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Wednesday, July 21

  1. page Where Are They Now 2008 edited {} Technologies Highlighted in the 2008 H…

    {} Technologies Highlighted in the 2008 Horizon Report
    Listed below are the six technologies highlighted in the 2008 Horizon Report, with a short description of each. Where are they now? Are the horizons associated with them still accurate? What may have changed? Should they still be on our radar screens? Let us know your thoughts... [[include component="page" page="WhereAreTheyNowNav" ]]
    Time-to-Adoption Horizon: One Year or Less
    Grassroots Video
    Video is everywhere—and almost any device that can access the Internet can play (and probably capture) it. From user-created clips and machinima to creative mashups to excerpts from news or television shows, video has become a popular medium for personal communication. Editing and distribution can be done easily with affordable tools, lowering the barriers for production. Ubiquitous video capture capabilities have literally put the ability to record events in the hands of almost everyone. Once the exclusive province of highly trained professionals, video content production has gone grassroots.
    add your ideas here ... click the 'edit' link ...
    Video definitely hit campuses in a big way last year, and continues strong. Our best-attended workshops on the USC campus center on digital storytelling, using YouTube and basic video production and editing; attendees come from across the campus, from writing, art history, languages, chemistry, earth sciences and so on. The breadth of interest has required creating new taxonomies of video production and use depending on the wildly differing uses needed by faculty for research, classroom use, lecture enhancement and so on. (Holly Willis)
    Collaboration Webs
    In today’s workplace, be it in education or industry, it is not unusual for a typical work week to include a virtual meeting or conference. Tools to support collaborative online work are easy to find and uncomplicated to use. Any networked computer can serve as a multi-function videoconference room, a gateway to a gathering in a virtual world, or a joint workstation where several people can author the same documents together. Virtual collaboration has been made increasingly seamless by a host of complimentary developments in networking infrastructure, social networking tools, web applications, and collaborative workspaces.
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    Time-to-Adoption Horizon: Two to Three Years
    Mobile Broadband
    Mobile devices have come a long way in the past few years. From portable (if bulky) telephones they became slim little cameras, audio recorders, digital video recorders, pocket datebooks, photo albums, and music players. Now they are video players, web browsers, document editors, news readers, and more. The technology and infrastructure have developed to the point where mobile devices are becoming essential tools, bringing the whole of the Internet and all your social connections to the palm of your hand.
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    Mobile teaching and learning continue to grow with regard to the level of interest, but actual applications remain frustratingly beyond reach. We need examples, models, toolkits, etc. (Holly Willis)
    Data Mashups
    Overlay the location of every Flickr photo tagged with “bluejay” on a map of the United States and see where people are finding blue jays ( See Twitter updates from your geographical area ( or follow the global progress of the public stream ( Each of these applications is a mashup: a combination of data from multiple sources in a single tool. Mashups have been around for several years, but in recent months they have captured greater interest, due in part to a broader exposure from their integration with social networking systems like Facebook. While most current examples are focused on the integration of maps with a variety of data, it is not difficult to picture broad educational and scholarly applications for mashups.
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    Time-to-Adoption Horizon: Four to Five Years
    Collective Intelligence
    Two new forms of information stores are being created in real time by thousands of people in the course of their daily activities, some explicitly collaborating to create collective knowledge stores like the Wikipedia and Freebase, some contributing implicitly through the patterns of their choices and actions. The data in these new information stores has come to be called “collective intelligence” and both forms have already proven to be compelling applications of the network. Explicit knowledge stores refine knowledge through the contributions of thousands of authors; implicit stores allow the discovery of entirely new knowledge by capturing trillions of key clicks and decisions as people use the network in the course of their everyday lives.
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    Collective intelligence remains a key concept, although some favor its alternate, "connective intelligence" (from media artist Rafael Lozano-Hemmer) and its emphasis on the connective possibilities of groups. And while collective intelligence challenges some of the key aspects of scholarship and the singular scholar's contributions, it will be interesting to see how campuses might deploy the notion, especially in light of the current financial crisis... (Holly Willis)
    Social Operating Systems
    Social networking systems have led us to a new understanding of how people connect. Relationships are the currency of these systems, but we are only beginning to realize how valuable a currency they truly are. The next generation of social networking systems—social operating systems—will change the way we search for, work with, and understand information by placing people at the center of the network. The first social operating system tools, only just emerging now, understand who we know, how we know them, and how deep our relationships actually are. They can lead us to connections we would otherwise have missed. As they develop further, these tools will transform the academy in significant ways we can only begin to imagine.
