 'added value' through any new delivery method rather than merely replacing one delivery format with another. mark.brown Aug 31, 2010 We have gone with a digital preferred library resources strategy and are slowly replacing print backsets with digital - it increases use and this can only service improve the quality of scholarship linda.obrien Sep 2, 2010
    There is an increasing emphasis on student retention, attribution and completion rates. This is likely to lead to new technology solutions to identify at-risk students. Institutions will increasingly look to new technology to (a) help provide appropriate early interventions and (b) exclude students who are likely to fail. A number of early intervention systems are emerging which draw on a data warehouse to provide consolidated information on student progress. mark.brown Aug 31, 2010 Yes. Was a point in the Bradley Review in AU. How technology can assist is the challenge. Whether it as simple as giving tools to engage as ACU has or much more fundamental is to be seen stephen.atherton Aug 31, 2010 stephen.atherton Aug 31, 2010 This will be exaccebated by the Bradley changes so we're now using Starfish (a hosted soloution) to assist in identifying students at risk and Smartthinking to provide online 24*7 tutoring (a product run from the US) - 2 technology enabled solutions in the cloud linda.obrien Sep 2, 2010
    There is a growing divergence between the popular use of digital tools and content and institutional senses of responsibility and protection. K12 and higher education institutions remain deeply protective of and assertive about their responsibility to protect students under their care or charge from the damaging effects of questionable content (read pornography) and unmoderated social networking environments such as FaceBook. This is underneath the strong community sense supporting censorship in the form of boarder edge filtering of all network communications. If the topic of child pornography is raised, then there are no arguments that dissuade those who advocate filtering to 'prevent' it from harming children using the net. Australian Government Cybersafety Plan Phillip.Long Sep 1, 2010
    I completely agree. The obvious outcome of the restrictions that universities and schools put on the access to, and use of the internet, will drive students to invest in 3G network capacity for their iPads and netbooks and thus bypass any controls that institutions may have tried to apply. It is far better to educate students on appropriate internet usage rather than try to use technology to force behaviour nick.tate Sep 2, 2010.
    K12 has an added layer of complexity with the duty of care we have towards our students. As minors in our care we have both a legal and moral responcibility to protect them. The blurring of the boundaries between educational and social use of digital mediums like facebook is going to put increasing pressure on teachers. The teacher who is friends with a student on facebook and via that medium sees the student participating in at-risk behaviours like alcohol or drug abuse, bullying or speaking of potential self harm is potentially at risk if they do not act. When does the duty of care end? At the end of the days work or is it an ongoing ethical responcibility? The problem is larger and wider than just access to unacceptable material. This is a critical trend in K12 andrew.churches Sep 5, 2010
    There is an increasing awareness and caution around digital privacy, inappropriate use of digital information and identity and other kinds of theft. People are becoming increasingly aware that their personal digital information can be used in ways for which it was not intended (by the individual). For example, location-based devices mean that the whereabouts of individuals can be tracked, 'checking in' and posting holiday snaps and so forth on Facebook can make your home a target for thieves , there are risks of personal identity theft and journalists and others can use information that was posted (and remains) online inappropriately (for the individual anyway) both now and in the future. This has implications in higher ed for the way we use technologies - everything from teaching and learning to research (ethics). caroline.steel Sep 2, 2010 As noteed above this also has huge implications for K12. The ease at which students can publish anything with the psychological and ethical development of adolescents means students are frequently posting materials without due consideration of the suitablity of the material or the audience. Nor, particularly for younger students, do they consider the permanance of information in the digital mediums. While location based tagging is not as significent for these people the posting of "imagery" and personal details which for them can be very innocent can have far reaching and significent impacts. andrew.churches Sep 5, 2010
    How can the use of technology solutions increase the meaning/relevance of assessment tasks while reducing the physical burden of assessment on the faculty? For many this is the first consideration and developing strategies to address these issues are critical in encouraging adoption by the time challenged colleagues at the coalface. philip.poronnik Sep 2, 2010
    Increasing blending of teaching and research. A colleague of mine told me that when was an undergraduate at Uni he encountered a clear differentiation between the learning experience in an undergraduate course and what you did once you graduated. Undergraduate courses, he said, were all about giving the student a fully prepared set of information and explanations, which they ingested in lectures and by reading the textbook and then exercised in tutorials. Then you transitioned to research in postgraduate study where you learn't to formulate questions/hypothesis and go out to the library and lab and discover prior work and contribute your own ideas experience through publication and seminars. Today, in contrast, there is no longer such a firm dichotomy. Students in undergraduate courses are presented with research questions and pointed in the general direction of resources where they may discover the answers or gain the insights to understand the question. There is more of a continuum from the traditional education mode of school to the creative inquisitiveness of pure research. Technology has been the significant enabler of this transformation. Teaching an undergraduate class of several hundred students in this directed research paradigm would not be possible without technology aids. But education research has been the major driver in that it has informed educators of the need to increase student engagement in the learning process. Phillip.Long Sep 2, 2010
    Accountability of institutions for the educational experience of students. This is implied by the issue of retention and completion mentioned above but in more general terms Governments, societies and students are becoming more conscious of their ability to engage with the learning experience of students and consequently more critical of institutions which are seen as either less responsive to changing requirements, or perceived as making irrelevant and expensive changes. Its increasingly no longer enough that we as institutions and practitioners have confidence in the decisions we make about the teaching/learning environment, we need to be able to communicate those decisions effectively to a wide group of stakeholders in a manner that maintains their confidence in the quality of the formal education process, even as the technologies we introduce increasingly resemble the informal learning environment of modern life. Accountability is consequently linked to the integrity of the core values and identity we maintain, while technology redefines the tools and even the outcomes.
    Learning Analytics. Around the world there is growing interest and demand to understand and document the value, quality and learning achieved in higher education. The mediation of that learning through digital tools is no exception. It's being called Educational Analytics, Learning Analytics, or some variation on this theme, but whatever it's called it's anchored in the notion that learning analytics (LA) is the measurement, collection, analysis, evaluation and reporting of data about how people learn for purposes of understanding and optimising learning and the environments in which it occurs. It also extends to reflection on what type of data one can collect and use for this purpose. One way or another we need to better understand the traces of interactions and engagement students/learners have with online resources. The tide is turning away from continual introduction of new tools and instead we' need to catch up and build new constructs to understand how learning is occurring in the online world we have. Phillip.Long Sep 2, 2010
    Framework Building. The pace of technology and introductions of new tools and platforms has been thrown the learning community into disarray. We've got LMSs everywhere and PLEs emerging all around them. We're moving toward smooth cross platform access and app behaviour with the independence of location becoming extreme. As always, however, how we use these tools and capabilities lags far behind. The integration and engagement with people doing the hard yards of learning at institutions of higher education needs new attention and focus. And it's starting to come. The flailing about in the Digital Humanities may seem frustrating to some, but they're doing the work that's needed in every discipline to reconsider the academic and learning activities we've always done in the light of these new digital affordances. I'd argue that HASTAC, the Center for History and New Media, the New Media Literacies Project, & the NMC Commission on Commission on Accreditation all represent efforts to take stock and reconsider. We can't do it like we did once, where the growth curve formed a "S" and we had a plateau on which to catch our breath and reflect. John Seely Brown is right that the curve is a straight line angled steeply upwards. We are in and must remain a part of the flow, but we can float into eddies while scanning the passing torrent for a bit. We're starting to and NEED to do this. Phillip.Long Sep 2, 2010

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