Category: highered

highered, Horizon Report

What’s On the Horizon [REPORT] for 2020?

Laura Pasquini

For those of you who read the annual Horizon Report — you know that another one is around the corner. As EDUCAUSE has taken over the helm for the development of this technology forecast/guide for higher education, it has been interesting to see how this report is created as a member of the 2020 HR panel. After a few iterations of input, voting, slacking, emailing, side conversations, and exploring what is going on — it appears we have come to identify a few trends for postsecondary teaching and learning. Here are the six emerging technologies and practices for teaching and learning in higher ed identified for the next report:

  1. AI/Machine Learning Educational Applications
  2. Open Educational Resources
  3. Adaptive Learning Technologies
  4. Analytics for Student Success
  5. XR (AR/VR/MR/Haptic)
  6. Elevation of instructional design, learning engineering, & UX design in pedagogy

These will be flushed out further when the 2020 Horizon Report comes out; however, one critical piece of this document will need to include some examples and exemplars. EDUCAUSE would like to hear from you — the community — of professionals, scholars, educators, students, and more. They would like to learn about your projects or initiatives related to these six areas that best illustrate these technologies and practices in action. If you have any work from, for, and by postsecondary campus stakeholders — let EDUCAUSE know. If your institution or organization is working with any of the six (mentioned above) trending areas, I would encourage you to submit your project(s) or initiative(s) for the 2020 Horizon Report. [Pssst… you are more than welcome to submit more than one project/initiative.]

2020 Horizon Report Call: https://tinyurl.com/HR2020call

Are you piloting a new program? Do you have a research project on the topic you care to share? Or are you faculty evaluating and testing one of these emerging trends or practices? Let them know. Any initiative/project is welcome no matter what the form or stage you are at — seriously! The goal is provide readers of this report a more concrete sense of how these technologies and practices are playing out in higher education. If your work is applicable to any of the six, then you might be invited to author a post for the EDUCAUSE T&L blog Transforming Higher Ed.

Submit your work for the 2020 Horizon Report at: https://tinyurl.com/HR2020call

Deadline: December 4, 2019

highered, Podcast, Research

The State of Higher Ed Podcasts in 2019

Laura Pasquini

Over the last couple of years, I have been looking at the landscape of podcasting within higher education. Today podcast and audio listening now has 50% of the US ear (The Infinite Dial 2019 report), as we witness some exodus from social media platforms like Facebook and Twitter.  With the options of audio streaming platforms and increased ownership of smart speakers, I was not surprised to see the increase in weekly audio online listening:

As someone who listens to, creates, hosts, and enjoy podcasts, I have been following how my college and university colleagues have been involved in developing their own podcasts for the past couple of years: https://higheredpodcasts.wordpress.com/ Thanks to iTunes U, universities found a way to share their audio and video lectures, lessons, and student-produced podcasts. Now, we have innovative colleagues willing to share about their scholarship, offer suggestions for teaching, and tell more about their own practice on campus. I have shared shared some of this research and training materials in a previous blog post: Pod Save Higher Ed: Resources for Podcasting.  Over the Spring Break, I completed a review and update of the podcasts my peers are making. There are a number of additions, updates and archives, especially as more higher ed professionals are finding accessible ways to create and stream their audio productions.

For the purpose of my research, I am investigating podcasts that share about the higher education professional (graduate students, staff, and faculty) experience. These specific types of podcasts may offer a new way to learn, offer professional development, share a story, and/or improve to our practice in teaching, research or service. My review is to look at the genres, topics, audiences, issues, and ideas being shared in the higher ed podcast land. Here is the list of podcasts I’ve curated and I am currently examining in 2019 [also shared http://bit.ly/higheredpodcasts]:

If you have a podcast I should include in this review of podcasts in 2019, please let me know! Here is how I am defining a “higher ed podcast” for the purpose of this study:

  • the podcast content is created and shared to support professional development, learning, and/or information distribution
  • the podcast has a target audience which might include graduate learners (e.g. masters or doctoral researchers), professional school students (e.g. social work, medicine, etc.), staff/administration, and/or faculty in higher education
  • the podcast is in an audio and/or video format that can be subscribed, downloaded, and/or streamed from an electronic device (e.g. computer, laptop, tablet, or mobile)
  • the podcast is a program, show, broadcast, and/or episodes with a specific purpose or topic focused on the higher education domain
  • the podcast includes original content development intention: it was designed for a podcast, e.g. recorded college/university lectures, conference panels/presentations, professional learning webinars, recorded meeting, etc. (unless it was edited to fit into a podcast)
  • the podcast can be active or archived (no production since 2017)
#AcWri, #AcWriMo, #AcWriSummer, #HEdigID, Higher Education, highered

