Learning about elearning, m-learning, eportfolios and topics relevant to my work in curriculum development. Also meanders into research, into workplace learning, apprenticeships and apprentice learning, trades tutors and vocational identity formation. Plus meanderings into philosophy and neuroscience as I learn about how we learn.
Usual disclaimers apply. This blog records my personal learning journey, experiences and thoughts and may not always be similar to the opinions of my employer.
The 2019 Horizon report is now up and provides the annual overview on the state of the future of learning, with emphasis on moving towards digital environments for learning.
This year, the people consulted covers an international albeit Western centric view. The usual short, mid and long term trends are identified as:
Redesigning learning spaces
Blended learning designs
Advancing cultures of innovation
Growing focus on measuring learning
Rethinking how institutions work
Modularised and disaggregated degrees
Significant challenges are also identified:
Solvable – improving digital fluency, increasing demand for
digital learning experiences and instructional design expertise
Difficult – evolving roles of faculty with edtech
strategies; bridging the achievement gap
Wicked – advancing digital equity; rethinking the practice
Time to adoption is always interesting to see as many of the previous predictions have been accurate.
Now - mobile learning
and analytics technologies
2 -3 years – mixed reality and artificial intelligence
5 – 6 years – blockchain and virtual assistants
Of note this year is deeper discussion into the lack of movement with several highly relevant trends. these include the following
Adaptive learning – understanding progress
and potential has been the main challenge as there are many ways to view adaptive learning; scaling has been a challenge and requires large amounts of
resourcing.Resourcing is also mentioned in the next two promising trends.
Augmented and mixed reality – usability and ergonomics. In short, the need for VR glasses to enable AR, MR and VR has been a major impediment. There are usability issues, especially when VR goggles have to be used with a wide range of learners from different age groups and physical needs. As with gaming, the need to ensure authenticity of the experience, makes it a continual resourcing challenge to keep the elements up-to-date and relevant.
Gaming and gamification - Again, good simulations, game-based learning platforms etc. require large amounts of time, effort and technical backing to develop. The specialised 'situated' nature of learning means customising the game to make sense to a diverse learner audience means, continual resourcing to update and this requires resourcing which is not always easily available in the education system.