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Worldwide Trends and Issues with Technology Use in Higher Education

2009 Global Forum on Innovation and Technology in Teaching and LearningDubai, April 15, 2009

+Worldwide Trends and Issues with Technology Use in Higher Education

Moderator: Dr. Betsy Lowry, Johns Hopkins University, USA

Dr. Jamal Douglas, Bahrain Teachers College, Bahrain

Dr. Julie Little, Educause Learning Initiative, USA

+Welcome!

Introductions

Overview of Higher Education Strand

Organization of this Panel The students we teach Our learning environments Results of a research study

Question/Answer

Session Materials

+Higher Education Strand

New Learning Environments to Teach Digital Age Students

+Higher Education Strand Day 1

Trends and Issues

21st Century Learners

Assessing the Quality of Technology-Rich Programs

Content Management Systems as Learning Environments

Whiteboard Technology for Instruction

Questions and Conversations

+Higher Education Strand Day 2

Embedding Emerging Technologies in a CMS

Strategies to Use Technology Effectively in Instruction

Computerized Testing

Building Communities of Learners

Engaging and Training Faculty

Worldwide Open Source Resources

Questions and Conversations

+Higher Education Strand Workshops

Designing Effective Technology-Rich Learning Environments, Parts I and II

Academic Integrity

Technology-Enhanced Assessment

+Higher Education Strand

What innovative instructional technologies are universities using to facilitate engagement and interactivity in learning?

How do universities monitor and ensure quality in programs delivered with technology?

How do universities effectively develop the infrastructure and capacity to support and grow technology-rich programs?

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Quiz

Data Assembled by Scott Kinney, Vice President, Discovery Education

+Which age group has the highest percentage of its members online?

A. 12-17

B. 25-29

C. 30-34

D. 40-44

+Which age group has the highest percentage of its members online?

A. 12-17

B. 25-29

C. 30-34

D. 40-44

+Which of these is one of the fastest growing websites in the world and has visitors watching over 100 million videos per day?

A. Google

B. YouTube

C. Yahoo

D. MySpace

+Which of these is one of the fastest growing websites in the world and has visitors watching over 100 million videos per day?

A. Google

B. YouTube

C. Yahoo

D. MySpace

+If registered users of this website were a country, it would be larger than Germany, France and the United Kingdom.

A. Google

B. YouTube

C. Yahoo

D. MySpace

+If registered users of this website were a country, it would be larger than Germany, France and the United Kingdom.

A. Google

B. YouTube

C. Yahoo

D. MySpace

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Who are the students we

teach?

+ Students and Media -- US

Young people (8-18) today, spend an average of 6 ½ hours a day with media 4 hours a day watching TV

2 ¼ hours with parents 1 ¾ listening to music

1 ½ doing physical activity Over an hour on the computer

Under an hour doing homework

They are exposed to the equivalent of 8 ½ hours of media a day

Source: A Kaiser Family Foundation Study. March 2005Data Assembled by Scott Kinney, Vice President, Discovery Education

+Top Five Gifts for Teenagers

Portable Game Device

Cell Phone

Computer

Video Game Console

MP3 Player

Data Assembled by Scott Kinney, Vice President, Discovery Education

+ Social Networking Tools

96% percent of U.S. students ages 9 to 17 who have internet access use social-networking technology to connect with their peers (chatting, text-messaging, blogging, or visiting online communities such as Facebook, MySpace, and Webkinz)One of the most common topics of

discussion…educationNearly 60 percent of students report

discussing education-related topics

Source: National School Boards Association, (2007).CREATING & CONNECTING//Research and Guidelines on Online Social — and Educational — Networking. 12.

Data Assembled by Scott Kinney, Vice President, Discovery Education

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http://arstechnica.com/web/news/2009/02/study-twitter-users-are-mobile-urban-and-engaged-online.ars

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http://arstechnica.com/web/news/2009/02/study-twitter-users-are-mobile-urban-and-engaged-online.ars

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Twitter and similar services have been most avidly embraced by young adults. Nearly one in five (19%) online adults ages 18 and 24 have ever used Twitter and its ilk, as have 20% of online adults 25 to 34. Use of these services drops off steadily after age 35 with 10% of 35 to 44 year olds and 5% of 45 to 54 year olds using Twitter. The decline is even more stark among older internet users; 4% of 55-64 year olds and 2% of those 65 and older use Twitter.

