This article was published by EDUCAUSE, a well respected non-profit organization whose mission is "to advance higher education through the use of information technology." The article provides a well rounded view of the HyFlex asynchronous learning environment. The author discusses what HyFlex is, its significance, the downsides, where asynchronous learning is going, and the implications for teaching and learning.

Rating: 6/10

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Visit the primary 2020 EDUCAUSE Horizon Report authors on Twitter. You can also browse and subscribe to a Twitter list that collects all the Horizon Report contributors that I could find from the 2020 and 2019 reports.

1. Malcolm Brown: @mbbrown
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3. Jamie Reeves: @Jamie_l0u
4. D. Christopher Brooks: @DCBPhDV2
5. Susan Grajek: @sgrajek
6. Bryan Alexander: @BryanAlexander
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8. Stephanie Bulger: @sdccdBulger
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Maha describes here the primary concern I have with the pursuit of both AI and adaptive technologies in education. Not that the designers of such tools are attempting to replace human interaction, but that the spread of "robotic" educational tools will accelerate the drive to further reduce human-powered teaching and learning, leading perhaps to class-based divisions in educational experiences like Maha imagines here.

AI and adaptive tool designers often say that they are hoping their technologies will free up time for human teachers to focus on more impactful educational practices. However, we already see how technologies that reduce human labor often lead to further reductions the use of human teachers — not their increase. As Maha points out, that's a social and economic issue, not a technology issue. If we focus on building tools rather than revalorizing human-powered education, I fear we are accelerating the devaluation of education already taking place.

You can learn more about Maha Bali from her faculty page at the American University in Cairo, on her blog "Reflecting Allowed, and from her Twitter stream at @Bali_Maha.

And important: the role media plays in political polarization. On this topic, I've found works from the Pew useful, like "U.S. Media Polarization and the 2020 Election: A Nation Divided":

"As the U.S. enters a heated 2020 presidential election year, a new Pew Research Center report finds that Republicans and Democrats place their trust in two nearly inverse news media environments."

Also useful are works from Data & Society like "Media, Technology, Politics: six new pieces on the networked public sphere"

"Although many people are anxious to understand how much influence old and new media had over the US presidential election, the reality is that we will never know comprehensively. We can, though, seek to understand how different cultural and technical factors are shaping the contemporary information landscape."

I wonder if we should promote climate change to be an over-arching meta-trend given how its effects will touch on all the other trends listed?

Social

1. Well-Being and Mental Health
2. Demographic Changes
3. Equity and Fair Practices

Technological

1. Artificial Intelligence: Technology Implications
2. Next-Generation Digital Learning Environment (NGDLE)
3. Analytics and Privacy Questions

Economic

1. Cost of Higher Education
2. Future of Work and Skills
3. Climate Change

Higher Education

1. Changes in Student Population
2. Alternative Pathways to Education
3. Online Education

Political

1. Decrease in Higher Education Funding
2. Value of Higher Education
3. Political Polarization

You can find all 16 previous editions of the Horizon Report online with annotation enabled. Some editions are also published in different languages on the EDUCAUSE website.

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Slides for EDUCAUSE digital transformation in EDU webinar from 18 Dec 2019.

Process of EDU digital transformation.

EDUCAUSE webinar on digital transformation in EDUs with links to resources.

Definition of digital transformation (DX).

This mantra should be forefront in all our thinking about #EdTech.

And maybe this is the core of the tension around higher ed for jobs/skills vs "the value of a liberal arts education". To be an engine for social mobility, education needs to transfer not just skills, but social and cultural capital.

Interesting: an outcome of the "EdTech 3.0" work at VCU was that the student experience evolved to become more like the faculty experience.

So inspiring to think about how each discipline might use its own practices to embed, interrogate and shape the #EdTech in use. "EdTech 3.0" is the meta we've been waiting for.

Learn more about Dr Baker and CEPA.

Yes! This is why digital literacies programs that focus on training for specific tools miss the point: students really need metaskills and literacies that they can then apply to specific tools.

Yes! Thinking back to my note above about how the tech we may need to think about most or first may not even be "EdTech", but some of the more basics of network and hardware.

Perhaps the core question of this article.

A direct call to locate #EdTech on the "academic side of the house" in EDUs.

Thinking here about the technologies that end up being used in everyday practices of teaching and learning, but live mostly outside the structure/sphere of influence of EDUs, for example, smart phones, ecommerce, or even the Internet itself. I'm thinking TMcC is also calling for thinking about how those are embedded in everyday practices of education and we should be thinking about what we should do with them as well.

