Tag Archives: For Instructors

Blog posts that are for instructors

TED Tips — Issue 25: Ideas for Digital Instruction

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Welcome to a very special 25th issue of UWW Ted Tips!  This special blog post takes the form of a video blog or VLOG!  You’ll find a video recording below with an outline of notes.

The main purpose of the TED Tips blog this week is to provide some ideas of how to build a digital “lesson” and to show you some ideas how to do that inside of Canvas!

The main idea is to create a written outline or “to do” list associated with that idea.  It is always a good idea to provide communications to students for a completed lesson — in this case, I’ve shown an announcement in Canvas for that page.

Inside of Canvas, you’ll want to create a page or a module as a “wrapper” to contain the content.  It’s a good idea to include a purpose or objectives — what’s the key idea or essential learnings for the digital content.

Things to consider including in a lesson:

  • Summary of key points
  • Outline of main ideas
  • A review of previous content or how this connects to the larger course content
  • You can include a Video summary or note
    • (similar to what’s shown in the VLOG!) this particular vlog posts shows an introduction [timestamp 1:21]
    • an example is shown in the Vlog to a previous piece of digital content
    • Canvas supports Kaltura Capture which is an easy way to record simple videos or screencasts
  • Lecture notes
  • Powerpoint presentation
  • Related readings from a textbook or other course documents
  • Links to other websites or resources
  • Multimedia embedded from other sources

TIP:  It is always helpful for students to provide context and clear insights for what is important for students to review.  Instead of just linking to a multimedia source or video, provide a timestamp and other clear guidance. [timestamp: 2:59]

  • Links to Canvas Discussion questions
  • Other instructional activities including
    • practice questions
    • lab work
    • online learning activities (flashcards, games, puzzles, etc.)
  • Homework assignments
  • Other resources like links to other websites
  • Citations / References

Issue 25 was structured in a way to provide an example of what this could look like and will set the tone and idea to explore these in different ways!

Future TED tips will explore more focused tips on:

  • selecting and curating good multimedia
  • research on what types of multimedia works and why
  • Recoding short videos at home using Kaltura Capture from inside Canvas
  • Recording longer reusable videos utilizing the LTC Video Recording studio
  • Recording podcasts
  • Where to store videos in canvas and host them on VBrick Rev

– Ted Witt
Teaching, Learning, and Technology Consultant

Resources:

Interested in Poll Everywhere?

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Are you interested in using a new tool to facilitate student engagement in your Spring 2019 course? “Poll Everywhere” is a live polling tool that allows students to submit answers, in real-time,  to closed or open-ended prompts that instructors create. Students can respond using the Poll Everywhere website, the mobile app, or even through text messages. 

Introducing Poll Everywhere YouTube Video

If you are interested in learning more about using Poll Everywhere in your course, consider registering for the workshop on Friday, February 8th, at 8:30 am. You will need to enter your UWW Net-ID and password to register.

If you have any questions about Poll Everywhere or any other learning technology, please feel free to contact the UW-Whitewater Learning Technology Center.

Winterim 2019 Poll Everywhere Workshop

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Are you interested in using a new tool to facilitate student engagement in your Spring 2019 course? “Poll Everywhere” is a live polling tool that allows students to submit answers, in real-time,  to closed or open-ended prompts that instructors create. Students can respond using the Poll Everywhere website, the mobile app, or even through text messages. 

If you are interested in learning more about using Poll Everywhere in your course, consider registering for the Winterim 2019 Workshop at 12:00 pm on Tuesday January 8th.

If you have any questions about Poll Everywhere or any other learning technology, feel free to contact the UW-Whitewater Learning Technology Center.

TED Tips – Issue 24: Winter Break!

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As the 2018 Fall Semester concludes, I want to reflect on the first six months of writing this blog. It has been a great honor to share discoveries, explore new ideas, and write about topics related to Technology, Education, and Design. I hope that these TED tips continue to inform and inspire as we celebrate teaching and learning at the University of Wisconsin Whitewater.

RELAX

Winter Break

Over the last six months, we have explored the difference is between a Learning Management System (LMS) and a Digital Learning Environment (DLE). This distinction is important as it helps to lay the foundation for some of the key decisions applicable to the migration from D2L to Canvas at Whitewater and throughout the UW System.

