Research Question 3: Key Trends Accelerating Australian Tertiary Education Technology Adoption

What trends do you expect to have a significant impact on the ways in which Australian tertiary education institutions approach our core missions of teaching, learning, and creative inquiry?

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).

NOTE: The Key Trends are sorted into three categories: short-term, mid-term, and long-term.

Short-Term Trends
These are trends that are driving edtech adoption now, but will likely remain important for only next one to two years. Virtual Worlds was an example of a fast trend that swept up attention in 2007-8.

Mid-Term Trends
These trends will be important in decision-making for a longer term, and will likely continue to be a factor in decision-making for the next three to five years.

Long-Term Trends
These are trends that will continue to have impact on our decisions for a very long time. Many of them have been important for years, and continue to be so. These are the trends -- like mobile or social media -- that continue to develop in capability year over year.

As you review what others have written, please add your thoughts and comments as well.

Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Sam Sam Jan 28, 2015

Compose your entries like this:

Trend Name
Add your ideas here with a few complete sentences of description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!


Advancing Cultures of Change and Innovation
Many thought leaders have long believed that colleges and universities can play a major role in the growth of national economies. In order to breed innovation and adapt to economic needs, universities must be structured in ways that allow for flexibility, and spur creativity and entrepreneurial thinking. There is a growing consensus among many thought leaders that tertiary education leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. In the business realm, the Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner, and provides compelling models for tertiary education leaders to consider.- cpaterso cpaterso Feb 4, 2015- kevinashfordrowe kevinashfordrowe Feb 8, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 yes time we started understanding how innovation is achieved perhaps, and acknowledged ways of creating our own futures and that of students, academics and institutions through design rather than believing everything would be fine if only people would think like us! - gillysalmon gillysalmon Feb 28, 2015 Agile and Lean thinking applied to curriculum design and delivery - geoffrey.crisp geoffrey.crisp Feb 28, 2015- sherman.young sherman.young Feb 28, 2015yes, design is key. Not the natural tendency of many of our colleagues though. - ktairi ktairi Mar 1, 2015 I agree agile/lean/rapid work on curriculum design is vital as we need fast turn around on course design. Also human centred design/design thinking and creativity across the disciplines are common themes I am hearing more about. - stephen.marshall stephen.marshall Mar 1, 2015 A challenge is being able to be agile at stopping things to give the space to implement the new, one of the major complexities we face is the accretion of old models in layers that impede agile change...In many instances, this is enabled by 'tribes' with agency to innovate, rather than the monolithic institution-wide approach. However, the challenge is that a focus on 'innovation' tends to construct technology enabled learning as the exception rather than mainstream. This is the tension to be considered.- glenn.finger glenn.finger Mar 4, 2015

Growing Focus on Measuring Learning
There is an increasing interest in using new sources of data for personalizing the learning experience, for ongoing formative assessment of learning, and for performance measurement; this interest is spurring the development of a relatively new field — data-driven learning and assessment. A key element of this trend is learning analytics, the application of web analytics, a science used by businesses to analyze commercial activities that leverages big data to identify spending trends and predict consumer behavior. Education is embarking on a similar pursuit into data science with the aim of learner profiling, a process of gathering and analyzing large amounts of detail about individual student interactions in online learning activities. The goal is to build better pedagogies, empower students to take an active part in their learning, target at-risk student populations, and assess factors affecting completion and student success. For learners, educators, and researchers, learning analytics is already starting to provide crucial insights into student progress and interaction with online texts, courseware, and learning environments used to deliver instruction. Data-driven learning and assessment will build on those early efforts.- kevinashfordrowe kevinashfordrowe Feb 8, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - jason.lodge jason.lodge Feb 26, 2015 - s.diener s.diener- mike.keppell mike.keppell Feb 26, 2015 A poll of 14 educational developer/designers picked learning analytics, along with adaptive learning technologies as the most important developing area within the next five years. Is 1-2 years unreasonable? Certainly a lot of investment in this area and the emergence of job titles with this focus suggests institutions regard this as something to be resolved(?) in the very near term. - helen.carter helen.carter Mar 1, 2015 My ten-cents - I think analytics in various guises will be critical in the future as we strive to understand and measure results, and also predict outcomes. Learning analytics for both students and teachers as part of their feedback and learning toolbox; educational analytics for institutions and governments to help with investment and policy decisions; and visual/interactive analytics for researching or what-if scenarios. - philcounty philcounty Mar 1, 2015There is a need to be aware of the negative, unintended consequences of learning analytics, but these are going to be high on the change agenda regarding evidence-informed approaches to learning and teaching in higher eduction in Australia.- glenn.finger glenn.finger Mar 4, 2015 Technologies and Assessment There are significant expectations of technologies to improve assessment approaches, including feedback, immediate and timely results, and there are associated online assessment challenges; e.g. designing and assuring academic integrity, designing authentic web-based assessment, verification, etc.- glenn.finger glenn.finger Feb 17, 2015- s.diener s.diener Feb 28, 2015 definitely one of the areas for significant increase in activity and sophistication.- geoffrey.crisp geoffrey.crisp Feb 28, 2015 [Editor's Note: This fits in with existing RQ3 Trend: "Growing Focus on Measuring Learning" and will be added there.]