#HEdigID Chat No. 5: Renew, Refresh, Reboot, Restart Your Academic Writing with Janet Salmons (@einterview) #AcWri

Laura Pasquini

Hello Summer! This year, I am committing to my own projects, design, developments, and ACADEMIC WRITING (#AcWri)! That’s right. I’ve opted to NOT instruct any courses during the summer term. This is a first since I started my faculty career (Fall 2014). This is also an intentional choice. Things are building up and projects need to be completed. I decided this summer will be dedicated to completing ALL THE THINGS! This includes research projects in-progress (data collection, cleaning, coding, and analysis) and getting these to the right publication outlets and avenues.

So based on these goals and writing objectives, I’m thrilled to kick off this summer with a timely Higher Ed Digital Identity (#HEdigID) Chat:

#HEdigID Chat TOPIC: Renew, Refresh, Reboot, Restart Your Academic Writing

This Friday, June 8th the #HEdigID chat will be moderated (MOD) by Janet Salmons (@einterview) to sort out these forgotten or neglected academic writing (#AcWri) projects. This ALL DAY conversation will be hosted on Twitter with the hashtag: #HEdigID and via this OPEN Google doc: http://bit.ly/hedigid5

Do you have goals to get working on a writing project this summer? Are you changing your career goals, and this requires getting a few publications out the door? OR, if you have a writing project you’ve pushed to the side or you have neglected — then this #HEdigID chat is FOR YOU (and me).

“Academic writing includes more moving parts than other types, meaning we have more excuses for setting aside an unfinished piece of work.” ~ Janet Salmons

With a number of things to consider (e.g. updates to your literature review, methods for analysis, or even outlets to publish), you might just need this #HEdigID chat to get you to return to your own writing piece. Whether you are feeling excited or overwhelmed with your own academic writing, come join the online discussion to share what YOU hope to accomplish for your summer writing goals.

Here are the QUESTIONS you will see appear on Twitter and in the Google doc for your responses TODAY (June 8th) for this #HEdigID ALL-DAY digital chat:

  1. Please introduce yourself. Feel free to include: Where are you located? Where you work and/or your role? What you’re writing and working on these days? AND/OR Tell us your favorite place to write! #AcWri #AcWriChat
  2. Tell us about a writing project that you have left behind, let go, or let die. How long ago? What got in the way or prevented you from finishing this #AcWri project?
  3. Describe what kind of writing project are you trying to revive. What is this #AcWri project? Thesis/dissertation? Article? Chapter or book? Report or other professional writing? Please share!
  4. Is it time to revive this writing project? Reflect on your #AcWri purpose, in the context of your goals, do they match? E.g. Should this journal article now be a white paper report and/or blog post? Have you thought differently about a book chapter or book idea format?
  5. Let’s talk about updating this writing project: Is your literature review AND/OR your data out of date? What writing tasks, obstacles, and research will you need to work on to UPDATE this #AcWri piece?
  6. Does your writing PRACTICE or TOOLS need some updating to help you be productive with your project? What areas of writing practice support do you need? What #AcWri suggestions do you have for writers to be effective with their writing process?How will you commit to rebooting this academic writing project? What strategies and ideas do you have to be accountable to this #AcWri plan? Please share SUGGESTIONS and IDEAS for staying on track with this writing project revival!
  7. Final Thought (FT): What is one new SPARK or REASON you are inspired you to return to this academic writing project? What will drive you to prioritize this #AcWri project and commit to finishing it this time?

Converse with us? Join in discuss these questions and more! How to participate:

  • Tweet your response with the hashtag: #HEdigID

  • Share more in this Google Doc: http://bit.ly/hedigid5

  • Use these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

  • Lurk and learn!

 

Update June 12, 2018:

ARCHIVE of the Tweets from this #HEdigID Chat

Follow-up blog post from the #HEdigID MOD, @einterivew: Keeping Writing Projects Alive

#HEdigID, Higher Education, highered, Learning Community, Networked Community, networkedscholar, PLN, Reflections

#HEdigID Chat No. 3: Privacy and Personal Data in Networked Spaces

Laura Pasquini

If you are online and networked, your data and personal information is out there and it does not necessarily belong to you anymore. A number of us have signed up for a service, an application, or even a network under the assumption that it is “free.” What harm is there in answering a few personal questions to join an app, network, or online service?  Who would really be interested in my personal information I used when I completed that form or online agreement on that website? With a number of higher education colleagues living and working in networked spaces, we need to talk about how we have all (myself included) given away LOADS OF DATA to support our networked practices.

