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New Learning Ecologies, Instructional Design, EdTech, eLearning, mLearning & more...
Curated by Edumorfosis
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How the Maker Movement is changing education

How the Maker Movement is changing education | |
Sylvia Martinez, leading author and speaker in the education technology space, spent time with Dr. Rod Berger to discuss the Maker Movement and her new book, 'Invent To Learn: Making, Tinkering, and Engineering in the Classroom.'

Sylvia works in schools around the world to bring the power of authentic learning into classrooms, particularly in Science, Technology, Engineering, and Math (STEM) subjects. Sylvia speaks, writes, and advocates for student-centered, project-based learning, gender equity in technology, computer programming, and life-long learning.
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La evaluación responsabilidad del aprendiz!

La evaluación responsabilidad del aprendiz! | |
La retroalimentación es importante. Nos retroalimentamos con los aprendices a a diario, es más, nosotros también lo somos.

Se puede establecer entre todos un criterio claro y conciso, que esto es algo que los estudiantes deben hacer por sí mismos antes de presentar una pieza de trabajo. Proporcionar los criterios es el acto de marcado que debe abrir las brechas en el aprendizaje. Es la respuesta que sigue para el estudiante que puede comunicar lo bien que un estudiante ha cumplido con los criterios y las mejoras de la iniciativa en su trabajo y en el de todos (creatividad y aportacion de un valor añadido al grupo…diversidad…. El propósito de la retroalimentación debe ser para cerrar las brechas de aprendizaje, entre otras y buscar la excelencia personalizada por otra (Inclusion educativa)

“El propósito de la retroalimentación debe ser para cerrar las brechas de aprendizaje, entre otras y buscar la excelencia personalizada por otra (Inclusion educativa)” de Juan Domingo Farnos
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Allowing devices in the classroom hurts academic performance, study finds

Allowing devices in the classroom hurts academic performance, study finds | |
When faculty members at the U.S. Military Academy at West Point took away students’ computers and tablets in an introductory economics courses, their students' grades jumped.

The study of those faculty members' findings, published this month by the School Effectiveness and Inequality Initiative at the Massachusetts Institute of Technology, suggests that male students and students with high grade point averages at the beginning of their college careers are most susceptible to their grades suffering from device-induced distraction.
Edumorfosis's insight:

Los educadores qu no sepan utilizar la tecnología convergente en sus clases, deberían remover las portátiles, tabletas y móviles inteligentes. Esas tecnologías se convierten en distractoras del aprovechamiento académico que impone el sistema educativo. Un aumento en los resultados de las pruebas estandarizadas evidencian el impacto que tiene la remoción de todo artilugio tecnológico que desconecte al estudiante de su proceso de estandarización. Preserven la pedagogía medieval como sistema de dominio social. Sigan llenando las esponjas vacías (mentes) de los estudiantes con contenidos impresos y estáticos. Que el discurso retórico de la clase magistral convierta a los estudiantes en profesionales obedientes que siguen las directrices de sus superiores.

Dejen el camino libre a todo aquel educador disruptivo que quiere transformar el aprendizaje de sus estudiantes. Que los estudiantes se empoderen de los recursos tecnológicos para construir sus propias redes de aprendizaje hiperconectadas. Que sean ellos quienes se apropien de su propio proceso de aprendizaje.  Dejen utilizar sus dispositivos digitales para crear, construir, codificar, programar, diseñar, reflexionar, experimentar, investigar, colaborar y comunicar. Conviertan el aula en un entorno de aprendizaje extendido, abierto, ubicuo e inclusivo.