Increasing Cross-Institution Collaboration
Collective action among institutions is growing in importance for the future of tertiary education. More and more, institutions are joining consortia — associations of two or more organizations — to combine resources or to align themselves strategically with innovation in K-12 education. Today’s global environment is allowing universities to unite across international borders and work toward common goals concerning technology, research, or shared values. Support behind technology-enabled learning in classrooms has reinforced the trend toward open communities and university consortia, as educators and administrators recognize collective action as a sustainable method of supporting upgrades in technological infrastructure and IT services. This is going to be of increasing importance. If we are to provide quality online/blended learning then sharing of resources, course, units, will become increasingly necessary especially where there is an oversupply of courses and providers - e.g. teacher education. - geoff.romeo geoff.romeo Feb 27, 2015 universities could definitely collaborate on aspects of their operation that are not necessarily competitive. we have seen this in Australia with the ALTC and OLT projects - geoffrey.crisp geoffrey.crisp Feb 28, 2015- sherman.young sherman.young Feb 28, 2015of course, these collaborations should occur with non-HE institutions; corporate and community partners, global and local.There is already strong evidence of cross-institutional collaboration in relation to calibration of standards through assessment networks for quality assurance and grade integrity purposes. Technologies can assist in consensus moderation processes across institutions. This is only one example, and there will be others - e.g. online language teaching where small enrolments only justify one or two institutions offering those languages - alliances and partnerships exist now, and this is enabled by online course offerings.- glenn.finger glenn.finger Mar 4, 2015

Increasing Use of Hybrid/Blended Learning Designs
Over the past several years, perceptions of online learning have been shifting in its favor as more learners and educators see it as a viable alternative to some forms of face-to-face learning. Drawing from best practices in online and face-to-face methods, blended learning is on the rise at universities. The affordances of blended learning offers are now well understood, and its flexibility, ease of access, and the integration of sophisticated multimedia and technologies are high among the list of appeals. Recent developments of business models for universities are upping the ante of innovation in these digital environments, which are now widely considered to be ripe for new ideas, services, and products. While growing steadily, the recent focus in many education circles on the rapid rise and burnout of massive open online courses (MOOCs) has led to the view that these sorts of offerings may be fad-like. However, progress in learning analytics; adaptive learning; and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these methods are still the subjects of experiments and research by online learning providers and tertiary education institutions.- cpaterso cpaterso Feb 4, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - jnxyz jnxyz Feb 22, 2015 - helen.farley helen.farley Mar 4, 2015 - joanne.woodrow joanne.woodrow Mar 4, 2015Agree, just because the popularity of the MOOC may be fading doesn't mean Online/blended is going away. This is the future of teaching and learning and the key to sustainable HE in Australia The issues is how do we build the capacity to do it well - geoff.romeo geoff.romeo Feb 27, 2015 needs massively revisiting though to reintroduce clarity on the different needs for learning and student support - gillysalmon gillysalmon Feb 28, 2015 we need to stop thinking of online and face to face as alternatives. they are not alternatives but part of the same integrated learning and assessment process. separating curriculum design and delivery is the first step in achieving this - geoffrey.crisp geoffrey.crisp Feb 28, 2015. I thought we already had but yes or course agree with Geoff. - helen.carter helen.carter Mar 1, 2015 - sherman.young sherman.young Feb 28, 2015Agree with Geoff. Blended is the norm. Just watching my high school kids working (mostly) seamlessly with schoology, online textbooks, youtube videos, imovie and written worksheets, we need to move away from blunt divisions of digital/analog and online/offline. It's now expected that all courses should be technology enhanced, but underpinning this are questions of quality - some are still largely distance education with digitised readings, through to those that coud be considered 'pure play online'. A trend here though is managing student expectations. Student evaluation of online learning in largely on campus courses and programs suggest that the variability in quality is evident, but that students vary in their expectations - including some who don't see online a 'value for money' and some who expect on-campus experience of lectures and tutorials.- glenn.finger glenn.finger Mar 4, 2015 - helen.farley helen.farley Mar 4, 2015 learners have so many tools for learning at their disposal and these should be brought into the learning tasks as they cater to individual learning needs. One difficulty is keeping up with the new tech which students will expect, and working out a successful blend/balance of tools.- joanne.woodrow joanne.woodrow Mar 4, 2015