Report: Teens and Social Media by Amanda Lenhart, Mary Madden, Aaron Smith, Alexandra MacgillDec 19, 2007

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The use of Twitter is highly intertwined with the use of other social media; both blogging and social network use increase the likelihood than an individual also uses Twitter. Twitter users and status updaters are also a mobile bunch; as a group they are much more likely to be using wireless technologies -- laptops, handhelds and cellphones -- for internet access, or cell phones for text messaging.

http://www.pewinternet.org/Reports/2009/Twitter-and-status-updating.aspx

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The share of adult internet users who have a profile on an online social network site has more than quadrupled in the past four years -- from 8% in 2005 to 35% at the end of 2008.

Report : Adults and Social Network Websites Jan 14, 2009 Amanda Lenhart

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Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004.

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Girls continue to dominate most elements of content creation. Some 35% of all teen girls blog, compared with 20% of online boys, and 54% of wired girls post photos online compared with 40% of online boys. Boys, however, do dominate one area - posting of video content online. Online teen boys are nearly twice as likely as online girls (19% vs. 10%) to have posted a video online somewhere where someone else could see it.

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The survey found that content creation is not just about sharing creative output; it is also about participating in conversations fueled by that content. Nearly half (47%) of online teens have posted photos where others can see them, and 89% of those teens who post photos say that people comment on the images at least "some of the time."

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There is a subset of teens who are super-communicators -- teens who have a host of technology options for dealing with family and friends, including traditional landline phones, cell phones, texting, social network sites, instant messaging, and email. They represent about 28% of the entire teen population and they are more likely to be older girls.

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What are the skills these students must have to produce these products?

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Our learning environments and global trends

+World Economic Forum2006 Global Competitiveness Index

Education and training are key drivers of competitiveness.

+The Global Information Technology Report, 2008-2009

Information and communication technologies (ICT) is increasingly moving to the core of national competitiveness strategies around the world.

+The Global Information Technology Report, 2008-2009

All over the world, ICT has empowered individuals with unprecedented access to information and knowledge, with important consequences in terms of providing education and access to markets, of doing business, and of social interactions, etc.

+The Global Information Technology Report, 2008-2009

In these challenging times of global economic crisis, the extraordinary capacity of ICT to drive growth and innovation should not be overlooked…

+21st Century Trends for Higher Education, 2008-2009

1. Evergreen students

2. Globalization

3. Faculty support

4. Smart buildings

5. Enrollment and retention

6. Job alliances

7. Mobility

8. Safety and security

9. Library transformation

10.Web 2.0 and interactive teaching

11.Data managementWilen-Daugenti and McKee (2008).

http://www.cisco.com/web/about/ac79/docs/wp/21st_Century_Top_Trends_POV_0811.pdf

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Van Eck (2007)

Life and work 2.0 will be:

Global

Social

Negotiated

Collaborative

Immersive

And it will require knowing how to ask a good question rather than knowing the right answer.

Van Eck (2007), Cisco (2008)

Characteristics Education 1.0 Education 2.0

Primary role of professor

Source of knowledge

Guide and source of knowledge

Learning activities

Traditional essays, assignments, tests, some group work within classroom

Traditional approaches transferred to more open technologies; increasing collaboration in learning activities

Institutional arrangements

Campus-based with fixed boundaries between institutions

Increasing collaboration between universities

Student behavior Largely passive and absorptive

Passive to active, emerging sense of ownership of the educational process

Keats & Schmidt (2007). The Genesis and Emergence of Education 3.0 in Higher Education and it’s Potential for Africa

http://firstmonday.org/ htbin/cgiwrap/bin/ojs/ index.php/fm/article/ view/1625/1540

Characteristics Education 1.0 Education 2.0 Education 3.0

Primary role of professor

Source of knowledge

Guide and source of knowledge

Orchestrator of collaborative knowledge creation

Learning activities

Traditional essays, assignments, tests, some group work within classroom

Traditional approaches transferred to more open technologies; increasing collaboration in learning activities

Open, flexible learning activities focused on creating room for student creativity; social networking outside traditional boundaries

Institutional arrangements

Campus-based with fixed boundaries between institutions

Increasing collaboration between universities

Loose institutional affiliation and relations; regional and institutional boundaries breakdown

Student behavior Largely passive and absorptive

Passive to active, emerging sense of ownership of the educational process

Strong sense of ownership of education, co-creation of resources

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ELI Discovery Tools: The Net Generationhttp://www.educause.edu/NetGenTool

Shift the Locus of Learning

Problem-basedGroup/team/

community-basedLearning-by-doingAuthentic/real

world

Web-basedHybrid deliveryRedesign of

physical spacesVisualSocial

ELI Discovery Tools: Learning Spacehttp://www.educause.edu/learningspaceworkshopguide

Learning occurs through conversations, web surfing, social interactions, group work, spontaneous interactions, sharing, making connections

+User/Student-Generated Content

• Blogs• Wikis• Podcasts• Video blogs• Social bookmarking• Social networking

+Problem-based Learning

• Virtual Experiments• Simulations • Games• MUVEs (Multi-user Virtual Environments)

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Technology Trends in Higher Ed

+Technology Trends in Higher Education

Classrooms and campuses have continued to incorporate technical infrastructure (networks, Internet connections, smart boards, etc.)

