Home' Campus Technology : April 2014 Contents TEACHING AND LEARNING
near-term position on the horizon," according to the report.
"Whereas many learning technology trends first take off
in higher education before seeing applications in schools,
the flipped classroom reflects an opposite trajectory. To-
day, many universities and colleges have embraced this
approach, enabling students to spend valuable class time
immersed in hands-on activities that often demonstrate the
real world applications of the subject they are learning."
The report indicated that the flipped classroom is becom-
ing increasingly popular in higher education because it al-
lows professors to use classroom time more efficiently and
because it helps students develop collaborative skills that
they may need in the workplace.
"Beyond watching recorded video lectures, other tech-
nologies such as digital readings with collaborative annota-
tion and discussion software enable instructors to be more
in tune with their students' learning patterns and needs,"
according to the report. "By reviewing the comments and
questions that students pose online, instructors can better
prepare for class and address particularly challenging ideas
during face-to-face time. The learning environment trans-
forms into a dynamic and more social space where stu-
dents can participate in critiques or work through problems
in teams. An instructor at Marshall University [WV] noted
that he no longer needed to spend precious class time with
an individual student if they missed a class; he could in-
stead hand him a tablet loaded with content and continue
working on hands-on projects among the whole class."
Learning analytics, which made last year's report as a mid-
term technological development, was bumped up this year to
the near-term category. Learning analytics refers to a combi-
nation of traditional strategies used in student retention and
methods that pull data from a variety of disparate sources to
help provide a clearer picture of individual students' educa-
tions and to help improve teaching and learning.
The Mid-Term: Two to Three Years
3D printing and games/gamification were the two mid-term
technological developments cited in this year's report. Both
made the list last year as well, though 3D printing was pre-
dicted to be a longer-term technology in the 2013 report.
3D printing has helped to fuel the maker movement in re-
cent years and has become a viable and productive tool in
prototyping and commercial manufacturing. Its role in high-
er education has been a bit less clear, though the technol-
ogy has made the Horizon Report since as early as 2004.
According to the 2014 report, 3D printing is having an
impact in research institutions, where students are able to
invent new objects and use 3D printed objects to further
their work. But it's also being used increasingly by libraries
to support students' independent activities: "As 3D printing
gains traction in higher education, universities are beginning
to create dedicated spaces to nurture creativity and stimulate
intellectual inquiry around this emerging technology. Exam-
ples include North Carolina State University's Hunt Library
Makerspace, the 3DLab at the University of Michigan's Art,
Architecture & Engineering Library, and the Maker Lab in the
Humanities at the University of Victoria in British Columbia,
Canada. These spaces, equipped with the latest 3D scanners,
3D printers, 3D motion sensors, and laser cutters, not only
enable access to tools, but they also encourage collaboration
within a community of makers and hackers."
Also on a two- to three-year timeline are games and
gamification. This category includes educational gaming,
digital simulations and gamified instruction --- or the "in-
tegration of gaming elements, mechanics and frameworks
into non-game situations and scenarios."
"Gamification is ... appearing more in online learning envi-
ronments," according to the report. "Kaplan University, for
example, gamified their IT degree program after running a suc-
cessful pilot in their Fundamentals of Programming course.
Students' grades improved 9 percent, and the number of
students who failed the course decreased by 16 percent....
Gamification can also incentivize professional development.
Deloitte developed the Deloitte Leadership Academy, a train-
ing program that leverages gamification to create curriculum-
based missions. Learners earn badges for completing mis-
sions, which they can display on their LinkedIn profiles."4
CAMPUS TECHNOLOGY | April 2014
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