Canvas has been a source for several posts. The LTC Canvas peer mentors shared some of most important lessons learned while working with Canvas in the classroom. We looked at ways to support communications in Canvas and the importance of making a good first impressions. We explored grading and using Speed Grader in Canvas.

What are some different ways technology can be used in the classroom to support your teaching learning? Tools like Poll Everywhere can increase student engagement and interaction. “23 Things for Digital Knowledge” provided activities that can build student fluency in digital literacy.

TED Tips have explored the 2018 NMC Horizon Report and its view the trends, challenges, and developments in educational technology as it impacts higher education. Using the Horizon Report provides a lens to highlight pilots and innovative work taking place on campus like Adaptive Learning.

The blog will continue to promote workshops sponsored by the Learning Technology Center and its many partners and collaborators. For example, there is a series of upcoming Canvas workshops this winter: Canvas Open labs, hands on workshops for newcomers to Canvas, Construction Zones to help instructors move their courses from D2L to Canvas, and deep dives into single topics to help with your teaching. Grading in Canvas and building and using rubrics will be explored in early January. For a full list of times and locations of the upcoming winter Workshops visit the LTC. https://blogs.uww.edu/instructional/2018/12/12/canvas-workshops-winter-2019/

The next session in the 2018-19 UW-Whitewater LEARN Center/Learning Technology Center Workshop Series: “Back to Basics to Balance Workload” is Thursday, January 10th from 10:00am to 2:00pm in the University Center. This four hour workshop includes lunch and is designed as a hands-on activity to help prepare for your spring classes! Session Four: Setting the tone early saves time in the long run: Crafting your syllabus and engaging students before the first day of class and beyond.

During the morning session of the workshop, presenters will share evidence-based strategies for creating a more learner-centered syllabus and share tips for engaging students from the first day (and even before class begins!). After a lunch discussion, participants will learn more on how to better utilize Canvas in their courses in a way that clarifies organization and sets expectations in a more transparent manner. Participants will end the session with time to revise their syllabi, first day activities, and/or Canvas course pages and share their materials for small group feedback.

Participants will leave with:

  • An overview of best practices for syllabus development
  • Experience with a variety of first day activities that can increase student engagement and sense of community
  • Ideas to organize their Canvas course pages
  • Revised syllabi/activities to enhance student engagement

To register for this workshop: https://my.uww.edu/signup/Registration/Details/15867

Thank you for taking the time to read these posts! TED Tips will return in 2019. Topics next year will build on and support some of the upcoming workshops with TED Tips planned to explore several types of rubrics, building them in Canvas, design of a course homepage, navigation, analytics, and many others. I hope to experiment a bit more in format and content and hope to record the occasional complementary podcast! Until then, have a great holiday break, recharge, and relax! See you next year!

– Ted Witt
Teaching, Learning, and Technology Consultant

Resources

LTC Canvas Peer Mentors http://www.uww.edu/icit/ltc/canvas-portal/peer-mentors

Canvas Workshops Winter 2019
https://blogs.uww.edu/instructional/2018/12/12/canvas-workshops-winter-2019/

LEARN Center/Learning Technology Center Workshop Series:  “Back to Basics to Balance Workload.”  Session Four: Setting the tone early saves time in the long run: Crafting your syllabus and engaging students before the first day of class and beyond. https://my.uww.edu/signup/Registration/Details/15867

TED Tips – Issue 23: Podcasts

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Podcasts have recently seen a dramatic increase popularity. Podcasts are audio shows, often produced on a particular theme or topic, and hosted online. These audio files can be extremely valuable resources. Several have archives of hundreds of episodes. Many come with corresponding “vodcasts” (video files) as audio supplements to other media. They can provide a great supplement to class, replacement for a lecture, or additional resources for students.  Because they are easy to create and accessible, a podcast assignment could replace a written paper or report.  They are portable audio files; perfect for a commute, time at the gym, or other activities.

headphones

podcast

Many previous radio shows and (more recently) TV shows have been repackaged and rebranded with corresponding podcasts.   Most podcasts have free webpages (many embedded from this post) that allow you to navigate to the webpage, find the link and site you are looking for, and press play. These are also great because it can be easy to link from a classroom page to an online resource. Several of the prominent sites include guides on how to incorporate them into your own classes.

