Technology is essential to learning. It improves education to a great extent has been revolutionizing education for the better. With technology, educators, and learners have a variety of learning tools at their fingertips. This presentation focuses on technology which will improve education in 2016 and beyond

1. 10 Emerging Trends for 2016
By
Karima Mohammed

2. 10 Emerging Trends for 2016
Also available in Piktochart version
https://magic.piktochart.com/output
/3608788-trends-in-educ-tech-2016

3. Issues, Trends, Innovations and
Research in ID, IT & DE
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4. My Top 10 Predictions for 2016
EDID 6506 Karima
Mohammed

5. 2016 and beyond
• Technology is essential to learning. It improves
education to a great extent has been
revolutionizing education for the better. With
technology, educators, and learners have a
variety of learning tools at their fingertips. This
presentation focuses on technology which will
improve education in 2016 and beyond
EDID 6506 Karima
Mohammed

6. My Top 10 Predictions for 2016
• 1. Cloud
• 2. Telepresence
• 3. Mobile learning
• 4. E-books
• 5. Augmented reality
• 6. Gesture-based learning
• 7. Visual data analysis
• 8. Student Response Systems
• 9. Learning Record Stores
• 10. Game based learning.
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Mohammed

7. Cloud Mobile Learning
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Mohammed

8. Cloud Mobile Learning
• Cloud computing is a model for enabling
network access to a shared pool of configurable
computing resources (Mell & Grance, 2009). In
its initial stage it was used mainly for storage.
Mobile cloud learning is an amalgamation
between cloud computing and mobile learning
(Hirsch & Ng, 2011). It integrates the cloud
computing into the mobile environment and
overcomes obstacles related to mobile
computing (Dinh, Lee, Niyato, & Wang, 2011).
EDID 6506 Karima
Mohammed

9. Cloud Mobile Learning
• Cloud technology is expected to play a greater part
in learning, especially in the way people can
contribute to a document together.(Calvo et al, n.d)
• Cloud learning is in the initial stages of being used
by many educational institutions as a replacement
or supplement to their traditional teaching
practices. One of the main reasons is as a means of
reducing expensive IT costs while providing a
service that is easily accessible from any kind of
device.
EDID 6506 Karima
Mohammed

10. Telepresence
• The use of virtual reality technology, especially
for remote control of machinery or for
participation in distant events. It provides a
sensation of being elsewhere, created by virtual
reality technology (Educause, 2009).
EDID 6506 Karima
Mohammed

11. Telepresence
• Telepresence refers to the application of complex
video technologies to give geographically separated
participants a sense of being together in the same
location. The technology uses high-definition
cameras, localize sound to image. Telepresence
rooms contain furniture and displays which are
arranged in ways that further enhance the
simulation (Educause, 2009). The participants sit at
a conference table and see high-resolution video of
participants in remote locations at similar tables.
This allows them to imagine they are sharing a
single table.This technology will play a greater part
in learning (Cisco, nd)
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Mohammed

12. Mobile learning
EDID 6506 Karima
Mohammed

13. Mobile learning
• Mobile devices such as tablet computers and
wireless touch-screen readers will be significantly
more affordable and accessible in the year 2030
(Shuler et al, 2013). They are trending to be more
easily portable, and are affordable by individuals.
Their ability to access the internet and networks,
and the fact that they are multi-media capable
makes them ideally suitable for mobile
learning. With the advent of more ‘apps’
(applications) to support mobile devices, it will be
possible for mobile devices to be used seamlessly to
support online and distance learning (Education
World, 2014)
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Mohammed

14. E-books
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Mohammed

15. E-books
• E-books or electronic books have been replacing
traditional books in the classroom. In the words of
Roberts (2012) "The tide of e-ink is rising". The
introduction of eBooks facilitate learning on devices
at home, on the bus, in the hallways, but more
importantly at any location. When students want to
know how to do something on their own, they rely
on Internet research and communication with their
friends. They are comfortable with the digital
environment, and they look to it for instruction and
for fun(Miller, 2013).
EDID 6506 Karima
Mohammed

16. E-books
• EBooks engages reluctant readers and busy students
who are looking for an exciting way to access
reading material 24/7 (Miller, 2013). They are now
able to highlight, define and/or take notes within
the eBook itself (Miller, 2013). Ebooks foster a
learning environment and creates a more interactive
reading experience for the students (Miller, 2013).
The author emphasizes the benefit to the learner of
being able to adjust font size on-screen helps
students with dyslexia and visual impairments to
read more easily.
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Mohammed