Proliferation of Open Educational Resources
Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” Momentum behind OER began early on, getting a major boost when the Massachusetts Institute of Technology founded the MIT OpenCourseWare (OCW) initiative in 2001, making MIT instruction materials for over 2,200 of its courses available online, free of charge. Soon after, prestigious universities including Carnegie Mellon University and Harvard University, among others, pushed forward their own open learning initiatives. Understanding that the term “open” is a multifaceted concept is essential to following this trend in higher education; often mistaken to simply mean “free of charge,” advocates of openness have worked towards a common vision that defines it more broadly — not just free in economic terms, but also in terms of ownership and usage rights. - mike.keppell mike.keppell Feb 26, 2015 is this sacrilege- but why has it not scaled? - gillysalmon gillysalmon Feb 28, 2015 personally I think an issue has been the positioning of OER as another space rather than using it as a context for enabling a form of peer review and collaboration in the teaching space - stephen.marshall stephen.marshall Mar 1, 2015 I think OER has now reached the so called plateau, one more aspect of an increasingly crowded "education cloud" from various external sources. So I agree that instead of looking at the concept of OER it would be good to focus on the best use of OER especially with collaboration. - philcounty philcounty Mar 3, 2015 - helen.farley helen.farley Mar 4, 2015 I think it is simply at a level of maturity where we need to look at embedding OER into regular curriculum development and subject resource searching as standard practice, rather than it being some wierd new extra thing to do - slambert slambert Mar 4, 2015