Various podcasting apps or “podcatchers” can help enhance that experience. These let you to download to a mobile device (for offline listening), update when recent episodes come out, and allow you to search and browse by topic to help find the shows you are interested in. I recommend trying one, customizing the settings to meet your particular needs, and experimenting with different shows.

What follows are some of the most common applications and services (there are many others). This should not be seen as an endorsement of any particular service but a list to help get you started. There are several types of apps, services, and many contain upgradable premium functions.

Free services:

  • Apple Podcasts (built into your iPhone).
  • Google Play Music (Android users)

Premium(ish) services:

  • Spotify (known mainly as a music service but recently expanded into podcasting)
  • Pocket Casts. App specifically for the full podcast experience; easy to search, curate, and see updated episodes. https://www.pocketcasts.com/ ($4.00)
  • Overcast. Gold standard for iOS podcast apps.  https://overcast.fm/ (podcast player for iPhone, iPad, and Apple Watch; free with premium $10/year)

What are some good podcasts?

Radiolab with Jab Aburmrad and Robert Krulwich. Since 2002, Radiolab has been devoted to investigating a strange world. My favorite from this year has been “Unraveling Bolero”: a story about obsession, creativity, and a strange symmetry between a biologist and a composer that revolves around one famously repetitive piece of music.  I was obsessed when listening the original episode and ended up staying in my car for fifteen minutes after I had reached my destination to finish the podcast. https://www.wnycstudios.org/story/unraveling-bolero

“Higher Ed” podcast by Jennifer Statyon. These 15 minute podcast cover a wide range of topics that apply to education. A recent one called “Better Problem Solving Through Puzzles” (October 28, 2018) advocates that puzzles are a great approach for students because it often simulates more real world on the job problems. http://kutpodcasts.org/higher-ed/higher-ed-better-problem-solving-through-puzzles

“Research in Action” (“RIA”) is a podcast about topics and issues related to research in higher education. The goal of the podcast is to do two things – increase research literacy and build community among researchers. Katie Linder, research director at Oregon State Ecampus, hosts. Of note, RIA includes a number of resources for instructors and specific guidelines on how to incorporate podcasts into their own classes. A very recent episode from November 26, 2018 called “Getting Started with Podcasting” that was one of the points that inspired me to blog about this topic this week. https://ecampus.oregonstate.edu/research/podcast/e139/

Teaching in Higher Ed Podcast. “This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.” The podcast focuses on topics such as digital pedagogy, creativity in teaching, educational technology, and many others.
https://teachinginhighered.com/episodes/

Finally, it is relatively easy to create your own podcasts or create assignments that have your students create their own! At its most basic, any audio recording that you make and then upload to your students could be considered a podcast. Or consider having your students create their own podcasts instead of writing a paper. While the most popular and professionally developed podcasts have high production values – most phones contain a microphone suitable or recording. Computers also contain the basic equipment to facilitate ease of use

Consider activities:

  • Create a 3-5 minute unit or module overview! This audio file could be included with your material each week and help focus students on the weekly objectives, what to do, and any specific tips to be successful with key concepts and homework for the week.
  • Replace a written paper with a podcast assignment. Have students record a short 60 – 90 second audio report.
  • Have student research podcasts about specific topics. While not a substitute for formal research, it helps identify additional resources and allows students the opportunity to evaluate appropriateness for a course.

– Ted Witt
Teaching, Learning, and Technology Consultant

TED Tips – Issue 22: Lessons Learned

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TED Tips – Issue 22: Lessons Learned from Canvas Peer Mentors

Back in Issue 10 “Tips and FAQ’s from a Peer Mentor” at the start of the semester, we introduced the LTC faculty peer mentors that are available for each college to assist with the Canvas Transition. Canvas 24/7/365 is still the place to go for Canvas questions, but the peer mentors can help by sharing what they have discovered and learned.

canvas lessons

lessons learned

The peer mentors gather monthly to share notes and discuss what we’ve learned. Now that we are approaching the end of the semester, I want to share some of the lessons learned this term in Canvas from our most recent Peer Mentor meeting. These are all Tips shared by the mentors on things they learned this semester while using Canvas. Hopefully they can help you!

