Horizon Report 2011 E-Learning Relevant Research

The 2011 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative

Here is a link to the complete report in PDF format.

Horizon Project Navigator (beta)

Executive Summary Overview

Key Trends

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.

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

The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.

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

Critical Challenges

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

Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching.

Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university.

Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike.

Technologies to Watch

The six technologies featured in the 2011 Horizon Report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative inquiry.

Time-to-Adoption: One Year or Less

Electronic Books
 Relevance for Teaching, Learning, Research, or Creative Inquiry
 Electronic Books in Practice

Mobiles
 Relevance for Teaching, Learning, Research, or Creative Inquiry
 Mobiles in Practice

Time-to-Adoption: Two to Three Years

Augmented Reality
 Relevance for Teaching, Learning, Research, or Creative Inquiry
 Augmented Reality in Practice

Game-Based Learning
 Relevance for Teaching, Learning, Research, or Creative Inquiry
 Game-Based Learning in Practice
 For Further Reading

Time-to-Adoption: Four to Five Years

Gesture-Based Computing
 Relevance for Teaching, Learning, Research, or Creative Inquiry
 Gesture-Based Computing in Practice

Learning Analytics
 Relevance for Teaching, Learning, Research, or Creative Inquiry
 Learning Analytics in Practice

The Essential Role of Information Fluency in E-Learning and Online Teaching

I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.)

I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.



What continually surprises me is that most educators (including those with advanced degrees) lack formal training in this field. Unless I'm working with a Library Media Specialist, most have little experience in searching, evaluating, and ethical use of digital materials.

Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.

At the same time I push the idea that it is everyone's duty to teach website evaluation and ethical use as part of any online curriculum. Too often educators assume someone else should have done the job by the time their students walk through the door. The application of information fluency to all curriculum areas is profound. Students given even rudimentary instruction in Information Fluency immediately benefit.

As online teachers and learners we work in a computer where information is just a few keystrokes away. I hope we can promote the disposition in all online teachers and learners that skilled use of Internet resources is the essential learning skill of our times.

If you'd like to receive a free Information Fluency Newsletter, please click through to subscribe. (Right click to open in a new window.)

Dennis O'Connor
Program Advisor
E-Learning & Online Teaching
School of Education
Online Professional Development
University of Wisconsin-Stout
Wisconsin's Polytechnic University
oconnord@uwstout.edu
530-318-1145 (Cell)
Skype: wiredinstructor2