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  2. page Where Are They Now 2007 edited {} Technologies highlighted in the 2007 Ho…

    {} Technologies highlighted in the 2007 Horizon Report
    Listed below are the six technologies highlighted in the 2007 Horizon Report, with a short description of each. Where are they now? Are the horizons associated with them still accurate? What may have changed? Should they still be on our radar screens? Let us know your thoughts... [[include component="page" page="WhereAreTheyNowNav" ]]
    Time-to-Adoption Horizon: One Year or Less
    User Created Content
    From classifying and tagging to creating and uploading, today’s “audience” is very much in control of the content we find online. This active audience is finding new ways to contribute, communicate, and collaborate, using a variety of small and easy tools that put the power to develop and catalog the Internet into the hands of the public. The largest and fastest-growing websites on the Internet are all making use of this approach, which is redefining how we think about the web and how it might be applied to learning.
    Still think there is a problem with access by students especially in secondary schools to the use of these devices. My experience is that most of this is happening outside the classroom. [IB]
    Our last round (just closed) of provincial funding explicitly called for proposals on projects with student created/co-created content. So this speaks a bit to its current reality. [SWL]
    There still exists the approach 'insulate rather than educate' in the K-12 area. User created content within the walls of the school is happening in pockets globally. Some users are hampered by lack of access, some by lack of curriculum direction. Fear factor of not wanting to put the tools of creativity ultimately in the hands of the students. A lot of content being uploaded in parallel to classroom initiatives. Students are very aware of how and why but face a disassociation with teachers through not being encouraged generally to collaborate and create online. (JLindsay)
    This is really taking off in some disciplines. However, it seems to be lagging in others. Even within our interdisciplinary communications program I am finding that our visual arts students are actively self-publishing content while international and critical studies students are slow to contribute. In some ways this seems like a natural affinity, however as user created content continues to develop we should look for ways to engage all students. [BS]
    Many museums are venturing into forums where visitors/users can insert their opinions, thoughts and reactions to collections and exhibitions. As these experiments work, more are seeing the value of forums to showcase visitor voices. This is here to stay in the museum community. [SBS]
    Indeed, this has taken off in some disciplines in general, and across disciplines at institutions that have embraced hosting solutions for learners to "practice and share" or have opened up access to externally-hosted solutions. However, success resides with those institutions that have embraced user generated and shared content as an authentic activity for learning, identifying effective places in the curriculum and strategies for assessment. And, they have developed support services focused on faculty adoption and learner success. Wider adoption relies on institutional support. [JKL]
    At the Faculty of Land and Food Systems student created content is becoming more important. While we have had this type of content for years, we are just starting to consider where it goes (ePortfolio) and are still grappling with proper evaluation. I think this is still very much a hot topic [CL]
    Increasingly important and moving forward with students being prosumers but the classifying/tagging and iterative tagging divergence and convergence is not happening. I wonder is this needs shifting now to "Folksonomies" on a later horizon? [NN]
    User generated content definitely provides a way for users to express, communicate and share. However, we may not be able to tag it as learning content if it does not have some sort of assessment/evaluation value or criteria related to it, an editor-like automated or non-automaded task that filters the content for a particular purpose or requires following some guidelines (such as including sources, etc.). [EDL]
    'In-store' advertising channels are under development - for rocery and convenience stores, for bars and quick serve restaurants and other locations where young people have dwell time. Attention to these new media is strong initially; advertisers are recognizing that to retain 'eyeballs' the content must be both relevant, timely and personal to the audience. UGC - delivered at the local level - will potentially be the content that keeps 'eyeballs' directed at the screens so that the advertisers' messaages receive attention. Educational programs that leverage audience interest in creating and sharing can contribute content to these advertising channels. [MRussell]
    Social Networking
    The expectation that a website will remember the user is well established. Social networking takes this several steps further; the website knows who the user’s friends are, and may also know people that the user would like to meet or things the user would like to do. Even beyond that, social networking sites facilitate introduction and communication by providing a space for people to connect around a topic of common interest. These sites are fundamentally about community—communities of practice as well as social communities.