Lessons Learned

  • Provide a link to the Canvas Student Training during the first module or week in class. Canvas Student Training link: http://go.uww.edu/canvas-student-training
  • Provide a bit of navigation and orientation to the class at the beginning of term. Show students where important things are located in Canvas. Review with them where they need to go and what they need to do. While Canvas is mostly new to us as faculty, it is also mostly new to students. Even thing like how to submit an assignment in Canvas can be really helpful. Providing that guide to where things are in your course can be really helpful to students.
  • Setting up the Course Home page in Canvas is important. Organizing content by weeks or by topic helps a lot.  Don’t underestimate the important of structure. Students have the tendency to click on the assignment tab – and they miss the rest of the weekly content, the readings, and other supporting activities. It is important to link back to those weekly modules from the assignments…and remind students to check the content in each module each week.
  • Creating a weekly checklist or “TO DO” list is very helpful to students. D2L could create those as you were creating content, Canvas does not do that. I create a checklist item for students and post it at the top of each module as a roadmap for the week. I can also physically hand out a notecard with that weekly checklist to students in class so they know where to go and what to do.
  • Creating larger assignments with multiple parts is easier to set up in Canvas as a series of different assignment submissions. It is also easy to create these as multiple “zero” point assignments. So, for example, if a student needs to submit a rough draft as a paper, create a separate assignment for that rough draft – you can then use speed grader, provide feedback, and return it to students. The FINAL paper or submission can be created as a separate assignment in Canvas.
  • Setting up the gradebook to reflect more logical areas that corresponded with assignments makes providing feedback and grading much easier.

Canvas Peer Mentors The peer mentors are available to:

  • Help answer your transition questions.
  • Provide you with training information and resources about the Canvas platform.
  • Work with you to understand different ways that Canvas can be leveraged for enriching teaching and learning.

College of Arts and Communication
Jodi Galvan
Bill Miller

College of Business and Economics
Kelly Delaney-Klinger

College of Education and Professional Studies
Carmen Rivers
Eileen Schroeder

College of Letters and Sciences
Kris Curran
David Reinhart

– Ted Witt
Teaching, Learning, and Technology Consultant

RESOURCES:
Canvas Student Training link: http://go.uww.edu/canvas-student-training

LTC Peer Mentors: http://www.uww.edu/icit/ltc/canvas-portal/peer-mentors

Canvas Guides: great place to start for searching for information about Canvas: https://community.canvaslms.com/community/answers/guides/

Celebrating Teaching and Learning Conference 2019

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Save the date: Wednesday, May 22, 2019 from 8:30am-3:30pm

Celebrating Teaching and Learning, May 22, 2019

This special event is meant to showcase the wide variety of ways we are all transforming the lives of our students through teaching and learning.

Themes will include:

  • Integrating Teaching and Technology
  • Student Engagement
  • High Impact Practices
  • Civil Discourse and Diversity
  • and other topics

TED Tips – Issue 19: Quality Matters

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“Grounded in research. Driven by best practices. A community that puts learners first.”

As I mentioned last week, I was recently at the annual Quality Matters Connect conference in St. Louis. Quality Matters is an inter-institutional peer review process dedicated to the continuous improvement of online and blended course design. This week TED Tips explores Quality Matters (QM). I serve as a Quality Matter Coordinator for the University of Wisconsin Whitewater. I am an official liaison between UWW and Quality Matters and am a go-to person for anything related to it. Please contact me if you have questions!

online course design is at the heart of quality matters

Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online courses and online components through a continuous improvement process. QM promotes and improves the quality of online education and student learning. It does so through the use of current, research-supported, and practice-based quality standards and appropriate evaluation tools and procedures. It supports professional development in the use of rubrics, tools and practices to improve the quality of online education. A QM-Certified Course is an online or blended course that has met QM Standards for a QM Rubric in an Official Course Review. Quality Matters is supported by the non-profit MarylandOnline. The QM Certification Mark is more than an achievement for online course design — it is evidence of an interconnected, continual process provisioned with tools, support and professional development that helps you develop and provide successful experiences to your learners.