If you don't already know Dr McMillan Cottom, you might check out her recent books, Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy and Thick, And Other Essays, tune in to her podcast with Roxane Gay, Hear to Slay, visit her website, or for more frequent updates, follow her on Twitter.

Annotate here, or you can also join in the annotations on her post “Why Is Digital Sociology?”

Kudos for using the plural — "literacies" — right off the bat, not only given the many literacies listed later (eg, data literacy, information literacy, visual literacy, media literacy, metaliteracy, etc), but also that there are multiple literacies even in a single category.

Amen! For example: proficiency in a specific software program (eg, MS Word) rather than broader literacies about how such software can be used generally (eg, word processing).

Some of the different kinds of digital literacies.

7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

For an example of digital transformation in action, watch a 6-minute video about the University of Leicester's Dx project:

https://youtu.be/RYbC25dzek0

Are there detractors? What are they saying?

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I've started curating a HorizonReport2019 Twitter list of the folks involved in shaping the 2019 report. Join us in annotating the report preview. I'm adding a note to each name below about my effort to add them to the list. Check out the notes below or visit the list and let me know who is missing!

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This will continue to grow, in my opinion, because we are trying to prepare students for jobs that haven't even been created yet. Therefore, I see students that will build their own degrees for jobs that they want to create once they move into the workforce. Exciting!

I wonder if we need to think beyond digital tools to really address the achievement gap.

I've started curating a Twitter list of the folks involved in shaping the 2019 Horizon Report. Visit the list and let me know who is missing.

Also look at Open SUNY Course Quality Review OSCQR rubric.

Not to beat a dead horse, but just like we should maybe always think of digital literacies in the plural, we should also think about digital fluencies as there is certainly more than one type or kind of fluency.

This topic belongs here, but I would have liked to see an acknowledgement about privacy concerns related to measuring learning. How are we engaging students in the design of this work?

Read annotations on the 2019 Horizon Report Preview from EDUCAUSE. Sign up or log in above to add your own annotations and replies.

This article explores how technology has become the new standard for higher education and this new standard has created a need to develop new concepts on how to view a subject. Additionally, methods to use educational technology resources are described. Rating: 5/5

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NGDLE stands for "next generation digital learning environment". Also see ELI's 2015 companion post: 7 Things You Should Know About NGDLE.

NGDLE stands for "next generation digital learning environment". Also see ELI's 2018 companion post: 7 Things You Should Read About NGDLE.

In the middle of a deeper exploration of the 2014 edtech landscape.

A call for and examples of opening knowledge practices.

This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

The idea that a "digital immigrant" may have a more positive relationship with digital technology than a "digital native".

<3 this!

Still remember I used the word architect in the first draft of the 'unLMS' paper but was refuted by one reviewer.

The component-based approach is probably urging us to take an architect perspective. My intuition is working as architects requires awareness of many cross-cutting ideas -- components and 'the whole', design and engineering, history and human values, and so forth.

It would behoove us to be clear about all the "we"s that collect student data: from teachers, to depts, to institutions, to software vendors, to accreditors, to govt agencies, to third parties that harvest data from these other "we"s. Perhaps our first duty is to help students understand the constellation of data collection and sharing they (and we all) participate in, so they can start understanding and be better prepared to make informed choices.

Digital transformation in EDU.

Not a tagline I ever thought I'd see come along with the HR. Great to see so many individuals/orgs/and even brand new projects jump in to support this important work.

The other key area of alignment: with learners.

Join other folks annotating the full PDFs of @EDUCAUSELI's other two related posts about content and practices in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices

Institutional alignment is absolutely critical so the policies can be shaped for the institution and so leadership can provide aligned support.

Join other folks annotating the full PDFs of @EDUCAUSELI's other two related posts about content and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Policies

While I think this post does a good job of summarizing OEP, I'm disheartened to see the piece shaped so clearly from the perspective that OER is the necessary heart or foundation of OEP. From my POV, OER and open-licensing is a key infrastructural component, but is neither necessary nor sufficient in the larger and more important project to "reconceptualize and improve pedagogy and advance authentic, participatory, engaged learning" that this work rightly champions. Why must OEP always rest so heavily on OER? It's as if we have mistaken tactics for goals.