    I agree that this is the strongest and most popular of the areas addressed. Systematic evalaution and research is needed for how the students are using these sites. I think we need to deconstruct/unpack the timing, availability, patterns of use etc to apply to education. [IB]
    Not sure which institution-specific examples to point to, but Facebook now contains 300+ apps loosely categorized as "education" [SWL] *
    This would be better served for education if it was called 'student networking' or 'educational networking'. The 'social' label is not indicative of how and where these tools are being used in education. Definitely a front runner for increased integration over the past 12 months. New tools and better interfaces have made this a valuable tool in the classroom. However, still much to be done in terms of best-practice approach for 'online learning communities' using social/educational networking platforms. (JLindsay)
    JLIndsay brings up an interesting point. "Social" may continue to keep these tools at arms length for some to consider for instruction. However, the increasing number of applications in Facebook [SWL] and institutions adopting "flavors" of these tools for alumni development initiatives, might help us point to more uses in learning - especially if institutional tools designed for administrative purposes can be made available for educational purposes. [JKL]
    The biggest hurdle I see with social networks is they aren't structured in the way that traditional educaiton is, there has to be a way to balance the chaos and fun in an educational facility. [JamieM]
    Social Networking seems like it is just starting to be recognized. I suspect that connections between people will be followed by connections between people and content. We are already starting to see this in facebook. [CL]
    Social Networking also very popular in Asia through multiple sites but integration with education is a long way off I suspect in this part of the world. [NN]
    As a social network grows, trust diminishes, beign this the key to networking. I see social networks becoming more interest-specific for educational and learning purposes, as not only trust can be maintained, but also time saved, by narrowing the focus of the network and focusing it. [EDL]
    Perhaps we focus more on the "networking" and not the "social" ?? e.g. Georgo Siemens' work on Connectivism George also cites the effectiveness of social networking for people that are more geolocated - University of Manitoba has a local social networking system for students [AL]
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    Time-to-Adoption Horizon: Two to Three Years
    Mobile Phones
    The convergence of ubiquitous broadband, portable devices, and tiny computers has changed our concept of what a phone is meant to be. A pocket-sized connection to the digital world, the mobile phone keeps us in touch with our families, friends, and colleagues by more than just voice. Our phones are address books, file storage devices, cameras, video recorders, wayfinders, and hand-held portals to the Internet—and they don’t stop there. The ubiquity of mobile phones, combined with their many capabilities, makes them an ideal platform for educational content and activities. We are only just beginning to take advantage of the possibilities they will offer.
    We have used mobile phones this year and found them wonderful devices to share information, construct visual images and learning in a purely mobile way but unfortunately this was hampered by cost of SIM cards. Learning to the extent we required was prohibited by the cost. [IB]
    Internationally costs of mobile phones and connectivity has dropped making them very viable tools for education. Still problems with attitudes towards mobile computing as a 'distraction' in the classroom rather than a resource to be tapped into. A one-tool-does-everything is emerging more. Call it a phone, a handheld etc it is one device that will put you online, store files, share files and be a work station and multimedia storer and creator. (JLindsay)
    As institutions seek more pervasive emergency notification systems, their "nod" to mobile devices may open up the door for more applications connecting the user with the that end, connecting the learner with content and educational tools. [JKL]
    Although the handset costs are dropping, there is much to be desired in terms of a 'developer' like phone plan that allows for a lot of testing/development including large amounts of txt messages and decent data plans for the more 'enhanced' phones. With these problems aside, the facility to carry around study notes in your pocket has many many advantages. [JamieM]
    It may not be phones but some other 'phone-like' device that should occupy this category. I am intrigued by the N800 tablet from Nokia. The key features should be mobile, connected, location based and social [CL] Fully agree [EDL]
    Differing standards and mobile OS's seem to be hindering a concerted campus-wide initiative in some parts of Asia. [NN]
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    Virtual Worlds
    In the last year, interest in virtual worlds has grown considerably, fueled in no small part by the tremendous press coverage of examples like Second Life. Campuses and businesses have established locations in these worlds, much as they were creating websites a dozen years ago. In the same way that the number and sophistication of websites grew very quickly as more people began to browse, virtual locations will become more common and more mature as the trend continues. Virtual worlds offer flexible spaces for learning and exploration—educational use of these spaces is already underway and growing.