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[PDF]  The Future of Jobs

[PDF]  The Future of Jobs | |
Disruptive changes to business models will have a profound impact on the employment landscape over the coming years. Many of the major drivers of transformation currently affecting global industries are expected to have a significant impact on jobs, ranging from significant job creation to job displacement, and from heightened labour productivity to widening skills gaps. In many industries and countries, the most  in-demand occupations or specialties did not exist 10 or even five years ago, and the pace of change is set to accelerate. By one popular estimate, 65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist.
In such a rapidly evolving employment landscape, the ability to anticipate and prepare for future skills requirements, job content and the aggregate effect on employment is increasingly critical for businesses, governments and individuals in order to fully seize the opportunities presented by these trends—and to mitigate undesirable outcomes.
Past waves of technological advancement and demographic change have led to increased prosperity, productivity and job creation. This does not mean, however, that these transitions were free of risk or difficulty. Anticipating and preparing for the current transition is therefore critical. As a core component of the World Economic Forum’s Global Challenge Initiative on Employment, Skills and Human Capital, the Future of Jobs project aims to bring specificity to the upcoming disruptions to the employment and skills landscape in industries and regions—and to stimulate deeper thinking about how business and governments can manage this change. The industry analysis presented in this Report will form the basis of dialogue with industry leaders to address industry-specific talent challenges, while the country and regional analysis presented in this Report will be integrated into national and regional public-private collaborations to promote employment and skills.
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Virtual Reality — from the living room to the classroom

Virtual Reality — from the living room to the classroom | |
There is a world of enormous educational potential with video games. Highly acclaimed simulation and tutorial games such as SimCity and Math Blaster have been continuously employed in elementary schools across the country, but the most common software used in education today is the web, word processors and spreadsheets.

Recent research from consulting firm McKinsey & Company shows that an astounding 60 percent of surveyed teachers still “lack the digital instructional resources they need.”

With the dawn of virtual reality, we are in the midst of a massive paradigm shift in how educators will perceive and incorporate video gaming experiences. Video games tend to be simulations of the real world, but given the development costs associated with quality 3D games, the range of experiences available to educators has been limited to profitable genres.
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So you want to be an Instructional Designer?

So you want to be an Instructional Designer? | |

Good listener. People person. Lifelong learner. Sound like you? No, we’re not trying to arrange a first date. These are some common traits of people with successful careers in a booming job market: instructional design.

Colleges, K-12 schools and companies increasingly turn to instructional designers to help them improve the quality of teaching in in-person, online or blended-learning environments.

Once-lonely techies who helped faculty figure out Blackboard and dwelled in university IT departments, IDs now are growing in number and gaining celebrity status at their institutions. Arizona State University employs roughly 40 of them, and the role ranks among The Chronicle of Higher Education’s “Top Trends of 2016."

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Despite embracing new technology, 87% of K-12 Educators have not integrated Social Media into the classroom

Despite embracing new technology, 87% of K-12 Educators have not integrated Social Media into the classroom | |
Social media is a main form of communication and connection used by today’s students. Despite the expansion of EdTech tools as classroom resources, educators have not warmed to the idea of integrating social platforms as quickly as other types of classroom technology. A University of Phoenix® College of Education survey conducted online by Harris Poll in April among 1,002 U.S. K-12 teachers finds only 13 percent of today’s K-12 teachers have integrated social media into classroom learning, with an overwhelming majority (87 percent) reporting they have not embraced social platforms. Additionally, more teachers are citing a reluctance to incorporate social media into classroom learning than in 2013 (62 percent vs. 55 percent).

Although there is reluctance, opportunities exist for teachers to harness social media’s benefits to help students understand how to use digital platforms to promote learning. Less than half of K-12 educators seem to be aware of the opportunities, with 44 percent stating social media can enhance a student’s educational experience.

“We are living in a rapidly evolving world of digital and social media, and many students are totally immersed and well-versed in these platforms,” said Kathy Cook, dean of educational technology for University of Phoenix College of Education and former K-12 educator. “For teachers to stay current, keep students engaged and promote learning, it is important for teachers to acknowledge the influence of social media and understand how to use it to the benefit of their students.”
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Qué es el Microlearning y cómo diseñar el curso perfecto

Qué es el Microlearning y cómo diseñar el curso perfecto | |
El microlearning o microaprendizaje es muy útil para que los empleados adquieran ciertas habilidades de forma rápida. Te damos las claves para que crees un curso efectivo basado en este nuevo formato de aprendizaje online.