Quality matters is best known for its review process for online or blended courses. Four underlying principles guide Quality Matters:

  • Continuous: The Quality Matters process is iterative and committed to continuous quality improvement. Given review, revisions, and support, all reviewed courses will eventual meet expectations.
  • Centered. Quality Matters is supported by national standards of best practice, research literature, and instructional design principles.
  • Collegial. The process is faculty driven; peer reviews are diagnostic and collegial, not evaluative nor judgmental.
  • Collaborative. Reviews are flexible and offer constructive feedback. They are not prescriptive.

The three main elements of Quality Matters are the QM Rubric, the peer review process, and professional development. It is important to emphasize that Quality Matters addresses only the course design of online classes. Quality Matters does not address the delivery (how instructors actually teach courses).

Quality Matters does not address other factors that may impact the quality of online courses such as faculty or learner readiness, and our digital learning environment. Many of these other factors are themes we explore each week in this TED Tips Blog. The Learning Technology Center offers additional faculty development opportunities to learn about Canvas or methods to improve your online and blended teaching effectiveness through programs like the upcoming Winterim Online / Blended Teaching Institute. Quality Matters addresses one aspect of online course quality – course design.

 

The most recent QM Higher Education Rubric, Sixth Edition, released July 2, 2018. The Quality Matters Rubric is designed to provide a rigorous set of Specific Review Standards that can be applied to online courses as part of a commitment to continuous quality improvement . While the emphasis is on online or blended courses, many of the design principles could also apply to traditional face-to-face courses.

These General Standards are:

Quality Matters Sixth Edition Rubric Workbook

  1. Course Overview and Introduction
  2. Learning Objectives (Competencies)
  3. Assessment and Measurement
  4. Instructional Materials
  5. Learning Activities and Learner Interaction
  6. Course Technology
  7. Learner Support
  8. Accessibility and Usability

QM courses use a faculty driven peer review process. There are several options for reviewing a course ranging from formal official course review following QM processes and protocols, an internal review, or more customized consultations. Internal reviews can guide and improve existing courses. Quality matters standards can be introduced to help scaffold the development of new online classes.

The review process is faculty driven and starts with a self-reported worksheet that lists basic information about the course that is useful to the review team, such as the delivery format, instructional materials, and supplemental materials that may require review. A formal peer review team is comprised of three faculty members includes a course representative. Each team includes a master reviewer that manages the process to ensure consistency and rigor; a Subject Matter Expert to advise the team about disciple-related materials and practices, and an External Reviewer outside our school to assist in providing helpful recommendations. The recommendations are constructive, specific, sensitive, and balanced to the course being reviewed. There is opportunity for revision to the course based on that feedback. Only official QM-Managed reviews can lead towards official QM Certification.

If you are interested in learning more about Quality Matters in Online Learning, exploring additional professional development opportunities, or would like to discuss other factors of the design and delivery of online courses please contact me at wittt@uww.edu.

– Ted Witt
Teaching, Learning, and Technology Consultant

RESOURCES:

https://www.qualitymatters.org/
https://www.qualitymatters.org/sites/default/files/PDFs/QM-Overview-Booklet-digital.pdf

Still time to apply for the 2019 Winterim Online/Blended Teaching Institute

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The UW-Whitewater Learning Technology Center (LTC) is pleased to announce that registration remains open for the Winterim 2019 Online/Blended Teaching Institute. The Online and Blended Teaching Institute is a series of interactive workshops focusing on best practices for teaching online and blended courses.  The structure of the Institute allows participants to explore new instructional and course design methods, and participate in learning activities similar to what a student would experience. To apply, click here. The URL for registration is also available at the bottom of this post.  The deadline to apply is Monday, November 5. Participation in the Institute is competitive, as typically more applications are received than can be accepted. Expect that incomplete application forms will be rejected. Accepted participants will be notified following confirmation from their respective college.