Course management systems (CMSs) have been widely adopted at an institutional level providing an online communications hub for posting of class materials, syllabi, and offering online courses

For those institutions - or operating divisions within institutions that have a mission of outreach - there has been a rapidly growing number of online courses and programs that are taking the place of, but better than, older alternatives for distance learning.

Source: What’s Next in Learning Technology in Higher Education

+Technology Trends in Higher Education Blended / Hybrid Online Learning

Online learning environments are particularly useful for communications and collaboration

Learning innovations allow higher education to get better at teaching and thus more productive. Bringing online learning into the classroom through blended learning gives higher education an easy way to adapt, innovate and become more productive (Karen Vignare, Director, MSU Global Ventures, Michigan State University. Retrieved 10/31/06 from http://campustechnology.com/article.asp?id=17934)

Foster learning communities Offer follow-up resources in a community of practice Access guest experts Provide timely mentoring or coaching Present online lab or simulation activities Deliver pre-work or supplemental course materials.

Source: Technology Trends in Higher Education Center for Teaching and Technology

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With 20% of students taking some kind of online course, the shift in student demand and the new Internet communications technology has created real opportunity to innovate teaching.

How will blended courses using online learning instructional strategies change teaching?

By making teaching visible. For centuries teaching has been protected through academic freedom. While online is usually password protected, faculty themselves have opened up their classes and instructional strategies to other faculty. Faculty are documenting, writing and sharing information about what they are doing. Faculty have documented how constructivism and collaboration can work using many online innovative techniques.

Innovation is spurred by the right organizational set up: having the right technologies offering training Competition

Source: http://campustechnology.com/Articles/2006/02/Blended-Learning-Education-Innovation--Productivity.aspx?Page=2

Technology Trends in Higher Education

+Technology Trends in Higher Education

Web 2.0 Technologies Social Writing Platforms Social Bookmarking Podcasting Social Networking

Mobile Learning

Podcasting and Videos

Virtual Learning - Games and Simulations

Content Management Systems

Asynchronous and Synchronous Communication / Collaborative Tools

Source: Web 2.0 and Technology Trends in Higher Education

+Benefits of Online and Technology Trends

Improve student communication

Offer new pedagogical approaches for learning content

Offer students with different learning styles more approaches to meet their needs,

Flexibility

Offer students more practice through online assessments

Requires more active student participation than a lecture and provide a better "real" world experience for students.

Differentiation

Source: Technology Trends in Higher Education Center for Teaching and Technology

+Predictions for the next 7-8 years (from 2005)

More of the three widely accepted innovations Content Management Systems Distance Learning Platforms More Internet technology on campus and in classrooms -- innovations are

in relatively early phases of their adoption and there is plenty of room for additional sustainable innovations in these product categories.

Compelling need for pedagogical tools for faculty that can be used by the majority who do not wish to be "course developers."

Developing hybrid programs combining online and classroom experiences - the concept of classroom at the center of the learning interaction and engagement is not going away anytime soon.

Online tools that link students, faculty, and the administration to improve the quality of the student-faculty interaction, e.g. tools that allow faculty to monitor student study interactions to determine which materials are most difficult and why.

Source: What’s Next in Learning Technology in Higher Education

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Compelling need for tools that help students do more productively what they already do so they can learn more efficiently and effectively. Examples:

Systems that help students take notes and study from notes more effectively

Systems that help students organize their course materials and improve the efficiency and effectiveness for review in preparation for tests.

Tools that help students interact with faculty more effectively, especially with regards to helping faculty understand the degree of student learning.

ePortfolio tools to do a better job at capturing student accomplishments – if they can improve productivity – providing a platform for students to interact better with faculty and improve the learning experience.

Online search engines for academic content – as a more productive way of finding the right materials as opposed to being a substitute for the materials.

Predictions for the next 7-8 years (from 2005) - cont

Source: What’s Next in Learning Technology in Higher Education

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Source: FUTURE DIRECTIONS OF BLENDED LEARNING IN HIGHER EDUCATION AND WORKPLACE LEARNING SETTINGS

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Source: FUTURE DIRECTIONS OF BLENDED LEARNING IN HIGHER EDUCATION AND WORKPLACE LEARNING SETTINGS

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Source: FUTURE DIRECTIONS OF BLENDED LEARNING IN HIGHER EDUCATION AND WORKPLACE LEARNING SETTINGS

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Questions and Conversation