    SecondLife is going to start looking increasingly like the flash in the pan it was, but other stronger contenders will emerge (one based on the 2nd life open source client). This will all get largely displaced by virtual overlays on the real world (cf. Vigne's Rainbows End) by the end of the decade ;-) [SWL]
    Virtual Worlds such as second Life are still so out there, still such an oddity (almost science-fiction) in terms of K-12 education that they do not rate a mention really. Best practice has been shown with educator professional development within a virtual world. Great fun, interesting technology, but bandwidth cybercitizen issues and other attitudes preventing any real takeup.(JLindsay)
    Some institutions, their faculty, and students are investing wonderful energy developing and designing learning environments that replicate or simulate real world applications. Many institutions don't have that type of investment capital. Continuing to share with the higher ed community what types of opportunties might be available, continuing to develop with the community in mind - open access and use, will help more folks understand the potential of learning in virtual worlds. [JKL]
    this feels like it got away from us. I am not fully convinced about virtual but like Augmented. I am still very curious about open source (Croquet) [CL]
    Three things will impact on this: a) a really robust, scalable, open-source platform solution being available (SL is not robust or scalable enough but it could easily be), b) interoperability standards and c) enterprises working out the real added-value of these environments (I think we are starting to see enterprises get to grips with the real added value of virtual worlds and IBM is a key player in this aspect. If these three thigns come together, then the original horizon may be ok. If they don't soon, then I think we are looking further away and things will morph (e.g. a mashup of different input devices + virtual worlds + physical world representations in 3D like Google Earth) .. but I still believe they are here to stay. [NN]
    Agree with NM and believe that technical and level of expertise requirements are being an obstacle to SL, as it could be an excellent environment for learning purposes, but it is not at this point accessible by all. [EDL]
    I've been using Qwaq Forums ( for about 6 months - for demonstration, idea sharing, and presentation. It's advantages over Second Life include permissions, privacy, and extensibility. Essentially, the computer desktop is an extention of the virtual environment - or vice versa. It make sharing very easy. [MRussell}
    Time-to-Adoption Horizon: Four to Five Years
    New Scholarship
    The time-honored activities of academic research and scholarly activity have benefited from the explosion of access to research materials and the ability to collaborate at a distance. At the same time, the processes of research, review, publication, and tenure are challenged by the same trends. The proliferation of audience- generated content combined with open-access content models is changing the way we think about scholarship and publication—and the way these activities are conducted.
    the models on how to do this are changing faster than the recognition and rewards structures (which will present real risks the longer it takes in relation to incoming young prospective faculty.) [SWL]
    The juxtaposition of audience and creator is evolving to include a more merged picture. Nervousness once again exists when students have access to online tools for publication, issues such as integrity, authenticity. A backlash is being seen, back to face-to-face hand-written assessment and validation, lack of confidence in other modes of delivery, inability to value multimedia as a valid form of communication. (Jlindsay)
    Recognition of scholarly activity resides at the committee level of the p&t process. Until committee's are provided with institutional guidelines that recognize activity supported by digital technologies, this will continue to move slowly. As SWL notes above, this is as risk given the knowledge, talents, and expectations the new professorate is and continues to bring to higher ed. [JKL]
    Important.. but still in the 5 year (or more) category [CL]
    Agree with all the comments above but entrenched attitudes and practices globally make me feel this will be longer than 5 years unless something externally dramatically shakes the higher education system in that next 2-3 years. [NN]
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    Massively Multiplayer Educational Gaming
    The term “serious games” has been coined to describe games that have an educational purpose and non- entertainment goals. Educators are taking a hard look at one type of serious game, massively multiplayer educational games, and finding strong potential for teaching and learning. These games are still time- consuming and often expensive to produce, but practical examples can easily be found. Interest is high and developments in the open-source arena are bringing them closer to mainstream adoption year by year.