Redesigning Learning Spaces
Some thought leaders believe that new forms of teaching and learning require new spaces for teaching and learning. More universities are helping to facilitate these emerging models of education, such as the flipped classroom, by rearranging learning environments to accommodate more active learning. Educational settings are increasingly designed to facilitate project-based interactions with attention to mobility, flexibility, and multiple device usage. Wireless bandwidth is being upgraded in institutions to create “smart rooms” that support web conferencing and other methods of remote, collaborative communication. Large displays and screens are being installed to enable collaboration on digital projects and informal presentations. As higher education continues to move away from traditional lecture-based programming and to more hands-on scenarios, university classrooms will start to resemble real-world work and social environments that facilitate organic interactions and cross-disciplinary problem solving.- cpaterso cpaterso Feb 4, 2015- kevinashfordrowe kevinashfordrowe Feb 8, 2015- glenn.finger glenn.finger Feb 17, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - jnxyz jnxyz Feb 22, 2015 - jason.lodge jason.lodge Feb 26, 2015 In fact I support the concept where space is no longer constrained by physical locality. Increasingly learning locations are ubiquitous creating learning environments that consist on many "actors" including students, teachers, devices (e.g. IoT) and 'intelligent" systems. - philcounty philcounty Feb 23, 2015 The soundscape of spaces becomes increasingly important as online/blended interactions involve students not just viewing but communicating while in campus spaces - j.zagami j.zagami Feb 26, 2015 reconceptualising learning spaces might be more appropriate - mike.keppell mike.keppell Feb 26, 2015 time we got beyond flat spaces and bean bags though - gillysalmon gillysalmon Feb 28, 2015. In my opinion, cleverly gathering round, interlocked tables, chairs with rollers, and big screens with Google searches on them does not particularly "redesign" anything new. I experienced that arrangement when I was in grade school (okay, sans the large screens). Sure, it isn't a 600-seat tiered lecture theatre, but that doesn't mean that it is any more productive for learning. The contingencies of the space may set the occasion for better learning, but unfortunately there seems to be a prevalent idea that if we simply invest the (large) amounts of money in spaces that this idea requires, students will suddenly wake up. Build it and they will come. I have not seen that in the projects we have done. For instance, we have a flat-floor, 120 seat team-based teaching room, replete with all the technologies one could imagine. Round tables were purchased that break apart for active learning re-arrangement. In three years, I don't believe they have once been moved. The Smartboards (such ancient things) were hardly used. New large screens were installed, great for presenting student Powerpoints. Is that the desired learning outcome? The belabored point is, redesign of learning space means first redesigning teachers. I honestly feel we would get better outcomes by finally investing in faculty skills, and I do not see much appetite in university budgets for that.- s.diener s.diener Feb 28, 2015 one of the keys to "redesigning teachers" is to redesign the curriculum. if teachers have the same curriculum and a new learning space they will naturally try and adapt the new learning space to their existing curriculum. it is natural. if we redesign the curriculum to match the new learning space then we have mutually reinforcing change. - geoffrey.crisp geoffrey.crisp Feb 28, 2015 I believe there has been some significant progress in this space but yes a lot more to do in terms of curriculum (re)design and teacher development. At least we now have some new spaces to experiment with, so surely that is a good starting point. Certainly we could point to some success in the area of the redesign of student social learning spaces e.g. http://students.mq.edu.au/services_and_facilities/services_facilities_a-z/muse/about_muse/ - helen.carter helen.carter Mar 1, 2015 For learning spaces, or any other technology, we shouldn't ignore the potential for how these innovations can, and should, enhance accessibility for students and staff with some form of "disability". - philcounty philcounty Mar 1, 2015 - ktairi ktairi Mar 1, 2015 - joanne.woodrow joanne.woodrow Mar 3, 2015In Library design where our print collections are reducing but students still come on campus (50% of our online collection use is on campus) tell us that we are providing something more that space and collections. We are a place that students want to study. It is mediated, with fast internet, they get to hang out with other students; it's air conditioned. Place is important. - philcounty philcounty Mar 3, 2015 I agree. The feeling of a "Place" is very important as we are pretty much social creatures, so learning is not just factual but also a social experience as well - as well as a connected experience with others. This is not to say that learning spaces cannot be distributed across geographic or virtual boundaries either as long as the social experience is maintained. Once when involved with discussions at some partner locations in China where students would congregate in groups for an "English language corner" practice they expressed support, and excitement, for these locations to be brought together with other learning spaces either in China or Australia via some form of video presence. Sadly it didn't happen. This is undoubtedly, in my view, the biggest trend...but more than the design of learning spaces in an academic-led, or University-led approach, but conceptualised from the starting point of where, how when and why learning takes place, where academics, teachers, and students are mobile and connected.- glenn.finger glenn.finger Mar 4, 2015

Rethinking How Institutions Work
There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire school experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project- and challenge-based learning call for university structures that enable students to move from one learning activity to another more organically, removing the limitations of the traditional bell schedule. Moreover, these novel arrangements encourage renovation of classroom layouts to with the express focus of facilitating more group interaction. Century old practices in which students learn subject by subject while uniformly facing the front of the classroom are perceived by many as an antiquated approach to teaching and learning. The multidisciplinary nature of project-based learning and other contemporary approaches has brought attention to innovative designs of the school atmosphere that link each class and subject matter to each other.. As learning becomes more fluid and student-centered, some teachers and administrators believe that schedules should be more flexible to allow opportunities for more authentic learning to take place and ample room for independent study.- cpaterso cpaterso Feb 4, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - helen.farley helen.farley Mar 4, 2015 Agree but do you mean K-12 schools? This has been going on in schools, especially primary schools, for at least a couple of decades. Has taken universities and some secondary schools a long time to catch on/up. Current university organisation - funding, business model, course structure, staffing, mitigates against this - certainly time to rethink how Universities work! - geoff.romeo geoff.romeo Feb 27, 2015- gillysalmon gillysalmon Feb 28, 2015- s.diener s.diener Feb 28, 2015 - joanne.woodrow joanne.woodrow Mar 4, 2015
Perhaps check out PACE (Participation and Community Engagement), a university-wide program at Macquarie University that takes students out of the lecture theatre and facilitates engagement in a real world activity.
http://www.mq.edu.au/about_us/offices_and_units/professional_and_community_engagement/about_pace/
- helen.carter helen.carter Mar 1, 2015 It would be worthwhile taking a look at the OLT Project and early findings -
http://newmediaresearch.educ.monash.edu.au/lnmrg/content/what-works-and-why-understanding-successful-technology-enabled-learning-within-institutional.- glenn.finger glenn.finger Mar 4, 2015