An introduction to the world of data online: Take a listen to Mozilla’s IRL (Online Life is Real Life) Podcast Episode 1: All Your Data Are Belong To Us.

“While you may think it’s no big deal to give away your personal data in exchange for free online services, how can you know that what you get for what you give is a fair trade?”

~Veronica Belmont, IRL Podcast: irlpodcast.org

Many of us have exchanged personal information for a “free” service, tool, technology platform, app, or network. This is common practice and almost a necessity to collaborate and communicate with others. How else can we stay in touch, share information, and participate in our personal and professional networks? Until the last few years, we have not thought much about the platforms or digital rights we have given away within these networked and digital spaces. We have witnessed a number of data breaches on popular platforms (e.g. LinkedIn and Dropbox) and we are currently gaining more insights into how scaled social networks, like Facebook, share our data with 3rd party providers (like Cambridge Analytica) and makes money off our individual profile contributions and participation in this platform.

I have been thinking about how we guide and support postsecondary stakeholders on social media and in digital networks for quite some time [see: socialmediaguidance.wordpress.com].  As social media permeates our personal and professional lives, a growing number of higher ed colleagues (like me) have been questioning the “privacy” (a.k.a. data) policies that exist on networked platforms, like Facebook, Twitter, LinkedIn, etc. [e.g. listen to @BreakDrink podcast episode, no. 10].

I am not sure the answer is to delete or leave a networked space. As our personal information and data is already out there, and a number of us are reliant on some of these tools to do our work and lead our lives. I don’t think these networked platforms are broken, disrupted, or that we need to even save social media. I just think we need to have a frank and open conversation about the things higher ed (as a whole) have been ignoring about these network spaces and platforms. Social media is no longer viewed as a trends or a passing fad. In the past, social and digital networks, were viewed as being on the periphery of the college/university experience. As these platforms have scaled and been embraced in our society, we are witnessing real impacts and implications within our campus communities.

It’s about time we have some REAL talk about individual privacy and personal data on social networks and digital platforms used by and among higher ed professionals. This month’s Higher Ed Digital Identity Chat on Friday, April 13th will be discussing the following TOPIC: “Privacy and Personal Data in Networked Spaces.”

Here are few QUESTIONS that will roll out on Twitter and are posted in the open Google doc for the #HEdigID Friday (April 13th) ALL-DAY digital conversation. In previous #HEdigID conversations we have talked about the affordances and challenges, but we have not touched upon our own personal data and privacy after we agree to an app or platforms terms of service. We need to discuss ways to support staff, faculty, and students using social media in higher ed, specifically in asking:

  1. As a networked higher education professional, what issues, topics, and questions SHOULD we be talking about with regards to our own privacy and personal data?
  2. What are your ultimate “Terms of Service” for sharing your personal data, updating your information, and putting yourself on digital/networked platforms? Share your philosophy or approach. [What are the things you are willing to give up when you sign up, log in, or share in networked spaces?]
  3. How does your higher ed institution or professional organizations educate and/or train yourself and colleagues about personal data and privacy online? Please share.
  4. How does your college/university guide or support community standards (e.g. policy, protocols, etc.) related to individual privacy or personal data in networked & digital spaces?
  5. For those who want to learn more about personal data, privacy, & security in #highered, what RESOURCES do you suggest? Please list & share (e.g. articles, websites, books, training, etc.).

What questions, issues, or challenges should we be discussing with our peers in networked spaces? How are we thinking about data and the use of data with our learners online? Are there ways to support engaged networked learning without compromising privacy or our personal data?  Feel free to answer any of the questions above as these are shared today (my Thursday, April 12th afternoon) until the afternoon of April 13, 2018 (in my timezone, Central Standard Time). This SLOW style Twitter chat is designed to allow more higher ed colleagues and friends to join in the conversation to account for different geographic regions, multiple time zones, busy schedules, and more

Join us on Friday, April 13, 2018 to discuss these questions and more! You can participate by:

  • Tweeting a response using this hashtag on Twitter: #HEdigID

  • Draft a longer response in the open OPEN Google Doc: http://bit.ly/hedigid3

  • Take any (or all) of these questions to create your OWN response in any media or format, you want: journal, blog post, video/audio reflection, drawing, or offline discussion. 🙂

I am open to YOUR suggestions. What QUESTIONS or ISSUES should we consider for this chat? Please share in the Google doc above or comments below. I’m looking forward to the conversation and contribution in Twitter and in the Google doc.
#diglit, #NMChz, Digital Literacy, Higher Education, highered, Horizon Report, literacy, postgraduates, publication, report, Research, survey, technology, Training, work, Workplace

The Future of Work: Technology and Robots and Digital Literacy… OH MY!

