Wednesday, December 19, 2012

NMC Horizon Report > 2013 Higher Education Edition > Short Lists

The NMC Horizon Report > 2013 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program, and is slated to be released in February 2013.

The tenth edition will describe annual findings from the NMC Horizon Project, a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning.

The 2013 Horizon Project Higher Education Advisory Board initially voted on the top 12 emerging technologies — the result of which is documented in this a interim report: the NMC Horizon Project Short List > 2013 Higher Education Edition. This Short List will help the advisory board narrow down the 12 technologies to six for the full publication.

Time-to-Adoption Horizon: One Year or Less

§ Flipped Classroom 
§ Massively Open Online Courses 
§ Mobile Apps 
§ Tablet Computing 

Time-to-Adoption Horizon: Two to Three Years

§ Augmented Reality 
§ Game-Based Learning 
§ The Internet of Things 
§ Learning Analytics 

Time-to-Adoption Horizon: Four to Five Years

§ 3D Printing 
§ Flexible Displays
§ Next Generation Batteries 
§ Wearable Technology 

Massively Open Online Courses 

Stephen Downes and George Siemens coined the term in 2008, massively open online courses
(MOOCs) were conceptualized as the next evolution of networked learning. The essence of the originalMOOC concept was a web course that people could take from anywhere across the world, with potentially thousands of participants. The basis of this concept is an expansive and diverse set of content, contributed by a variety of experts, educators, and instructors in a specific field, aggregated into a central repository, such as a web site. What made this content set especially unique is that it could be “remixed” — the materials are not necessarily designed to go together but become associated with each other through the MOOC. A key component of the original vision is that all course materials and the course itself are open source and free — with the door left open for a fee if a participant taking the course wished university credit to be transcripted for the work.

Since those early days, interest in MOOCs has evolved at an unprecedented pace, fueled by high profile entrants like Coursera, Udacity, and edX. In these examples, the notion has shifted away from open content or even open access, to an interpretation in which “open” equates to “no charge.” The pace of development in the MOOC space is so high that it is likely that a number of alternative models will emerge in the coming year. Ultimately, the models that attract the most participants are gaining the most attention, but many challenges remain to be resolved in supporting learning at scale.


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