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Being "open" to innovation - some remarks

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Being "open" to innovation - some remarks

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1. Read widely, speak to people (way) outside your current field of practice, and interests.
2. Have a deep focus, and keep doing "deep work" in your area of interest, and expertise.
3. Engage in the "Scholarship Cycle" https://www.slideshare.net/dnrgohps/digital-scholar-the-scholarship-cycle-valueimpactrecognition
4. Have an "elite athlete" mindset - an engage in regular train, practice, rest, rejuvenate, reflect, train (with coaching and feedback), perform, rest, rejuvenate - on season, off season cycles (be inspired and learn from elite performance in individual and team sports
5. Team up. It takes a tribe. A community.
6. Inspiration occurs when you are "at rest", when you brain processes what you have been engaged in actively before "rest" and "idle" states - expect regular inspiration, capture and record this, and build on this. Actively. Purposefully. On a daily basis.
7. Learn from the daily routine of Ernest Hemingway. Write every day in the morning. Then go fishing in the afternoon - "... During the interview Hemingway was also asked about how long he worked each day: ..... 'The important thing is to work every day. I work from about seven until about noon. Then I go fishing or swimming, or whatever I want. The best way is always to stop when you are going good. If you do that you’ll never be stuck.' - Ernest Hemingway.
- https://thewritepractice.com/hemingway-quotes/

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This report profiles key trends and emerging technologies and practices shaping the future of teaching and learning and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.

Read full report: PDF | Other materials

Anticipating the Future of Teaching and Learning

Anticipating the future is human nature, but it can be risky. In our first major revision of the Horizon Report's methodology, EDUCAUSE recognizes and embraces that challenge. We've recast the report by updating its methodology and structure, while keeping its essential purpose of looking at what will most impact teaching and learning in the future.

New this year! For the educational technologies, you'll find we've moved away from the time-to-adoption structure of the past and in its place have offered evidence, data, and scenarios that inform what the future might look like. You'll also find a new section that illustrates the way the findings identified in the report are having an impact on different sizes and types of institutions around the world.

Our goal was to create a report that will enable you to learn, plan, and act on all that is influencing higher education teaching and learning, now and in the future.
Read more about the new Horizon Report on page 4 >
Trends: Scanning the Horizon

This section of the report describes the trends that are currently influencing global higher education teaching and learning and will continue to shape the future.

Read more about these trends on page 7 >

Emerging Technologies & Practices

This section of the report details six emerging technologies and practices that are beginning to have a significant impact on the future of postsecondary teaching and learning. Included in this section are college and university exemplar projects demonstrating the impact of the technologies and practices.
Learn more about the emerging technologies and practices on page 13 >
Possible Scenarios (In 10 Years)

This year's report paints brief but evocative portraits of four possible future scenarios for postsecondary teaching and learning.
Read the possible future scenarios on page 32 >
Implications: What Do We Do Now?

This brand-new section features nine Horizon panelists reflecting on the report's findings and illustrating the ways in which issues overlap, diverge, and intersect in different parts of the world and at institutions of different sizes and types.
Read the essays exploring key issues in global higher ed on page 37 >

Mind Map

The Horizon Report mind map is a new visual representation of key concepts found within the report, with connections to related community exemplar projects. This resource will be useful for quick familiarization and easy sharing with colleagues in your organization and serves as a springboard for deeper exploration into the full Horizon Report.

Download the Emerging Technologies/Practices and Influential Trends, 2020 mind map now.

Reports and Supporting Materials

*This translation was produced by the Korea Education and Research Information Service (KERIS). If you have questions about this version, please contact Hyoeun Shin ([email protected] )

**This translation was produced by Multimedia Kontor Hamburg (MMKH). If you have questions about this version, please contact Helga Bechmann ( [email protected] ).

Expert Panel

The 2020 Horizon panel was comprised of 54 higher education experts from around the globe. See the Expert Panel on page 58 >

Issues, Technologies, and Trends Resources

Higher education leaders and decision makers use the annual Issues, Technologies, and Trends resources-the Top 10 IT Issues, the Strategic Technologies and Trends, and the Horizon Report-to know what's important and where to focus their IT planning and management activities. When viewed together, these resources provide a more complete and nuanced guidance on institutional IT priorities.

EDUCAUSE Horizon Report is a trademark of EDUCAUSE.

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This report profiles key trends and emerging technologies and practices shaping the future of teaching and learning and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.

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https://telmeded.blogspot.com/2020/11/data-analytics-informing-eteaching-and.html

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Data (analytics) informing (e)Teaching and (e)Learning 

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Data (analytics) informing (e)Teaching and (e)Learning 

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https://telmeded.blogspot.com/2020/11/data-analytics-informing-eteaching-and.html

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Why, before What and How - Principles 1st, then Concepts.

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Why, before What and How - Principles 1st, then Concepts.