Join other folks annotating the full PDFs of @EDUCAUSELI's other two related posts about practices and policies in open education:

1. 7 Things You Should Know About Open Education: Practices
2. 7 Things You Should Know About Open Education: Policies

Join other folks annotating the full PDFs of @EDUCAUSELI's three related posts about content, practices and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices
3. 7 Things You Should Know About Open Education: Policies

Join other folks annotating the full PDFs of @EDUCAUSELI's three related posts about content, practices and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices
3. 7 Things You Should Know About Open Education: Policies

Join other folks annotating the full PDFs of @EDUCAUSELI's three related posts about content, practices and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices
3. 7 Things You Should Know About Open Education: Policies

The editorial addition of "[open]" in this quote betrays what seems like an underlying bias in this work: that open educational PRACTICES require and are always based on open educational RESOURCES. Hence the move to changing OEP to "OER-enabled pedagogy" below. I would argue that yes, there is a deep connection between OEP and OER, that OEP benefits from using OER, but that OEP is possible without OER. And unlike, Abruzzi's story, one might just as easily start from an OEP experience and eventually come to use OER as a part of it.

Again, this makes it seem like OEP is solely an outgrowth of OER, when I would argue that "expanding collaborative, inclusive, accessible, and active learning" is a primary goal that may or may not engage OER.

Agreed. And this tenet is far more important that the copyright status of the materials involved.

This imagines that current OEP activities are more focused on OER than may in fact be the case.

This is key: Desires to use portfolios in institutional/program assessment practices are part of what has made them cumbersome. Portfolio use in programs that emphasized their value for students and learning have always been the best examples in my opinion (eg, Portland State, LaGuardia CC, Clemson), even if they also use them in institutional/program assessment too.

Agreed, and yet I still believe that portfolios are a powerful part of what some call "authentic" assessment practices.

DoOO is definitely a great goal, especially if it is viewed in part as a portfolio activity, so people use their domains to build up a lifelong portfolio. What seems key is having the right supports in place to help people and institutions reach such goals not only technically, but most importantly, as a set of practices integrated into their personal and institutional workflows.

FWIW, I think the eportfolio community coalesced around not using a hyphen or capital P in the term. Some prefer to just talk about "portfolios", reasoning that the "electronic" part was not a necessary ingredient and probably should be updated to "digital" regardless.

Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

My first entry into edtech was in eportfolios, back in 2004 when I was at Portland State University. PSU was probably an early adopter of eportfolios, so 2008 may be the right year to put them in as a wider focus.

Great to see my earlier comment led to a fix here: "opportunities" now replaces "materials" and it all makes more sense.

This would be a great part of a "7 Things..." that focuses on open education in addition to open content.

maybe add: "as one of the many practices enabled by open education."

I'm a little confused that the title of this work is "7 Things You Should Know About Open Education", but it seems to focus mostly on OER. Is this the first in a series of "7 Things..." works about open education and content is just the first topic?

Not to quibble, but this sentence makes it seem like the primary outcome of open education is to provide "effective learning materials", which I think unnecessarily limits what #OEP can generate.

Intersections between EDUCAUSE's 2018 top 10 IT and teaching and learning issues.

Drawing connections between decentralizing services in the ERP > enterprise architecture and LMS > NGDLE.

on the responsibility generated by aggregating learner data

Visit the 2018 ELI Key Issues in Teaching and Learning with Hypothesis annotation enabled.

Visit the 2018 EDUCAUSE Top 10 IT Issues with Hypothesis annotation enabled.

EDU IT's top 4 issues:

1. Institutional adaptiveness
2. IT adaptiveness
3. Improved student outcomes
4. Improved decision-making

Will CBL follow the pattern of MOOCs? Wait, what pattern did MOOCs follow? They are certainly not gone...

Jump to an annotated version of ELI's 2018 Key issues in Teaching and Learning.

Jump to Malcom Brown's post contextualizing ELI's 2018 Key issues in Teaching and Learning.

2018 key issues include:

1. Academic Transformation
2. Accessibility and UDL
3. Faculty Development
4. Privacy and Security
5. Digital and Information Literacies
6. Integrated Planning and Advising Systems for Student
7. Instructional Design
8. Online and Blended Learning
9. Evaluating Technology-based Instructional Innovations
10. Open Education
11. Learning Analytics
12. Adaptive Teaching and Learning
13. Working with Emerging Technology
14. Learning Space Designs
15. NGDLE and LMS Services

https://hyp.is/ho6-ct9qEeaOap_uhHQrXQ/www.forbes.com/2009/07/25/media-network-news-audience-opinions-columnists-walter-cronkite.html

"Twenty-seven million to 29 million viewers, on average, tuned in every night to hear Walter Cronkite on the CBS Evening News."

Need to connect here: annual conference is in October.