Higher education leaders and decision makers use the annual Issues, Technologies, and Trends resources—the Top IT Issues, Trend Watch report, and the Horizon Reports—to know what's important and where to focus in their IT planning and management activities. When viewed together these resources provide more complete and nuanced guidance on institutional IT priorities. EDUCAUSE Horizon Report is a registered trademark of EDUCAUSE.

Leaders in higher education are mission-driven individuals who want what’s best for students.

There is a long-standing debate about whether undergraduate education is a private good, serving the needs of individuals, or a public good, meeting larger civic and community needs. The answer, we are convinced, is that undergraduate education is both a public and a private good.

the entire process by which man profits by his inheritance of acquired knowledge The prime action of use is selection

the development of "artificial intelligence" has been going on for centuries

system is actively engaged in the continuous processes (among others) of developing comprehension within the individual and of solving problems; both processes are subject to human motivation, purpose, and will

openly license a complete set of competencies

Open Credentials Open Assessments Open Educational Resources Open Competencies

Z degree

How much is professional curation—in the form of scope and sequence—worth?

different value proposition

pipes

institutions are incubators of inventions

Raspberry Pi, Scratch, and HTML and CSS

49% train someone in the use of online pedagogy at least once a day

I need to change my study habits

There is also correlation, the students are learning, between perception and success.

students could easily game the highlighting or note-taking functions. Or a student might improve his score by leaving his textbook open and doing something else.

data

“It knows more than my mother.”

they

CourseSmart said it knew of no problems with its software

they know the books are watching them

notes on paper

manager needed better data

reams of data

they decline to say what, if anything, they will do with it

help prepare new editions.

expressions on their faces

The point is not to be defeatist, but to remind ourselves again and again that the process is always iterative, and that we must keep working to maintain, to improve, and thus to sustain our work.

How can I add value to this network – contribute, amplify, connect, share, listen, support?

. Since ePortfolio practice is inherently eclectic, it deserves an equally eclectic learning foundation. In the DLL program, we developed the COVA (choice, ownership, voice, and authenticity) learning approach to give our learners the freedom to choose (C) how they wish to organize, structure and present their experiences and evidences of learning. We give them ownership (O) over the selection of their authentic projects and the entire ePortfolio process—including selection of their portfolio tools. We use the ePortfolio experiences to give our learners the opportunity to use their own voice (V) to revise and restructure theirwork and ideas. Finally, we use authentic (A) or real world learning experiences that enable students to make a difference in their own learning environments (Harapnuik, 2016)

. 141 former graduate students completed

former educational technology students in a graduate program

digital collections of student-generated authentic content that include resources and multimedia elements contained in a person

These events transpired while algorithms and echo chambers may have ensured that individuals did not read the same information as their next door neighbor

One of the primary responsibilities of academics is to help create an informed, knowledgeable citizenry

we are all students of digital and media literacy

start asking what Twitter has done to academics

I believe that education is a process of offering people tools – conceptual as well as technical – to understand their identities and possibilities and those of others within a structural framework that points to various paths of possible agency.

Imagine if we trained students of digital media and culture not just to criticize but to intervene in the development of emergent technologies

That this can be another chance for us to direct more of the conversations around teaching and learning and scholarship, rather than simply react to these persistent outside forces

we must be in control of our own destiny, not swept along by the “solutions” being handed to us

And now the machines are going to be producing a set of answers and we’ll have to say, Yeah, all I know is this thing does math better than me, so if it says this is true, it’s probably true.

There’s a mismatch between what the professors are trying to get them to do, which is really understanding, and what the kids are trying to do, which is to know it. You can’t fight history — they are moving to a world of knowing, not understanding.

How do you actually get the ideas into the brains of these kids?

re-engineer themselves

.

Why would we take the web, lasso it, and put it in a corral? We can learn a lot more, and see more of the world, if we let it take us where it will.

The digital asks us to wreck ourselves upon possibility.

the most valuable technology in education is people, and their willingness and capacity for invention, discovery, and reinvention.

The emphasis on technology at most universities misses the point of bringing together learning and the digital

An instructional designer is a consultant whose background and knowledge extend beyond the technological and into the pedagogical and theoretical.

Everyone should acquire the skills to understand data, and analytics.

“useless” spaces are actually the most evolutive ones

In this context, the most ethical “purpose” of education can therefore be only and exactly to critique purposiveness itself, a critique which, in its praxis, comes in (at least) two flavors: To create safe spaces for the emergence of practices and systems which purposes are not known yet, and might never find one. To strip existing practices of their current purpose, letting new ones, unbound by current utilitaristic imperatives, emerge.

a conceptualisation relevant to all cultural endeavours

The three day experience of the #DigPed PEI Institute was an experience that I felt stretched all in attendance.

In other words, scholars will gain a form of currency by becoming perceived as “human” (the extent to which ‘humanness’ must be honest self-expression or could be fabricated is an interesting question here) rather than cloaked by the deliberately de-humanised unemotive academic voice.

delegitimated as “scribbling.”

