Empirical Approach to Identifying Digital Learning Innovation Trends
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The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations’ sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed.
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Empirical Approach to Identifying Digital Learning Innovation Trends
- 1. Empirical Approach to Identifying Digital Learning Innovation Trends Tanya Joosten, Ph.D., & Kate Lee-McCarthy
- 2. What is Every Learner Everywhere?
- 3. Every Learner Everywhere Every Learner Everywhere brings together 12 partner organizations to help colleges and universities navigate the rapidly evolving digital learning landscape. Our mission is to help institutions use new technology to innovate teaching and learning, empower instructors, and improve student outcomes—especially for first- generation college students, low- income students, adult learners and students of color.
- 5. Digital Learning Innovations Digital Learning Innovations -How do we define “innovations”? • Identify trends & gaps in digital learning & adaptive technology • Identify opportunities to utilize and/or address those trends and gaps • Determine if they scalable? And if we help make them scalable? Step 1: Environmental Scan of Digital Learning Innovations Trends Tanya Joosten, Ph.D 5
- 7. Methodology
- 8. Why does methodology matter?
- 9. Considerations in developing an empirical approach
- 10. Systematic
- 11. Timeframe
- 12. What is a digital learning innovation? What is not a digital learning innovation? Digital Learning Innovation Gather examples to clarify Defining phenomenon
- 13. Context or industry sector
- 14. Data
- 15. Data Sources
- 17. Findings
- 18. Primary trends in digital learning innovation
- 20. Retrieved from: https://www.insidehighered.com/digital-learning/article/2018/01/10/finding-oer-remains-challenging-solutions-abound Open education resources (OER)
- 21. Retrieved from Roblox.com Gamification and game-based learning
- 22. Retrieved from: Phil Hill eLiterate http://mfeldstein.com/four-barriers-thatmoocs-must-overcome-to-become-sustainable-model/ MOOCs
- 23. Retrieved from: Phil Hill https://philonedtech.com/state-of-higher-ed-lms-market-for-us-and-canada-2019-mid-year-edition/ LMS and Interoperability
- 26. Secondary trends in digital learning innovation
- 28. Retrieved from University of Michigan support documentation Dashboards
- 29. Retrieved from: https://www.cnn.com/2018/11/01/health/virtual-reality-education/index.html Virtual reality
- 31. Other happenings in digital learning innovation
- 32. • Feedback • Openness • Access • Equality equity, and achievement gap • Flexibility and efficiency • Quality • Student success and improving outcomes • Research, data, and analytics • Infrastructure and implementation • Vendor and OPM partnerships • Emerging models and models (online, blended, competency-based) • Engagement, interactivity, humanizing • STEM and online labs • Proctoring and academic honesty • Pathways • Faculty support and faculty development • Organizational learning, how organizations work, business models • Blockchain • Micro-credentials, modularized degrees, and workforce development • Internationalization • Digital literacy and fluency • Active learning spaces Honorable mentions
- 33. Next Steps
- 34. Seed Grant Faculty Action Research Stipend STEM Survey (National State of Online STEM Education) Find Innovations
- 35. Get Involved
- 36. Tanya Joosten, Ph.D. tjoosten@uwm.edu @tjoosten http://detaresearch.org Kate Lee-McCarthy kate.leemccarthy@onlinelearning-c.org https://www.everylearnereverywhere.org/ Contact
Notas do Editor
- The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations’ sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed.
- OLC was tasked with managing Digital Learning Innovations for the Every Learner Network Who are we: Working Group and Advisory Committee comprised of direct network partners (Digital Promise, dLRN, APLU, ATD), external partners (DETA, Edsurge, Babson Research Group) and Institution Administration volunteer partners (Norfolk State University, Southwest TN Community College, University of St. Thomas).
- The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations’ sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed.
- Depth and breadth of the exploration
- What are you trying to measure Everything is data
- Reducing Time to Course Completion Self-paced, adaptive Reducing Time to Graduation CBE, self-paced Bottleneck courses Use of analytics
- Minimizing Costs OER
- Research - EEP, LINK, Digital Promise, DETA, OSU, RITE, UX Design; measuring impact, measuring learning