Hace tiempo que el e-learning se instaló en nuestras vidas. Solo necesitamos una conexión a Internet y un dispositivo para aprender nuevos conceptos o materias, debatir ideas con nuestros compañeros en un foro como si estuviéramos en clase o recibir tutorías.

Las empresas no han pasado por alto su utilidad y son muchas las que han incorporado este método de aprendizaje online para formar a sus empleados. Algunas van incluso más allá, ofreciéndoles píldoras de formación que se adaptan mejor al estilo de vida actual través del microlearning.
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eLearning 4.0: Prospects and Challenges

eLearning 4.0: Prospects and Challenges | |
What is eLearning 4.0 and what will it entail? It's pretty obvious that education technology evolves hand in hand with the web. What would be the right definition for Web 4.0? Are we talking an Internet Of Things or something else bordering on artificial intelligence? The lines between web “iterations” are blurred. Indeed, the times when social media were a revelation are not exactly ancient history. Seems like it all started the day before yesterday.

Does education adapt easily to the changing technology landscape? Yes and no. New Learning Management Systems, authoring and grading tools have mushroomed in the last decade, yet the user mindset may still be falling behind. Learning Management System-friendly standards are a good example. While the new Tin Can (xAPI) format (relatively new, at that) has just started making inroads into the market, the good old SCORM unfailingly holds the lion's share. And SCORM was conceived some twenty years ago! In these circumstances, eLearning serves as a driver of change, a new worldview under the guise of technology.
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How to plan and create true flexible Learning Spaces

How to plan and create true flexible Learning Spaces | |
Teachers who are moving to a blended learning paradigm soon realize that their traditional physical “classrooms” need modification. In most cases, traditional furniture in a traditional room with a whiteboard at the front doesn’t support any of the blended learning models.

This can produce a loss of momentum and enthusiasm as the teacher struggles to find a solution. Teachers who are implementing blended learning have to “mark time,” get frustrated or attempt to “get by” with what is available while flexible learning spaces are designed and built.

Thus, an organization that is moving to a blended learning model needs to be aware of a number of important planning, design and timing aspects of flexible learning environments. Some of the areas that need consideration are covered in this article. A radar graph is provided to allow an organization to determine its understanding of and commitment to the changes that are needed. (Other aspects of an organization wide move to blended learning, namely infrastructure, leadership, mindset, and organizational staffing structure, are outlined in previous articles in this series.)
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What we've learned after several decades of online learning (essay)

What we've learned after several decades of online learning (essay) | |
In its infancy, online learning was viewed as a more accessible alternative for students unable to commit to the traditional higher education path. But in recent years online education has been gaining more acceptance. The most recent U.S. Department of Education data from fall 2014 indicate that 5.8 million students took at least one online course, with 2.85 million of them studying exclusively online. After thousands of online launches and millions of students, it is important to assess the advancement made in online learning as we look to further enhance online learning for future students.

Thirty years ago, we committed ourselves to a long-term program of research into higher education and how to improve it. Together, we have conducted several studies on student learning at colleges and universities.

Several factors emerged as determinants of students’ academic performance and related outcomes, such as retention, graduation, satisfaction and commitment toward their college or university. The four major predictors of student learning outcomes were:
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Digital competences in the classroom: An #eTwinning virtual lecture

Digital competences in the classroom: An #eTwinning virtual lecture | |
The topic of my lecture was digital competence and how to make it real in the classroom. To start with, I needed to adopt a critical stance here: the point about this competence in particular is that probably it is the only competence which is business-driven. That is, the competence is inoculated in society via the consumption of electronic goods and devices, not at school or through educational practices. In fact, technology is much more present at home and workplaces than at school (should we say “unfortunately” here?).

This provokes a double tension: on the one hand, we feel the lure to keep up with electronic firms and their yearly presentations of new devices and electronic solutions; on the other hand, school must remain in control of the presence, the use and the functions of ICT at education because the industry may want to use more but we may need better instead.