Networked, open, transparent

If I were to identify one area for further study in the academy, it would be this re-opening of the complex and nuanced world of language modalities: oral and written, static and changing

Recognizing that my student has clipped and pasted ideas or actual phrases from an academic journal, video, blog, or website without crediting them deserves to be labeled academic dishonesty of the worst sort! Reading my own words and concepts appearing as unattributed “received wisdom” identifies a brilliant follower clearly deserving high accolades, — or at least an A!

We need more diverse books, voices, attitudes, journals, and styles.

It is long past time for us to put an end to the miniscule and irrelevant plagiarism wars and begin a more significant reconsideration of what we mean by research, citations, and the respectful integration and communication of information old and new, original and borrowed, tweeted, blogged and podcast, online and oral, read and viewed. It’s time to bury APA, MLA, op. cit., Ibid, et al. — along with the other dead horses they came in on.

bluster and strut

Instructional design bears a special burden: to initiate but not to conclude.

Stewart, B. E. (2015). Scholarship in abundance: Influence, engagement, and attention in scholarly networks. Charlottetown, P.E.I.: University of Prince Edward Island. Retrieved from http://www.islandscholar.ca/download_ds/ir:15431/OBJ/ir_15431.pdf

we need to stop blaming students for the state of education

At the bottom of this argument is a question of technique, which in some lecturers’ hands becomes a question of tradition, of the “right” way to educate.

Policy

In particular it focuses on how digital technologies can support and contribute to five specific educational priorities: raising attainment, tackling inequalities and promoting inclusion, improving transitions into employment, enhancing parental engagement, and improving the efficiency of the education system.

technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve

By replacing a static textbook — or other stable learning material — with one that is openly licensed, faculty have the opportunity to create a new relationship between learners and the information they access in the course. Instead of thinking of knowledge as something students need to download into their brains, we start thinking of knowledge as something continuously created and revised.

It did take a willingness to see the institution from the student’s point of view.

One common observation about online education is that it will mean ‘bricks for the rich and clicks for the poor.’ Something like this has indeed happened, though ‘…clicks for the poorly served’ would be more accurate.

Faves as honest representations of how we feel. Let us be honest. Smart, thoughtful, intentional people don’t love everything.  They don’t even like everything.  They tend to be precise in their language.  Sometimes they just want to attend to something.  Sometimes they want to dwell in uncomfortable places because they are almost guaranteed learning zones. When you force academics to “like” it, it cheapens what that means to them.  What it means to us.

Sixty percent of faculty members agree they are concerned about recent attacks on scholars for comments they made on social media. Most say this has not influenced how they communicate on social media.•Tech administrators do not view the Yik Yak app, which allows geo-targeted comments about people, as having caused controversy on their campus, and do not think colleges should regulate access to this app. Faculty members are a bit more likely to say the app has caused controversy and to say it should be regulated, but those are still the minority views among professors.

The compromise here is easy.  Faculty accept the expertise of the educational experts and instructional designers, and welcome them into their course design process as a resource rather than competitors.  At the same time, educational experts and instructional designers should accept the expertise of the faculty.  Stop trying to tell them what education is.

According to The Massachusetts Institute of Technology’s (MIT) Computer Science and Artificial Intelligence Lab (CSAIL)

“It was interesting, because the University of Phoenix rented out this beautiful lecture space at a nearby art institute, which had a huge bay window that would be my backdrop. I was told the University would find people to populate the lecture as it was recorded, and when I gave the lecture, I noticed all the people were incredibly beautiful…I found out later that they were hired models.”

“We estimate total costs per MOOC, including facilities, equipment, and overhead, of $38,980 to $325,330” the authors explai

Think how much could be saved if new foundation grants begin requiring interoperability with a set of core community source projects.

Other institutions can spend nothing and download the full, free software from the Sakai Project, but they will not have had any influence in the evolution of the software, nor will they have gained the considerable skills from inter-institutional knowledge-sharing.

Ineffective governance of projects, unproductive debates over technology nuances, or failure to sustain an IT strategy over multiple years could all impede community source success.

If partnering for software development were easy, it would be the norm today. It is not easy. It requires a cooperative mindset, disciplined choices among staff, and leaders’ consistent vision that the value of partnering over the long term exceeds the easy short-term gains of defecting to local priorities.

the first challenge for participants in a community source project is to find like-minded partners who share a similar vision and timeline.

If the community source model proves viable, it will do so because it is an economically efficient coordinating mechanism for software investments in higher education as an industry. An analysis of any historical software system—online card catalogs, Web-based registration, course management systems—over a five-year period will reveal that individual institutions separately invested hundreds of millions of dollars in home-grown or commercial software. Can that flow of higher education resources be harnessed to create better economics and shared innovation outcomes for everyone?