D1.2.1.2 State of the art – Overview of new applications, practices and concepts in utilizing technology in education, their use in work context, global/local aspects for multichannel online services Maija Federley, Katri Grenman, Timo Kuula, Sanni Siltanen; VTT Eero Palomäki, Eric Stigzelius, Matti Vartiainen; Aalto/BIT NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 1 Multichannel Multimarket Media Services D1.2.2.1 State of the art -report CONTENTS Introduction 3 Blended learning 4-6 Implementing new technologies 7-8 Trends affecting learning (Horizon & Gartner) 9-10 Case: Cloud computing 11 Virtual worlds 12-14 Social media and Learning 2.0 15-23 Mobile learning 24-28 Augmented reality 29-32 Tablets 33-36 Summary 37-39 NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 2 Introduction Aim of this report is to present an overview of the selected applications, practices, themes, and concepts in utilizing technology in education and their use in work contexts. This is done by: • Presenting relevant concepts and frameworks • Reporting current technologies and trends using material from Horizon Report 2010 and Gartner emerging technologies hype cycle 2010 • Describing case examples of technology cases in learning context and case studies of workplace learning The state-of-the-art study and this report are the bases for the further research and development in the project. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 3 Blended Learning - “Combining online and face-to-face instruction” Blended learning has gained foothold as the most prominent delivery mechanism in higher education, business, government, and military settings. It has been identified in 2003 as one of the top ten trends to emerge in the knowledge industry (Rooney, 2003). Blended learning can be argued to increase the level of active learning strategies, peer-to-peer learning strategies, and learner-centered strategies used (Collis, Bruijstens, van der Veen, 2003; Hartman, Dziuban, Moskal, 1999; Morgan, 2002). Blended learning also offers the increased access and flexibility to learning. Distributed learning environments allow studying flexibility and convenience, but blended learning combines this with the social interaction and human touch of a face-to-face classroom. Third major reason for blended learning is increased cost-effectiveness. Blended learning allows reaching a large, globally dispersed audience in a short period of time with consistent, semi- personal content delivery. Corporate cases of blended learning have been reported to have a large return on investment (ROI). The cost savings are also interesting for higher education. References: Bonk, J. C. & Graham, C. R. (2006). The Handbook of Blended Learning - Global Perspectives, Local Designs. San Francisco: Pfeiffer. Collis, B., Bruijstens, H., & van der Veen, J. K. (2003). Course redesign for blended learning: Modern optics for technical professionals. International Journal of Continuing Engineering Education and Lifelong Learning, 13(1/2), 22-38. Hartman, J. L., Dziuban, C., & Moskal, P. (1999, August 16-18). Faculty satisfaction in ALNs. A dependent or independent variable? Paper presented at the Sloan Summer ALN Workshops, Learning Effectiveness and Faculty Satisfaction, Urbana, IL. Morgan, K. R. (2002). Blended learning: A strategic action plan for a new campus. Seminole: University of Central Florida Rooney, J. E. (2003). Blending learning opportunities to enhance educatinoal programming and meetings. Association Management, 55(5), 26-32. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 4 Community of Inquiry - A Framework for Blended Learning in Education An empirically validated framework for planning and implementing blended learning especially in a higher education context. In workplace learning context relevant for communities of practice. It has three elements: social presence, cognitive presence, and teaching presence. When the three elements are blended in a good combination, according to the model good learning results are reached. Cognitive presence is a recursive process encompassing states of puzzlement, information exchange, connection of ideas, creation of concepts, and the testing the viability of solutions. Social presence includes principles of openness and safety for the students to express their ideas in a collaborative context. The absence of the social presence can lead to inability to express disagreements, share viewpoints, explore differences, and accept support and confirmation from peers and teacher. The last of the presences is teaching presence. This is critical for successful formal education. It includes design and organization, facilitation of discourse, and direct instruction. It combines all the elements and ensures that the community of inquiry model is productive. References: Bonk, J. C. & Graham, C. R. (2006). The Handbook of Blended Learning - Global Perspectives, Local Designs. San Francisco: Pfeiffer. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 5 IBM’s Case for Learning Success IBM has put lots of effort and resources in developing the company’s learning methods. IBM’s Management Development department is responsible globally to teach leadership and management. One program aimed at new managers is called Basic Blue. It blends e-learning to in-class activities to develop the skills of new managers on leadership and people management. This program extends over 10 month period, seeing learning as an extended process. The training program has achieved greater consistency of language, knowledge, and company culture across the globe than previous separate training programs. Now all the teams are using the same terms and concepts in each country. IBM has a four-tier learning model providing four different approaches for technology-enhanced learning with supporting classroom activities. First of the tiers, tier 1, is an online portal that provides employees information and just-in-time online performance support. It has keyword search and an index. It offers information, tools such as checklists, and links. IBM has global teams, so there are also global management material regarding each country. The tier 2 includes interactive learning simulations. They topics are from the tier 1 cases such as business conduct guidelines, multicultural issues, work life issues, and personal business commitments. Tier 3 is more community based, bringing the learners together in a virtual groupware. Here they learn collaboration skills and build learning networks. These virtual teams are supported inside the groupware by the Management Development team. In tier 4 the managers learn people skills in a face-to-face setting. The sessions are based on the information of the previous tiers, and the sessions aim to deep and rich skills. References: Bonk, J. C. & Graham, C. R. (2006). The Handbook of Blended Learning - Global Perspectives, Local Designs. San Francisco: Pfeiffer. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 6 Implementing new technologies Research regarding the implementation of new innovations to education has lately been focusing on two main areas, individual technology adoption and organizational-level processes. There is no commonly accepted theory. All the models are used and modified which has lead to a number of variations of each model. Zmud and colleagues six stage model of implementation The most used organizational-level processes are: Rogers five-stage model of innovation [Rogers, E. 2003. Diffusion of Innovation, 5th Edition. New York, USA. The Free Press. ISBN 0-7432-2209-1] Zmud and colleagues six stage model of technology implementation in organizations [Cooper, R. & Zmud, R., 1990, Information Technology implementation research: A Technological diffusion approach. USA. Management Science, 1990, vol. 36, No. 2, pp. 123-139] The Delone and McLeans Model of Information Systems Success [DeLone, W., and McClean, E.R. (1992). "Information Systems Success: The Quest for the Dependent Variable," Information Systems Research, Vol. 3, No. 1, pp. 60-95] NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 7 Implementing new technologies Factors found in the individual adoption models that affect adoption: - Subjective Norm - Image - Job Relevance - Voluntariness - Experience - Output Quality - Demonstrable results - Perceived Ease of Use - Facilitating Conditions Individual adoption models and References: Diffusion of innovations, Rogers, E. 2003. Diffusion of Innovation, 5th Edition. New York, USA. The Free Press. ISBN 0-7432-2209-1 the Technology Acceptance Model and TAM2, Davis, F. & Venkatesh, V. 2000. A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, vol. 46, No. 2, ISSN 1526-5501 the Theory of Planned Behavior, http://www.people.umass.edu/aizen/tpb.html the Social-Cognitive Theory, Compeau, D.R., and Higgins, C.A. (1995), Application of Social Cognitive Theory to Training for Computer Skills Information, Systems Research, Vol. 6, No. 2, pp. 118-143. NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 8 Drivers, Technologies and Trends in Education • Mobile Computing and Ubiquitous Wireless • Context-Aware Devices • Simple Augmented Reality • Grassroot Video • Cloud Computing • Open Content • Social Media and User-Created Content • Social Networking/Collaboration Webs • Virtual Worlds Reference: Johnson, L. and Levine, A. and Smith, R. and Stone, S. 2009. The 2010 Horizon report. National Centre for Vocational Education Research (NCVER) NEXT MEDIA - A TIVIT PROGRAMME 1.9.2010 9 Gartner Emerging Technologies Hype Cycle 2010 http://www.gartner.com/technology/research/hype-cycles/index.jspNEXT