Anyway, the digital competence is here to stay. In this lecture I have tried to review Anusca Ferrari’s definition of the digital competence together with some of the ways we in Conecta13 have been working on to develop it and make it useful for our students and society in general: the generation of a personal/professional learning environment in which ICT play an important role, the use of ICT to manage learning and teaching and for the creation of digital artifacts and, finally, the importance of a school project to guarantee the efficient development of all the students’ digital competence (and their parents’ and the whole community’s competence as well).
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La Educación 2030: Una escuela menos relevante y un aprendizaje más individual

La Educación 2030: Una escuela menos relevante y un aprendizaje más individual | |
Expertos dibujan cómo será la escuela del futuro en el año 2030 Los colegios e institutos tienen ordenadores, pizarras digitales, wifi. Los profesores tienen blogs o páginas web en las que cuelgan apuntes, ejercicios o información general e interactúan con sus alumnos. Algunos centros hasta tienen apps para pasar lista y comunicar a los padres ausencias injustificadas de sus hijos. Pero si se rasca un poco la escuela sigue teniendo una estructura básicamente decimonónica, anclada en tiempos pasados. No se ha acabado de modernizar en su conjunto más allá de introducir elementos modernos.

PKM: to learn is to do

PKM: to learn is to do | |
I have called #PKMastery a swiss army knife for the network era because the concept is simple but the ways it can be used are almost limitless. Multinational companies, like Domino’s, are using the PKM framework for leadership development, ensuring senior staff improve their sense-making and media literacy skills. It is used in schools, universities, and by practitioners in many professions. While the concept of Seek > Sense > Share is relatively simple, developing mastery takes time. PKM is a discipline that requires practice.
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Informe Horizon 2016: Enseñanza Universitaria

Informe Horizon 2016: Enseñanza Universitaria | |
El Departamento de Proyectos Europeos del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) presenta el resumen del informe The NMC Horizon Report: 2016 Higher Education Edition que, producido conjuntamente por New Media Consortium (NMC) y EDUCAUSE Learning Initiative (ELI), identifica y describe las seis tecnologías emergentes que tendrán un impacto significativo en la educación superior en los próximos cinco años (2016-2020).

Además de esas seis tecnologías, en el informe original se analizan seis tendencias claves y seis desafíos significativos en educación superior, siempre atendiendo a tres plazos de adopción y resolución: a corto plazo (de 1 a 2 años), a medio plazo (de 3 a 4 años) y a largo plazo (de 5 a más años).
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4 great Digital Curation tools created by teachers for teachers

4 great Digital Curation tools created by teachers for teachers | |
Access is one of the key elements in the process of leveraging the power of EdTech in your teaching and for your professional growth. It’s true the web is teeming with all kinds of educational content, and like fishing in an ocean, to access the riches of the web you need the right strategies to help you search for, curate and access what you need when you need it and with the minimum time and effort possible. This is where digital curation techniques come in handy. There are multiple strategies you can use to curate EdTech resources to use in your instruction popular among these is the use of social media websites such as Twitter, Facebook, Google Plus and Pinterest, to mention a few.

One of the strengths of these websites for digital curators is the use of hashtags. Anyone can easily search for curated content related to any topic by simply typing in the relevant hashtag. For instance, try out typing the hashtag #edtech in any of the social media platforms mentioned above and you will have access to hundreds of user-curated links of resources covering different EdTech topics. Alternatively, you can use web platforms that are specifically designed to facilitate and enhance digital curation. Besides empowering you with the tools to curate, organize and save relevant web content, these platforms will also provide you with access to great digital collections other educators have curated. The list below features four excellent digital curation platforms created by teachers for teachers. We invite you to check them out and, as always, share with us your feedback.
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[PDF] Pensamiento de Diseño en la Escuela

[PDF] Pensamiento de Diseño en la Escuela | |

En este sentido en los últimos años he tenido la suerte de poder aplicar el Design Thinking en distintos contextos, cada cual más interesante y prometedor: con equipos directivos en Andalucía y en Euskadi, en contextos de aprendizaje informal de la potencia del EABE, en un curso de verano dedicado a las alfabetizaciones múltiples, en el ámbito de la Salud gracias a los amigos de la Escuela Andaluza de Salud Pública, aplicado al desarrollo profesional en contextos laborales, o para el diseño del Proyecto Lingüístico de Centro o, por supuesto, en las reuniones de trabajo en nuestro Taller de Ideas de Conecta13.