17. Gesture-Based learning
EDID 6506 Karima
Mohammed

18. Gesture-Based learning
• Gesture-based computing refers to interfaces where
the human body interacts with digital resources
without using common input devices, such as a
keyboard, mouse, game controller, or voice-entry
mechanism. Gesture-based computing enables
three-dimensional input that involves users in the
computing activity. These interfaces could enable a
more active and intuitive learning style that often
seems more like play, and one particularly
promising area is the combination of gesture-based
computing with augmented reality.
EDID 6506 Karima
Mohammed

19. Gesture-Based learning
• Gesture-based systems may offer new ways to
interact with immersive 3D content and to
investigate immersive scenarios. This allows
students to interact with the content. The
technology is already in use with games and
exercise equipment such as the Nintendo Wii
and Xbox games. Osborne (2012) indicates that
with a rise in gesture-based devices such as
iPads this trend can only increase.
EDID 6506 Karima
Mohammed

20. Augmented Reality
EDID 6506 Karima
Mohammed

21. Augmented Reality
• Augmented reality (AR) is a live direct or
indirect view of a physical, real-world
environment whose elements are augmented (or
supplemented) by computer-generated sensory
input such as sound, video, graphics or GPS data
(Wikipedia). The process involves
superimposing digitally rendered images onto
our real-world surroundings. This provides a
sense of an illusion or virtual reality. This
technology is now accessible using a
smartphone.
EDID 6506 Karima
Mohammed

22. Augmented Reality
• With Augmented Reality students manipulate and
combine elements from their Android or iOS
devices, rather than just reading about them in a
textbook (Edutopia 2013). Two examples of apps
which use this technology are Google Sky Map
which automatically identifies stars and
constellations which appear on a camera lens and
GeoGoogle which allows the learner to calculate
altitude and the distance between two points using a
3D compass. Augmented Reality is gathering pace
in education (Bloxham, 2013).
EDID 6506 Karima
Mohammed

23. Visual data analysis
• Visual Analytics is the science of analytical reasoning
supported by interactive visual interfaces. The complex
nature of many problems makes it indispensable to include
human intelligence at an early stage in the data analysis
process.
• Visual Analytics methods allow decision makers to combine
their human flexibility, creativity, and background knowledge
with the storage and processing capacities of today’s
computers to gain insight into complex
problems.http://www.visual-analytics.eu/faq/ Borner (2012)
indicates the increased use of this technology due to its ability
to process and analyze large chunks of data.
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Mohammed

24. Visual data analysis
• Using advanced visual interfaces, students may
directly interact with the data analysis
capabilities of today’s computer, allowing them
to make well-informed decisions in complex
situations.
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Mohammed

25. Student Response Systems
• Student Response System - This is a system
whereby an SRS is a wireless response system
that allows faculty to request information and
for students to respond by using a “clicker” or
hand-held response pad to send his or her
information to a receiver. The use of SRS is
where there is massive enrollment in courses (A
Teaching with Technology White Paper
http://www.cmu.edu/teaching)
EDID 6506 Karima
Mohammed

26. Student Response Systems
• Students can be kept engaged in class with
student response systems.. They ask a question
and track immediate responses. With detailed
reports, educators will know more about learner
comprehension and progress around
curriculum. SRS facilitate greater interaction in
the classroom and encourages discussion and
participation -
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Mohammed

27. Student Response Systems
• (SRS) consists of individual student
transmitter/input devices (keypad, remote, PDA
or laptop), receivers, a master/central/host
system with software used to electronically
gather and tabulate student response, and
infrastructure (sensors, wire, conduit) to
support the system. Administration is required
to manage the assignment, registration,
inventory and control of the student input
devices, as well as resources for operations and
maintenance of the system over its life cycle.
EDID 6506 Karima
Mohammed