Laura Pasquini

Q: When will robots be able to do my job?A: Not yet… (at least not all of it).

I’ve been thinking about how technology is and will impact the world of work. Thanks to NPR’s Planet Money calculator: Will Your Job Be Done By A Machine? and perhaps an empirical search on automation in teaching literature I’ve been reviewing for George … I might have robots on my mind. The calculator says my professional role is not likely to be fully replaced, but I have my doubts.

I can see ways we are already automating instruction, grading, peer review, etc. So career planning for many occupational roles will shift over time as technology is infused into the labor market. As I instruct a career planning course, Personal/Professional Development (#LTEC3010), I am quite concerned with how we are preparing (or not preparing) learners to thrive in an evolving career economy.  To support occupational preparation of the unknown, I have been picking up a few books on the future of work to add to the course– here’s what  on my book #shelfie that I read/reviewed (again) this past summer:

Although robots and technology will not take over ALL jobs in the future, the working economy will need new skill sets and agile employees. We know an increasing number of curricular and co-curricular programs in higher education are striving to include “Nonacademic Skills” and some programs are attempting to prepare learners for jobs that may not even exist yet. We hope the value of a postsecondary degree goes beyond a transcript; however, we have rarely looked ahead to align occupational preparation with the six driving factors and the needs for future work skills 2010 (Davis, Fidler, Gorbis, 2011):

  1. Life longevity: By 2025, the number of Americans older than 60 will increase by 70%.
  2. The rise of smart machines & systems: Technology can augment & extend own capabilities & workplace automation is killing the repetitive job.
  3. Computational world: Increases in sensors & processing makes the world a programmable system; data gives us the ability to see things on a scale.
  4. New media ecology: New communication tools require media literacies beyond text; visual communication media is becoming a new vernacular.
  5. Superstructure organizations: Social technologies drive new forms of production & value creation; social tools allow organizations to work at scale.
  6. Globally connected world: Diversity and adaptability are at the center of operations–US and Europe no longer hold a monopoly on job creation, innovation, and political power.

Based on these changes to the world of work, a degree and employment experience will NOT set anyone apart from the competition in the new job economy. You will have to continue to improve upon your skills, adapt to the changing environment, and plan for ongoing professional development throughout your career. Here are the top 10 skills needed for the workforce of 2020 identified by Davis et al., 2011:

  1. Sensemaking: The ability to determine the deeper meaning or significance of what is being expressed. 
  2. Social intelligence: The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. 
  3. Novel and adaptive thinking: Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based.
  4. Cross-cultural competency: The ability to operate in different cultural settings.
  5. Computational thinking: The ability to translate vast amounts of data into abstract concepts and to understand data-based. 
  6. Digital literacy and information fluency: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. 
  7. Interdisciplinary mindset: Literacy in and ability to understand concepts across multiple disciplines. 
  8. Design thinking: The ability to represent and develop tasks and work processes for desired outcomes. 
  9. Cognitive load management: The ability to discriminate and filter information for importance, and to understand how to maximize cognitive functions. 
  10. Virtual Collaboration: The ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. 

As I review/edit materials in my courses, I am thinking more about digital literacy that encourage my learners to PRODUCE, CREATE, and SHARE before they graduate.  Much of HOW we prepare our learners TODAY, will impact how they function in the future job economy.  Are we thinking beyond the requirement of a course? Can we apply learning to occupational environments or non-academic settings? What ways have we been encouraging digital literacy and information fluency at our campuses? What have you required your students to create, produce, and share using different mediums or platforms? These are just a few questions I have been thinking about for course design, and I am pondering even more after drafting the latest New Media Consortium (@NMCorg) survey/report over the summer. Read more here:

2017 Digital Literacy Impact Study An NMC Horizon Project Strategic Brief  [Download: nmc.org/digilit-impact]

The 2017 Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief uncovers the learner’s perspective of how digital literacy training influences work life after graduation. As a complement to the definitions and frameworks outlined in the 2017 strategic brief on digital literacy in higher education, this study examines digital literacy in action as learners enter the workforce. More than 700 recent graduates from 36 institutions responded to an NMC survey that addressed the experiences they gained at colleges and universities, and how their proficiencies or lack thereof have affected their careers. Funding for this independent research endeavor and publication was provided by Adobe.

Reference:

Adams Becker, S., Pasquini, L. A., and Zentner, A. (2017). 2017 Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief. Volume 3.5, September 2017. Austin, Texas: The New Media Consortium.