Sin embargo, el Design Thinking en castellano está falto de dos de las premisas para el asentamiento serio de una innovación: publicaciones e investigación. El segundo problema es siempre más difícil de resolver porque implica un factor que no podemos sacarnos de la chistera: tiempo; no obstante, espero que pronto se puedan conocer investigaciones relacionadas con el Design Thinking aplicado en contextos hispanohablantes y, por supuesto, educativos.


En cuanto al primer problema, las publicaciones, pues estamos de enhorabuena porque SM ha decidido publicar en castellano el libro de Ewan McIntosh titulado (en español ya) Pensamiento de diseño en la escuela. Este libro, que pronto estará disponible en librerías, no es un libro de soluciones para los problemas educativos y escolares así que no acudas a él buscándolas: sin embargo, este sí es un libro que muestra caminos para construir, todos juntos, soluciones creativas para nuestros problemas.

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7 must-have tools for Ed Conferences

7 must-have tools for Ed Conferences | |
It’s summer, time for teachers to recharge their cerebral batteries. That could mean reading, going on field trips, spending time with online PLNs, or taking calls from family members who usually end up at voice mail. For many, it means attending conferences like ISTE and NEA to learn how the heck to integrate technology into their lesson plans. If you aren’t a veteran conference attendee, you may wonder what you should bring. That’s a fair questions considering learning is no longer done sitting in auditoriums nodding off to the wisdom of a guest speaker behind a podium. Now, you might be asked to scan a QR code and visit a website, access meeting documents online, interact digitally, or use a backchannel device to share your real-time thoughts with the presenter. Besides a toothbrush and aspirin, what should you take to your upcoming conference? Here are five tools that will make you look and act like the Diva of Digital:
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Changing the game in the Workplace and in the Classroom: Doctoral Degrees matter to Millennials

Changing the game in the Workplace and in the Classroom: Doctoral Degrees matter to Millennials | |
Millennials represent the largest generation in the U.S. workforce today [1] and are known for placing value on team collaboration and workplace flexibility. They also place strong value on their education, and have outpaced educational attainment of previous generations [2]. In today’s increasingly competitive job market, it may not be much of a surprise that millennials say advanced education is valuable to their careers. When it comes to the perceived value of a doctoral education in the workforce, 78 percent of millennials agree that professionals with doctoral-level education are perceived as superior in the workplace, compared with 67 percent of U.S. adults overall, including Gen Xers and baby boomers, according to a recent survey by Harris Poll commissioned by University of Phoenix® School of Advanced Studies.

“Many millennials entered the workforce in a post-recession economy, where the perception of a bachelor’s degree shifted from being a ‘nice-to-have’ to being a requirement to start their careers,” said Hinrich Eylers, Ph.D., executive dean for University of Phoenix School of Advanced Studies. “It is arguably more important than ever before to provide advanced education that is calibrated with the needs of today’s economy and employers. At University of Phoenix, our doctoral curriculum is designed to teach research for real life so that doctorate-level education delivers value to the workplace for this new generation of workers and the future workforce.”
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Five myths about classroom technology (and what to do, instead)

Five myths about classroom technology (and what to do, instead) | |
Classroom technology is everywhere. Schools are filled with shiny, interactive devices, and new gadgets and apps flood the market every day. Teachers in districts with limited funding for technology are turning to crowdfunding sources to obtain technology for their classrooms.