    Not sure why we went from "educational gaming" in 2006 to "Massively Multiplayer Educational Gaming" in 2007 when we didn't seem to be doing the former. Maybe it sounds cooler? (This is another that's been on the list for a while now.) Video games educate. "Massively Multiplayer Online Games" educate massively. But are they learning what we 'want' them to learn? Formal education's ability to harness the pleasure of play in games seems increasingly suspect. So it's not that it can't be done or won't be done. Just not sure higher ed will do it. [SWL]
    Gaming is still seen as suspect in terms of educational value in a K-12 environment. More importantly there are very few best-practice models to follow of integration. Yes, it is there, students revel in networked gaming and are engaged and inspired but how do we bring this into our everyday curriculum? (JLindsay)
    not convinced still [CL]
    also still not convinced of this, even with mainstream additions like Spore. [NN]
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  3. page Where Are They Now 2006 edited {} Technologies Highlighted in the 20…

    {} Technologies Highlighted in the 2006 Horizon Report
    Listed below are the six technologies highlighted in the 2006 Horizon Report, with a short description of each. Where are they now? Are the horizons associated with them still accurate? What may have changed? Should they still be on our radar screens? Let us know your thoughts... [[include component="page" page="WhereAreTheyNowNav" ]]
    Time-to-Adoption Horizon: One Year or Less
    Social Computing
    The application of computer technology to facilitate interaction and collaboration, a phenomenon known as social computing, is happening all around us. Working on a major project where virtual collaboration tools replace most face-to-face meetings, working on a daily basis with colleagues a thousand miles away, or attending a conference held entirely online is no longer unusual. An interesting new dimension is unfolding as social networking tools find application in social computing: the idea of simple tools, loosely joined, that allow shared knowledge and experiences, and shared taxonomies — folksonomies — to emerge from a group of people with similar interests.
    This shows no sign of abating and seems well under way. [SWL]
    Personal Broadcasting
    At the leading edge of a wave that will last for the next several years and beyond, personal broadcasting takes advantage of small, easy-to-use devices that people already carry to capture and share personal experiences, information, and events. This trend, which has roots in text-based media (personal websites and blogs), is expanding to include audio and video, as the tools for capturing and sharing those media become smaller and better. From podcasting to video blogging (vlogging), personal broadcasting is an increasingly popular trend that is already impacting campuses and museum audiences.
    This also shows no sign in abating and seems largely to be coming true [SWL]
    Time-to-Adoption Horizon: Two to Three Years
    The Phones in Their Pockets
    Cell phones, which are commonly carried by virtually every college student, have begun to feature many capabilities that initially were associated with other devices, such as e-mail, instant messaging, web browsing, web services, and now even video. Phones are small, convenient, and increasingly powerful. Now that Flash players are included with almost all new phones, the restrictions on the kinds of content that can be directed to and exchanged between phones have been largely removed. We are about to see a whole new family of features for phones, enabled by Flash. This form of communication is still in its infancy but is destined for rapid growth: its value to education will become apparent when we are able to use it to deliver educational content—right to the phones in their pockets.
    Phones are everywhere but it always seems like "tomorrow and tomorrow" for their promise to hold true in education. Maybe tomorrow! [SWL]
    Museums are beginning to take advantage of those pocket phones to deliver additional content in galleries. Building on the familiar audio-tour model, smaller institutions are creating their own content and working with companies to deliver it to visitors through their phones. The cut in costs for producing and delivering content this way has great appeal. [SBS]
    Educational Gaming
    Educational gaming has seemed tantalizing close, yet somehow not quite within our reach for a number of years; but the promise of educational gaming continues to fascinate us. The potential for learning in this space is broad, and there is much work to be done. We are just beginning to see the results of research into gaming and engagement theory, the effect of using games in practice, and the structure of cooperation in gameplay. By studying the principles of game design, educators are learning more about how to package and deliver content to facilitate comprehension and retention. Educational gaming is a growing field with serious implications for adult learning that we are only beginning to understand.
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    Time-to-Adoption Horizon: Four to Five Years
    Augmented Reality and Enhanced Visualization
    While still a few years away from general acceptance and use in education, augmented reality and enhanced visualization are already in use in disciplines like medicine, engineering, the sciences, and archaeology. By offering a visual representation of large data sets, these technologies open the door to new ways of understanding the world. Augmented reality overlays information onto the real world, supplementing what can be seen with what is hidden. Enhanced visualization creates a three-dimensional experience based on a set of data, bringing the information to life in a way that makes it almost physically present. Both have the power to transform understanding, and both will have greater implications for education in the coming years.
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    Context-Aware Environments and Devices
    Context-aware environments and devices, broadly being explored in experimental settings, will erase the boundaries between people and the things they use. Already, computers exist that can make decisions based on contextual clues such as the user's location and orientation, the date and time of day, ambient conditions of lighting and temperature, and so on. Experimental classrooms can already sense the location and actions of the teacher and students, and change the environment accordingly. Over time, as sensors and portable devices converge, these technologies will make learning environments seem almost intuitively responsive.