Dates for the 2019 Winterim Online and Blended Institute:
January 4: Face-to-Face meeting, 9:00 am – 4:00 pm
January 11: Face-to Face meeting, 9:00 am – 4:00 pm
January 18: Online using WebEx, 9:00 am – 12:00 pm
Submission of final Institute content February 1st

This institute provides you with a foundation in the pedagogy of online and blended instruction focusing on key terminology, principles, and practices. You will explore practical guidelines for teaching online and blended courses, designing content for online and blended courses, and utilizing technology, tools and strategies to facilitate active, participatory, and engaging online learning experiences.

By the conclusion of the institute, you will have created an online or blended learning module which will include pedagogically-appropriate assessments, discussions, and additional learning materials. This module will be developed with feedback from the institute facilitators and your colleagues, and demonstrate what you have taken away from this institute.

If you have any questions about this workshop, contact the UW-W Learning Technology Center.

Application Link: https://uwwhitewater.co1.qualtrics.com/jfe/form/SV_3f0THo4dRBWqqm9

TED Tips – Issue 17: Important Developments in Technology for Higher Education — 2018 NMC Horizon Report

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This week, I conclude the three part series exploring the New Media Consortium’s Horizon Report. The report “identifies and describes the higher education trends, challenges, and developments in educational technology likely to have an impact on learning, teaching, and creative inquiry.” This week focuses on developments in educational technology.

These developments were chosen because they are likely to drive technology planning and decision making and are organized in time intervals related to their approximate time of wide spread adoption. The report identifies seven broad categories of technologies, tools, and strategies. The categories help us understand where we are today. The developments look ahead where we may be going in the future.

Categories of Technology

Consumer technology are tools originally created for recreational or consumer use. As the technologies become more utilized, they have been used as learning aids. Examples include: drones and wearable technologies like fitness trackers. The move from physical textbook to shorter videos highlights this “consumer demand” driving change in the classroom.

Digital strategies enrich teaching and learning by repurposing older activities for the modern digital classroom. They often reinvent conventional ideas to create meaningful 21st century experiences. The transformation of a pager to a cell phone to a smartphone exemplifies this march towards digitalization. Other examples include: The use of location intelligence (GPS), digital makerspaces, and applying concepts of gamification to the classroom.

Enabling technologies transform what we expect of our devices. The classic example is the voice activated computer as depicted in Star Trek; but more commonly realized through Alexa, Siri, and the Google Assistant. Those enabling technologies allow us to do more things. The trend towards cord-cutting is another example.

Internet technologies represent the underlying digital infrastructure. Internet technologies allow us to interact seamlessly and connect more devices in more ways. The “Internet of Things” is an example of how more components in the wired world are being connected to the internet. Another way to think about this is the idea that the Internet is a “utility” — along with the corresponding Digital Divide that highlight inequalities in the infrastructure.

Learning technologies are resources specifically developed for education. They help make learning accessible and available to all. Our digital learning environment is an example. Learning environments are increasingly customizable and personalized. Online courses and the related mobile learning platforms expand the access of education. Adaptive learning is another example of a learning technology. Larger systems like Lynda.com have been developed that offer training and learning at our fingertips. Fully online programs have redefined higher education possibilities…and created new opportunities.

The rise of social media technologies have changed communication and interpersonal relationships. Students communicate and collaborate quickly online. While research used to be the domain of the library, Google has become our primary search engine. Social networks, crowdsourcing, and issues regarding online identity and privacy fall in this category. Students can use sites like Facebook and Instagram to share and retrieve information and multimedia quickly.

Important Developments in Technology for Higher Education

Developments in Technology for Higher Education

Developments in Technology for Higher Education

Finally, visualization technologies are a growing set of tools that allow for large sets of information to be analyzed and displayed. They enable easier data driven decisions by making the complex simple.  Large sets of information can be visualized in real time.  New areas of virtualization and augmented or mixed realities fit into this broad category. Another example is 3D printing.

With the categories in mind, I want to briefly identify the important developments in educational technology for higher education as identifies in the Horizon Report. A key criterion for inclusion in the report was its potential relevance to teaching, learning, and creative inquiry in higher education.

