The
2009 Horizon Report describes the continuing work of the NMC’s Horizon Project, a long-running qualitative research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within
Higher Education.
You can also view the reports for
2008,
2007,
2006,
2005 and
2004 if you'd like to check how accurate their predictions were.
So expect more of the following in your classrooms in the next:
One year or less:
Mobiles are already in use as tools for education on many campuses. New interfaces, the ability to connect to wifi and GPS in addition to a variety of cellular networks, and the availability of third-party applications have created a device with nearly infinite possibilities for education, networking, and personal productivity on the go; almost every student carries a mobile device, making it a natural choice for content delivery and even field work and data capture.
The emergence of cloud-based applications is causing a shift in the way we think about how we use software and store our files.
Educational institutions are beginning to take advantage of ready-made applications hosted on a dynamic, ever-expanding cloud that enable end users to perform tasks that have traditionally required site licensing, installation, and maintenance of individual software packages. Email, word processing, spreadsheets, presentations, collaboration, media editing, and more can all be done inside a web browser, while the software and files are housed in the cloud.
Already, cloud-based applications are being used in the K-12 sector to provide virtual computers to students and staff without requiring each person to own the latest laptop or desktop machine; a handful of basic machines, provided they can access the Internet and support a web browser, are all that is needed for access to virtually unlimited data storage and programs of all kinds.
Two to Three years:
Everything on the Earth’s surface has a location that can be expressed with just two coordinates. Using the new classes of geolocation tools, it is very easy to determine and capture the exact location of physical objects — as well as capturing the location where digital media such as photographs and video are taken. The other side of this coin is that it is also becoming easier to work with the geolocative data thus captured: it can be plotted on maps; combined with data about other events, objects, or people; graphed; charted; or manipulated in myriad ways.
A sampling of location-aware applications across disciplines includes the following:
Literature.
Geotagging and virtual geocaching can be used to create annotated maps and real-world locations related to works of literature, enhancing the experience of reading the story. For instance, out of personal interest, one reader created a map of the course described in The
Travels of Marco Polo, including passages from the text, photographs of the places mentioned (historical and contemporary), annotations and links, and other information
Medicine.
The University of Florida has used a 2-dimensional web-based Transparent Reality Simulation Engine to teach students how to operate medical machinery for several years. Recently, the addition of a GPS-enabled tablet device has allowed learners who are spatially challenged to experience the transparent reality visualization overlaid directly onto the real machine, enabling them to use the machine’s controls rather than a mouse as input to the simulation. Geolocation is used to track the tablet and align the physical machine with the visualization on the tablet.
Games-based Learning.
The Local Games Lab at the University of Wisconsin-Madison is developing "local games," learning experiences set in real-life neighborhoods and ecological habitats. Combining geolocation and alternate reality games, local games immerse the learner in a physical space as they explore the unique characteristics of the location and its inhabitants.
Armed with tools for tagging, aggregating, updating, and keeping track of content, today’s learners create and navigate a web that is increasingly tailored to their own needs and interests: this is the personal web.
The tools that enable the personal web are also ideal toolsets for research and learning. The ability to tag, categorize, and publish work online, instantly, without the need to understand or even touch the underlying technologies provides a host of opportunities for faculty and students. By organizing online information with tags and web feeds, it is a simple matter to create richly personal resource collections that are easily searchable, annotated, and that support any interest.
Four to Five Years:
- Semantic-Aware Applications
The idea behind the semantic web is that although online data is available for searching, its meaning is not: computers are very good at returning keywords, but very bad at understanding the context in which keywords are used.
The capability of semantic-aware applications to aid in searching and finding has implications for research, especially in light of the rate at which web content is being created. As semantic search tools continue to develop, it will be more common to see highly relevant results that display desired information in the hit list summary itself, saving time that is now spent clicking through to each page in turn. Semantic search also promises to reduce the number of unrelated or irrelevant results for a given search and to facilitate natural-language queries, both potentially useful features for researchers.
Smart objects are the link between the virtual world and the real. A smart object "knows" about itself — where and how it was made, what it is for, who owns it and how they use it, what other objects in the world are like it — and about its environment. Smart objects can report on their exact location and current state (full or empty, new or depleted, recently used or not).
There are very few examples of smart objects in use in academia, although significant research is being done into how to create and track smart objects and how they might eventually be used.
A sampling of applications for smart objects across disciplines includes the following:
Archaeology.
The way that a single smart object connects to a network of information is useful for many disciplines. Consider a student or researcher examining a group of objects from an archaeological dig. A tag attached to the label of each object, when scanned with a mobile device like a camera-enabled phone, would instantly bring up photographs of other objects from the dig, video of the dig site, maps, and any other media or information associated with the area.
Health Care.
Researchers and students at the University of Arkansas have created a simulated hospital environment in the virtual world of Second Life to test the practical and social implications of tagging and tracking patients, hospital staff, supplies, and locations.
Oncology
At Purdue University, researchers have developed a tiny smart object designed to be injected into a tumor. Once placed there, the device can report on the doses of radiation received at the site where it is implanted and indicate the exact location of the tumor during treatment.