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Principles - Learning outcomes, and how you measure these. Learning analytics. and Teaching analytics (visibility and data on teaching process, completing that of learning process, intermediate and final steps of learning and training). Learning science. Our teaching informed by published literature, evidence, and empirical observations (for dynamic for individual student, and in class customisation). Educational Technology Use informed by deep understanding and training in Instructional Design - complementing deep domain expertise (TPACK - Technology, Pedagogy and Content). Only then explore implementation science and Concepts / Tools - Use of Video, interactive eBooks, mobile, blended, flipped, VR, AR, AI. To sum up, Intention and Design, the "Why", before selecting what is at hand, the "Tool(s)", and using these with intelligent, informed, reflective, open, aware (of needs to students, teachers, and wider "system") action steps (iterate, innovate, dynamically adjust). Basically what "humans" do best. HI (human intelligence, informing, infusing, role modelling, and connecting) + AI (artificial intelligence) and "Tech".

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Hearing from, and learning from the challenges faced delivering clinical training, from different settings, and parts of the world, as we face this global COVID-19 pandemic. This presentation is one example of how one training program continues to deliver training as part of a continuously, and iteratively improving process. One impact of the use of Technology in Faculty Development (through open access of content delivered at Medical Education conferences), and a systematic analysis of this, will lead to rich data, as well as generalisable messages and takeaways for many of us, as educators, and scholars. I am looking forward to systematic efforts by educators locally, regionally, and globally, to review, categorise, organise, and present our collective responses to the COVID-19 pandemic, for us as a community of (global) educators to learn from each other, our students / residents, to move our academic and professional practice forward. (posted by Poh-Sun, 28 November 2020 @ 0146am)

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Hearing from, and learning from the challenges faced delivering clinical training, from different settings, and parts of the world, as we face this global COVID-19 pandemic. This presentation is one example of how one training program continues to deliver training as part of a continuously, and iteratively improving process. One impact of the use of Technology in Faculty Development (through open access of content delivered at Medical Education conferences), and a systematic analysis of this, will lead to rich data, as well as generalisable messages and takeaways for many of us, as educators, and scholars. I am looking forward to systematic efforts by educators locally, regionally, and globally, to review, categorise, organise, and present our collective responses to the COVID-19 pandemic, for us as a community of (global) educators to learn from each other, our students / residents, to move our academic and professional practice forward. (posted by Poh-Sun, 28 November 2020 @ 0146am)

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Frontiers in Medical and Health Sciences Education

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21. Education during the Covid-19 pandemic: How technology is leading the way

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The title of this study caught my attention - as the impact of our efforts (as teachers) in delivering the curriculum, and creating the learning environment (in this example through one "method" of online learning), is something that is of great interest, and concern, to teachers. Ultimately our mission as teachers is to have a positive impact on student learning. Listening to our students, actively seeking their feedback and views, reflecting on this, and evaluating our practice, then taking action on this, in this example by including the "student viewpoint", and involving students in shaping their learning experience are notable takeaways, and generalisable messages. (Poh-Sun, 28 November 2020 @ 0103am)

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The title of this study caught my attention - as the impact of our efforts (as teachers) in delivering the curriculum, and creating the learning environment (in this example through one "method" of online learning), is something that is of great interest, and concern, to teachers. Ultimately our mission as teachers is to have a positive impact on student learning. Listening to our students, actively seeking their feedback and views, reflecting on this, and evaluating our practice, then taking action on this, in this example by including the "student viewpoint", and involving students in shaping their learning experience are notable takeaways, and generalisable messages. (Poh-Sun, 28 November 2020 @ 0103am)

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Frontiers in Medical and Health Sciences Education

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51. Self-directed deep learning with a peer-to-peer challenge: evaluation of e-learning at HKUMed

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About Padlet - for participants to engage with me on ideas and topics posted on my session blog (before, during, and after the conference)

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About Padlet - for participants to engage with me on ideas and topics posted on my session blog (before, during, and after the conference)

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Dear FIMHSE 2020 Virtual conference participants, Padlet is an interactive digital wall, which for the purpose of this conference I have made open access for online viewing and posting - you are able to write, edit and delete your own posts, without needing to login (by just double clicking or double tapping on the Padlet wall, or clicking the circled red + button bottom right of the Padlet wall), as long as you use the same mobile or desktop device. Even though this platform works with all mobile and desktop devices, you will probably find using a laptop/workstation or tablet the easiest way to write and edit your posts on this website. Please consider identifying yourself, with at least your first name. You might also op to use initials, and omit specifying your institutional affiliation, in order to further anonymise your Padlet posts, as this is available for open access.
I have organised this Padlet wall for each new post to be placed at the top of the page, with oldest posts at the bottom. You can thus find your post as new posts are added by other participants. Please consider refining and adding to your post during and after the FIMHSE 2020 Virtual conference on the same post, which you can do as long as you use the same device. We also encourage you to comment on other participants' posts also. The other presenters can also add to this online open discussion forum, by responding to existing posts, and new posts.