Time-to-Adoption Horizon: One Year or Less

Analytics Technologies: Data and big data are being used more frequently to support higher education…and there is a continued focus on measuring learning. Using “grades” as an analytics tool for students to measure their success is nothing new. Instructors, students, administrators and teachers are relying on more high tech analytics to provide insights to complete their tasks. For examples, analytics technologies can help identify at-risk students and trigger interventions. Analytics can be used by students to guide and improve their own learning and by teachers to improve outcomes and tailor content in the classroom. Post education career options can be enhanced by connecting into resources liked LinkedIn that offer data-driven, analytics to help customize pathways to employment.

Makerspaces work by bringing together experts and novices from a variety of disciplines to design, build, invent, and rethink various products. Makerspaces connect higher education and industry. These spaces often include computers, power tools, 3D printers, and other technologies. A perceived benefit of makerspaces is that it engages learners to develop hands-on learning.

Time-to-Adoption Horizon: Two to Three Years

Adaptive Learning: Last week we explored a pilot project on Adaptive Learning here at the University of Wisconsin Whitewater. Adaptive learning is one technique for providing personalized learning, which aims to provide efficient, effective, and customized learning paths to engage each student. Finding the correct applications, developing the pathways, implementing the solutions, will take time.

Artificial Intelligence is no longer in the realm of fiction! Amazon uses it to predict products you may be interested in (and they want to sell); google uses it to guess what you will type next and search for; advertising uses it to find ways to connect individual products to users. Self-driving cars appear imminent. In education, Artificial Intelligence is becoming increasingly utilized for implementing today’s leading pedagogical trends, such as personalized learning. Analytics technologies allow us to do descriptive and diagnostic work; artificial intelligence will allow us to do more predictive and prescriptive work.

Time-to-Adoption Horizon: Four to Five Years

Mixed Reality is an emerging environment where digital and physical objects co-exist. The augmented reality game Pokémon Go is an example of this intersection. In education, virtual reality simulations have be used to train and asses medical students; first responders have trained in mixed reality environment overlaying hot-spots and other hazards. In the social sciences mixed reality tools have allowed for the virtual recreation of historical landmarks and allowed students to interact with virtual residents.

Robotics: The Harvard Business Review notes… “We expect the global industrial robot population to double to about four million by 2020, changing the competitive landscape in dozens of fields — from underground mining to consumer goods and aerospace manufacturing.” They go on to provide an example: “Foxconn, which employs more than a million workers in mainland China, plans to automate 70% of its assembly work within the next three years.” Higher education faces a significant challenge: preparing students for success in the next generation workforce and addressing corresponding emergent societal challenges.

I hope this exploration of the 2018 Higher Education Horizon Report has provided a window into the future. The report is provides a lot of ideas to fuel our themes of Technology, Education and Design. Next week offers a change of pace as I will provide updates from the 2018 Quality Matters Connect conference from St. Louis!

– Ted Witt
Teaching, Learning, and Technology Consultant

RESOURCES:
2018 NMC Horizon Report
Citation: Samantha Adams Becker, Malcolm Brown, Eden Dahlstrom, Annie Davis, Kristi DePaul, Veronica Diaz, and Jeffrey Pomerantz. NMC Horizon Report: 2018 Higher Education Edition. Louisville, CO: EDUCAUSE, 2018.
https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report
https://creativecommons.org/licenses/by/4.0/

Examples and further Reading:

Learning Analytics: https://tech.ed.gov/learning-analytics/

Makerspaces: http://isam2018.hemi-makers.org/

Adaptive Learning: http://edtechreview.in/trends-insights/trends/2923-the-role-of-adaptive-learning-in-education

Artificial Intelligence: 7 Roles for Artificial Intelligence in Education by Matthew Lynch
https://www.thetechedvocate.org/7-roles-for-artificial-intelligence-in-education/

Augmented Reality: https://www.researchgate.net/publication/271706077_Augmented_Reality_application_in_Higher_Education

Robotics: Building Tomorrow’s Robots by Gregory Mone
https://www.technologyreview.com/s/609004/building-tomorrows-robots/

The Age of Smart, Safe, Cheap Robots Is Already Here
https://hbr.org/2015/06/the-age-of-smart-safe-cheap-robots-is-already-here