28. Learning Record Stores
EDID 6506 Karima
Mohammed

29. Learning Record Stores
• A Learning Record Store (LRS) = a place to store
learning records. The LRS is a new system that goes
hand in hand with the Tin Can API. As Tin Can-
enabled activities generate statements, they’re sent
to an LRS. The LRS is simply a repository for
learning records that can be accessed by an LMS or a
reporting tool. An LRS can live inside an LMS, or it
can stand on its own.
• The data stored in an LRS can be accessed by LMSs,
reporting tools, or other LRSs, and can be stored as
individual learning records and/or entire
transcripts. An LRS can limit who can read and
write learning records, but doesn’t have to.
EDID 6506 Karima
Mohammed

30. Learning Record Stores
• SCORM and other e-learning standards only store a
certain amount of learning data. Tin Can allows for
the LRS to store nearly everything, which means
better reporting and a much more accurate picture
of learners. An LRS can use the LMS’s reporting
tools to make meaning of the LRS’s data, or it can
live on its own with its own reporting tools.
• LRSs can share data amongst themselves, so
learners and data can be transferred from one
organization to another. Statements can also be sent
to multiple LRSs (personal and employer’s LRS.”)
Visual Data Analysis http://www.visual-
analytics.eu/faq/
EDID 6506 Karima
Mohammed

31. Game based learning
• Game based learning describes an approach to teaching,
where students explore relevant aspect of games in a learning
context designed by teachers (EdTech, Review, 2013).
Teachers and students collaborate to add depth and
perspective to the experience of playing the game.
• Game-based learning applications can draw the learner into
virtual environments. These environments work toward a
specific goal. The learners choose actions and experiencing
the consequences of those actions along the way. They take
chances and make mistakes in a risk-free setting They can
experiment and actively learn and practice the right way to do
things. Game based learning keeps the learners highly
engaged in practicing behaviors and thought processes that
can be transferred from the simulated environment to real
life.
EDID 6506 Karima
Mohammed

32. Game based learning
• “Gamification” and “Game Based Learning” are not the same.
Gamification refers to game like principles in the classroom.
GBL helps students with collaboration, experimentation;
improve problem solving skills, raise IQ levels and application
of the concepts in math or science (Roche, 2014). Roche
believes that GBL can 'fix' what is wrong with the 'broken'
education system. This type of learning is being supported by
the Microsoft Educator Network.
• In Global Demand for Game-Based Learning, Simulations on
the Rise by Sean Cavanagh (2013) explains that revenues in
2012 were $1.5 billion, in U.S. dollars, and will grow to $2.3
billion by 2017, an 8 percent increase based on the five-year
compound annual growth rate.
EDID 6506 Karima
Mohammed

33. References:
• Augmented Reality.n.d. accessed from http://en.wikipedia.org/wiki/Augmented_reality
• Borner, K 2012 Visual analytics in support of education accessed from
http://www.researchgate.net/publication/254463036_Visual_analytics_in_support_of_education
• Calvo, R., O;Rourke, S., Jones, J., Yacef, K., Reimann, P. - Collaborattive Writing Tools on the Cloud in
IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES accessed from
http://sydney.edu.au/engineering/latte/docs/10-WriteCloud-web.pdf
• Cisco Telepresence in Education accessed from
http://www.p3.sk/domain/flox/files/skitu/Cisco%20TelePresence%20in%20Education%20White%20P
aper%20FINAL%20100809.pdf
• A Teaching with Technology White Paper -Classroom Response Systems A Teaching with Technology
White Paper http://www.cmu.edu/teaching
• Dinh, H. T., Lee, C., Niyato, D., & Wang, P. (2011). A survey of mobile cloud computing: Architecture,
applications, and approaches. Wireless Communications and Mobile Computing, 1587-1611.
• Edutopia Augmented Reality Brings New Dimensions to Learning. November 4, 2013 Retrieved from
http://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock
• Hirsch, B., & Ng, J. W. (2011). Education beyond the cloud: Anytime-anywhere learning in a smart
campus environment. In Internet Technology and Secured Transactions (ICITST), 2011 International
Conference (pp. 718-723). IEEE.
• Mell, P., & Grance, T. (2009). The NIST definition of cloud computing . Retrieved from
http://csrc.nist.gov/publications/nistpubs/800-145/SP800-145.pdf
• Miller, Herb. The future of eBooks in the classroom New technology will increase engagement
measurability and allow you to reach students where they are. 12/18/2013. Retrieved from
http://www.seenmagazine.us/articles/article-detail/articleid/3525/the-future-of-ebooks-in-the-
classroom.aspx
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