Rise of New Forms of Interdisciplinary Studies
According to the Melbourne Sustainable Society Institute, multidisciplinary research refers to concurrent exploration and activities in seemingly disparate fields. Digital humanities and computational social science research approaches are opening up pioneering areas of multidisciplinary research at libraries and innovative forms of scholarship and publication. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open-source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as Distant Reading and Macroanalysis — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas could lead to exciting new developments in education, but effective organizational structures will need to be in place to support this collaboration. - jason.lodge jason.lodge Feb 26, 2015 This is a very exciting area that is going to see tremendous growth. - helen.farley helen.farley Mar 4, 2015 I agree, the move to interdisciplinarity for research is now being reflected in interdisciplinarity of teaching and curricula - slambert slambert Mar 4, 2015

Shift from Students as Consumers to Students as Creators
A shift is taking place in the focus of pedagogical practice in colleges and universities all over the world as students in across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past couple years, is increasingly the means for active, hands-on learning. Immersing students in activities that enable them to create their own understanding of a concept has far greater learning value than when passively or "engagingly" consuming. - annieagnew annieagnew Feb 20, 2015- cpaterso cpaterso Feb 4, 2015- kevinashfordrowe kevinashfordrowe Feb 8, 2015- glenn.finger glenn.finger Feb 17, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - jnxyz jnxyz Feb 22, 2015 - s.diener s.diener Feb 28, 2015 - helen.farley helen.farley Mar 4, 2015 We have to carefully construct the arguments for students to actually see this as beneficial for something they have paid for i.e. their university education / road to employment. Yes, it is clearly a trend outside of universities but where is it happening in an Australian university now?- helen.carter helen.carter Mar 1, 2015
There is also an increasing shift to academic staff as creators (or at least curators) of course content rather than relying on texts and packaged content, while at the same time moves by publishing companies to counter this by encouraging universities to use their resources by co-designing/offering courses - j.zagami j.zagami Feb 26, 2015 links with maker culture? - gillysalmon gillysalmon Feb 28, 2015 definitely need more emphasis on Makerspacers and perhaps another phase in the evolution of the Library on campus? http://library-maker-culture.weebly.com/makerspaces-in-libraries.html - geoffrey.crisp geoffrey.crisp Feb 28, 2015 Rather than viewing this as specifically "a student as a creator" it is probably more effective to see learning as a collective group of co-creators - students (multiple) and teachers/academics, within a structure where teachers are also active participants in both the facilitation and learning processes. Students want to know what their output competencies are going to be (in the past with a review of learning environments I had lots of feedback/concern from students about being "left to themselves"). The complexity is how to map this to a syllabus or curriculum. Oh - it was so much easier when we just drafted lesson plans and then stood in front of a lecture theatre :). - philcounty philcounty Mar 3, 2015 There are case studies developed in the OLT Project - see http://newmediaresearch.educ.monash.edu.au/lnmrg/section/10-cases-technology-enabled-learning. It would be worthwhile examining Enhancing student learning by eMaking through connecting the digital and the physical. This case describes how students from a variety of disciplines including art, engineering, dentistry and medicine have used 3D technologies as part of their learning. Students use 3D design and printing technologies to design and make their own physical objects. This case study describes how 3D technologies are used to extend technology teaching and learning. Students are able to use 3D design and printing to physically make objects.- glenn.finger glenn.finger Mar 4, 2015 The aspect i find fascinating is the trend to new tech start-ups targeting products and services direct to students which are providing options to students for how they want to learn and spend their time outside the classroom eg e-textbooks plus social learning via note sharing internationally http://www.universityherald.com/articles/16258/20150225/australia-s-newest-edu-tech-start-up-launches-nationally-across-36-universities.htm - slambert slambert Mar 4, 2015