Is technology the panacea that we’re all searching for? Nope—but it can help.

But is technology the panacea that we’re all searching for?

Nope—but it can help. Let’s explore five common myths about educational technology, and how we can get the most out of tech for our students.
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7 tips to create the perfect eLearning conditions

7 tips to create the perfect eLearning conditions | |
Every piece of text, image, graphic, and color you use contributes to the overall atmosphere of your eLearning course. These components come together to form the eLearning environment that surrounds your audience, which can either help or hinder their success. For this reason, you must think very carefully about every design element you choose, or choose to leave out, for that matter. Here are 7 top tips for creating the perfect eLearning conditions for your eLearning experience.
Dr. Helen Teague's curator insight, May 12, 2016 12:59 PM
Thanks Miloš Bajčetić for scooping this!
Tony Guzman's curator insight, May 13, 2016 1:46 PM
Some excellent tips to keep in mind when designing an online course.
Harriet Rolfe's curator insight, May 25, 2016 10:20 PM

I have thought about the set up of my classroom - but maybe I need to think about the set up of my eLearning conditions as well.!

Faculty Productivity: Using Social Media and measuring its impact

Faculty Productivity: Using Social Media and measuring its impact | |
An increasing number of higher education faculty are using social media — such as blogs, podcasts, and Twitter feeds — for professional purposes to communicate with peers worldwide.1 This practice raises two key questions for administrators:

What value do we place on social media use in terms of faculty productivity?
What measures do we use to determine faculty members' impact on their fields through their social media use?

To help answer these questions, we set out to determine how institutions might incorporate modern measurements — such as social network analysis — with traditional indicators to measure faculty productivity.
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Bloom's Taxonomy Verbs: Free Classroom Chart

Bloom's Taxonomy Verbs: Free Classroom Chart | |
Over sixty years ago, our dear friend Benjamin Bloom chaired the committee of educators responsible for delivering what we all know today as Bloom’s Taxonomy (a bit rich naming it after himself, but it does have a more catchy ring than Krathwohl‘s Taxonomy). As a key foundation to many modern teaching philosophies, Bloom’s Taxonomy gives a theoretical progression to help classify learning objectives.

While this theoretical model is the backbone for many of our education systems, turning the theory it into real classroom tasks requires a more practical slant on the taxonomy. In an effort to turn a high level taxonomy into meaningful classroom learning experiences a number of educators have translated each definition into a set of actionable Bloom’s Taxonomy verbs. The below chart visualizes each level of the taxonomy, offering verbs that can be used to traverse a wide range of thinking skills and provide hands-on ideas and inspiration for practical classroom activities.
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Preparing your online learning strategy for the Millennials

Preparing your online learning strategy for the Millennials | |
Millennials are the first generation to grow up entirely with technology and is truly comfortable using it and being around it. For them, technology is not an extra… it is an integral part of their live, almost like an extension of themselves. Millennials want technology to make their lives easier, faster, better, flexible, and more interactive and have a more pervasive presence. While we might not want to generalize, the millennial generation wants technology to be a part of their homes, their community, and their jobs. However, if you go online you’ll find a number of articles branding this generation as shallow, undisciplined, non-aspirational, and extremely demanding. Now that, according to me, is where the gross generalization starts.
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[Infographic] The 2016 Higher Education Online Learning Landscape 

[Infographic] The 2016 Higher Education Online Learning Landscape  | |

The 2016 Higher Education Online Learning Landscape infographic illustrates the key topics and trends currently driving the infusion of online learning in higher education based on the most current research from across the field of higher education.

The infographic highlights a number of trends that are affecting this changing landscape, including:

  • Digital learning opportunies being quickly embraced by today’s students.
  • An evolving, growing higher education population seeking ease of access and affordable solutions.
  • Rising tuition costs requiring innovative alternatives, particularly for low-income families.
  • Growing acceptance and adoption of education technology.
  • Academic leaders continued commitment to online learning.
  • And the ongoing education conversation in the federal government.
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