Technology outlook: Higher Education in Iberoamerica 2012-2017

HORIZON REPORT: IBEROAMERICAN EDITION 2012

Technology outlook:Higher Education in Iberoamerica 2012-2017

NMC 2012 Summer Conference12-15 June.


Intention

• Describing new and emerging practices and technologies in education.• Describing “change forces” that may affect teaching, learning, research

and information management.

The Iberoamerican edition of the Horizon Report shares with the rest of reports the intention of:

The Horizon Report.Ib is focused on the specificities

of higher education in Iberoamerican countries.

The Horizon Report Ib is a joint initiative of the eLearn Center, UOC and the New Media Consortium.


Introduction

It’s a forecast targeting twelve emerging technologies, as well as the key challenges and trends associated to them, considered to have a great impact on higher education in Latin American countries, Spain and Portugal during next 5 years.

The selected technologies are distributed in three horizons according to

the time to adoption:

One year or less

Two to three years

Four to five years


Introduction

The first edition of the Iberoamerican Horizon Report took place in 2010.


Advisory Board

The diversity of profiles and trajectories of members of the AB has been crucial in order to build a global and local view of the heterogeneous reality of the iberoamerican countries.

45 experts in the innovative use of technology in education from 10 Latin American countries, Spain and Portugal have participated in the Advisory Board the Horizon Report.Ib 2012.


Methodology

The methodology used is an adaptation of the Delphi technique: a consultation with experts in progressive degrees of depth.

From the beginning, the AB members have collaborated online through the wiki http://ibero.wiki.nmc.org/


Methodology

The selection of the emerging technologies as well as the key challenges and trends was done through a vote.

The wording of the draft report has been in charge of the project coordination team. This first version has been reviewed by the AB. After the approval, the Horizon Report: Iberoamerican edition 2012 will be published.


Emerging technologies

One year or less Two to three years Four to five years

Open Content

Mobile Apps

Cloud Computing

Collaborative

Environments

Personal Learning Environments

Tablets

Game-Based Learning

Geolocation

Learning Analytics

MOOCs

Semantic Apps

Augmented Reality



OPEN CONTENT

One year or less

Understanding of learning as knowledge building process rather than information transmission.

Increasing amount of open educational repositories

Open diffusion, open collaboration, open education,personalization, information updating

Challenges: cultural change, language, management, content validation and copyright



MOBILE APPS

One year or less

Challenges: lack of educational strategies adapted to ergonomics and functionality of equipment.

Access to information anytime, anywhere allows

a flexible and personalized learning experience,

in which the context is important.



CLOUD COMPUTING

One year or less

It is a paradigm in which information is stored permanently in Web servers.

It offers a greater flexibility to teachers and

students, as well as to institutions.

Challenges: connectivity and loose of control of the service and the contents.



COLLABORATIVE ENVIRONMENTS

One year or less

Trends: use of collaborative environments for assisting teaching and learning processes, team work, professional development and collaborative research.

Collaborative problem solving and project based learning in context.

Eliminates hierarchies and promotes horizontal relationships.

Team working and collaboration is a key skill in current societies.



PERSONAL LEARNING ENVIRONMENTS

Two to three years

Challenges: lack of definition, need of technical solutions, as well as pedagogical strategies.

PLE are designed according to each user’s goals and it allows self-directed and groupal learning, with a great capacity for flexibility and customization.

Students are placed at the centre and are supposed to take an active role in their learning process.



TABLETS

Two to three years

They combine characteristics of laptops, smartphones and tablet pc with thousands of apps that allow for a more personalized experience.

Its great portability and rich user experience encourages learning beyond the times and spaces of class.

Encourages cross learning of basic digital competence.



GAME-BASED LEARNING

Two to three years

Integration of digital games and the use of learning strategies based on the game in educational experiences.

High immersive and interactive spaces.

Promotion of analysis, strategic thinking, collaboration

and problem-solving.

Allows user-centered learning, that is contextualized

and significant.



GEOLOCATION

Two to three years

Challenges: need of a widespread use of smart phones and reduction of connectivity costs.

Increasingly, the devices we carry with us can locate our position with coordinates.

In m-learning projects, geolocation offers an experiential approach to learning linked to the context.

Appearance of new forms of mapping.



LEARNING ANALYTICS

Four to five years

They consist of the interpretation of a wide range of data produced and collected on the students to focus on their academic progression.

Personalize learning according to the students’

needs and interests.

Development of a process of continuous

improvement.



MASSIVE OPEN ONLINE COURSES (MOOCs)

Four to five years

A MOOC is an open course where the participants are distributed and course materials also are dispersed across the web. It has a minimalist structure which allows users to create its own learning path.

MOOCs use the network as structure while adopting

an open condition of learning

.



SEMANTIC APPS

Four to five years

The promise of these applications is to help us to find and use connections among data that already exist, but are hidden in the context of the information on the web.

Facilitates organization and more efficient search

of disperse knowledge in Ib. Closely related with

other technologies moving fast in Iberoamerica.



AUGMENTED REALITY

Four to five years

Easy, accessible, portable and affordable for anyone who has a smartphone … not everyone in Iberoamerica

Keiichi Matsuda, “Augmented (hyper) Reality: Domestic Robocop“

It introduces the user in an “artificial” environment but without separating him from physical reality and without replacing it, allowing interaction with virtual objects.

Mobile devices, geolocation,Video and social networks


Top Five Trends

•People expect to be able to work, learn, and study whenever and wherever they want.

•The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.

•Changes in university teaching are causing many universities to consider academic training as a key element in ensuring the quality of instruction.


Top Five Trends

•The role of technology in the social and civil empowerment of youth is more and more important.

•A growing formative-educational culture focuses on the centrality of student learning and is fundamentally founded on the use of technologies.


Trends in the 2012 Horizon Reports

HORIZON IBEROAMERICA NMC HORIZON REPORT

People expect to be able to work, learn, and study whenever and wherever they

want.

People expect to be able to work, learn, and study whenever and wherever they

want.

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us

to revisit our roles as educators

The technologies we use are increasingly cloud-based, and our notions of IT support

are decentralized.

Changes in university teaching are causing many universities to consider academic training as a key element in ensuring the

quality of instruction.

The world of work is increasingly collaborative, driving changes in the way

student projects are structured.


Key Challenges

• We need to move institutional structures towards the knowledge society, and away from the postindustrial society.

•Most academics are not using new compelling technologies for learning and teaching, nor for organizing their own research.

•Digital media literacy continues its rise in importance as a key skill in every discipline and profession.

The following challenges have been listed as the most likely to cause a significant impact on teaching, learning, research and information management in the coming years:


Key Challenges

• The demand for personalized learning is not adequately supported by current technology or practices.

•Ubiquitous learning requires that universities be available to their students at any time and any place.


Key Challenges in the 2012 Horizon Reports

HORIZON IBEROAMÉRICA INFORME HORIZON del NMC

We need to move institutional structures towards the knowledge society, and away

from the postindustrial society.

Economic pressures and new models of education are bringing unprecedented competition to the traditional models of

tertiary education.

Most academics are not using new compelling technologies for learning and

teaching, nor for organizing their own research.

Appropriate metrics of evaluation lag behind the emergence of new scholarly

forms of authoring, publishing, and researching.

Digital media literacy continues its rise in importance as a key skill in every discipline

and profession.

Digital media literacy continues its rise in importance as a key skill in every discipline

and profession.


Finally…

Thank you!!

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