Shift to Deeper Learning Approaches
There is a new emphasis in the classroom on deeper learning approaches, defined by the Alliance for Excellent Education as the delivery of rich core content to students in innovative ways that allow them to learn and then apply what they have learned. Project-based Learning, Problem-Based Learning, Inquiry-Based Learning, Challenge-Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in universities, educators are leveraging these tools, which students already use, to connect the curriculum with real life applications. These active learning approaches are decidedly more student-centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter.- cpaterso cpaterso Feb 4, 2015- kevinashfordrowe kevinashfordrowe Feb 8, 2015- glenn.finger glenn.finger Feb 17, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - jnxyz jnxyz Feb 22, 2015 - jason.lodge jason.lodge Feb 26, 2015 Agreed, at Wollongong our Curriculum Transformation project have selected 4 themes to drive the process and 3 of this i would categories as being part of the push to deeper and more integrated learning approaches: Intellectually Challenging; Research/Enquiry based; and Real World Focused. - slambert slambert Mar 4, 2015


New Trends Added by Panel to RQ3




Employment as the Definition of Successful Education

Students are increasingly concerned about the impact of their education on their future. Minimisation of debt through a combination of part-time work while studying and strategic decisions that minimise the fees cost/student debt while maximising the ability to market oneself to future employers are priorities for students. The ability to stretch oneself, to explore areas where success is not guaranteed, is increasingly seen as a risky strategy that might compromise a GPA/transcript and reduce the chance of future employment. These are no longer the idealistic world changing millenials of a couple of years ago, this is a generation that sees rising unemployment for under 30 year old people and they worry that they will not achieve the security of their parents. Technology is a tool to achieve efficiency, not something to change the mode of education, rich forms of assessment that require personal growth are to be avoided in favour of courses that apply a 'safe' and predictable model that students are familiar with and feel in control of. - stephen.marshall stephen.marshall Feb 15, 2015- steven.knipe864 steven.knipe864 Feb 21, 2015 - jnxyz jnxyz Feb 22, 2015 Mostly agree. Not sure the focus was ever off future employment, however, students still value learning that is well organised, focused, engaging - be that with or without technology. Mostly they take technology for granted and have less respect for teachers who are perceived as not competent using technology. - helen.carter helen.carter Mar 1, 2015- sherman.young sherman.young Feb 28, 2015The University differentiator should be around employability. Not the first job, but preparation for the next one, and the one after that etc. - ktairi ktairi Mar 1, 2015 The promise that at the end of their study they can get a job, a meaningful job where they can earn a descent standard of living is ultimately what most students come to us for. I think this is a really disturbing trend though one that our governments are increasingly looking to. - helen.farley helen.farley Mar 4, 2015 Press release from Universities Australia
https://www.universitiesaustralia.edu.au/news/media-releases/Landmark-strategy-to-make-graduates-more--job-ready-#.VQYRp2a8BNI - helen.carter helen.carter Mar 15, 2015

Combined with Existing RQ1 Topics


Internet of Things (IoT)
(This is a repeat of an item I posted under new technologies - could be more of a trend than a specific technology item). Kept waiting for someone to include this generic title in either technologies or trends. Surprised it hasn't shown up yet. Allowing for the normal hype excitement it is definitely a trend that will no doubt have an impact on T&L. We are now entering, if not there, a world with pervasive connectivity between objects that are able to interact with their local environment: sensors, processors, data capture and analysis, mechanical devices, etc. How do we make sense of the complexity of this distributed ecosystem, to arrive at some desired objective? How do we build complex integrated educational systems leveraging the value from this IoT (maybe even a Blackboard fitbit - see Gilly's comment above for Drones in new technologies)? At the least it will have an impact on creating a syllabus or curriculum. - philcounty philcounty Mar 1, 2015 [Editor's Note: There is an existing RQ1 topic: Networked objects, and these comments were added there.]