    It seems significant that this was on the list as '3-5 years out' in 2004, and still in the same slot 2 years later. 2 years further on...still '3-5 years out' [SWL]We needed to wait for an iPhone ;-) alan Aug 31, 2009

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  4. page Where Are They Now 2005 edited {} Technologies Highlighted in the 200…

    {} Technologies Highlighted in the 2005 Horizon Report
    Listed below are the six technologies highlighted in the 2005 Horizon Report, with a short description of each. Where are they now? Are the horizons associated with them still accurate? What may have changed? Should they still be on our radar screens? Let us know your thoughts...
    .[[include component="page" page="WhereAreTheyNowNav" ]]
    Near Term: Mainsteam campus use within a year
    Extended Learning
    On some campuses, traditional instruction is augmented with technology tools that are familiar to students and used by them in daily life. Extended learning courses can be conceptualized as hybrid courses with an extended set of communication tools and strategies. The classroom serves as a home base for exploration, and integrates online instruction, traditional instruction, and study groups, all supported by a variety of communication tools.
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    Ubiquitous Wireless
    With new developments in wireless technology both in terms of transmission and of devices that can connect to wireless networks, connectivity is increasingly available and desired. Campuses and even communities are beginning to regard universal wireless access as a necessity for all.
    Not in my country. Still have to hunt for wireless virtually everywhere, and certainly not Free wireless, which is a rarity. [SWL]
    Mid-Term: Mainsteam campus use within one to three years
    Intelligent Searching
    To support people's growing need to locate, organize, and retrieve information, sophisticated technologies for searching and finding are becoming available. These agents range from personal desktop search "bots," to custom tools that catalog and search collections at an individual campus, to specialized search interfaces like Google Scholar.
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    Educational Gaming
    Taking a broad view of educational gaming, one finds that games are not new to education. Technology and gaming combine in interesting ways, not all of which are about immersive environments or virtual reality. What is evolving is the way technology is applied to gaming in education, with new combinations of concepts and games appearing on the horizon.
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    Long Term: Mainstream campus use within three to five years
    Social Networks and Knowledge Webs
    Supplying people's need to connect with each other in meaningful ways, social networks and knowledge webs offer a means of facilitating teamwork and constructing knowledge. The underlying technologies fade into the background while collaboration and communication are paramount.
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    Context-Aware Computing/Augmented Reality
    These related technologies deal with computers that can interact with people in richer ways. Context-aware computing uses environmental conditions to customize the user's experience or options. Augmented reality provides additional contextual information that appears as part of the user's world. Goals of both approaches are increased access and ease-of-use.
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  5. page Where Are They Now 2004 edited {} Technologies Highlighted in the 200…

    {} Technologies Highlighted in the 2004 Horizon Report
    Listed below are the six technologies highlighted in the 2004 Horizon Report with a short description of each. Where are they now? Are the horizons associated with them still accurate? What may have changed? Should they still be on our radar screens? Let us know your thoughts.
    [[include component="page" page="WhereAreTheyNowNav" ]]
    Near Term: Mainstream campus use within a year.
    Learning Objects
    Learning objects are assemblies of audio, graphic, animation and other digital files and materials that are intended to be reusable in a variety of ways, and easily combined into higher-level instructional components such as lessons and modules. The primary purpose behind the development and use of learning objects is to increase access to quality content, and to avoid wasteful replications of effort by making that content usable in a variety of contexts.
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    Learning objects, both as objects and theoretical categories, remain pertinent - see Anne Balsamo's recent work for the MacArthur Digital Learning Initiative and the current Network Culture Project at USC's Annenberg School for Communication. She uses the term "evocative knowledge object"... (Holly Willis)
    Scalable Vector Graphics
    SVG uses XML for describing two-dimensional graphics, holding the information needed to draw an image in a text file. Scaling is smoothly achieved without jagged edges. Graphical objects can be styled, transformed, grouped, or placed into previously rendered objects. Text is searchable and selectable. SVG is an especially powerful tool for instructional developers on college and university campuses, with potential applications in virtually any discipline, but especially the sciences and engineering.
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    of all the past forecasts, this seems like the only really doozy - SVG is still around in various forms, but I think it would be har to argue that it has had any sort of substantial impact on teaching and learning. - Sleslie 08:57, 13 November 2008 (PST)
    This is my favorite example of talking about value of prediction vs the trend- Of course, in hindsight, SVG was the wrong train, but the right trends was Vector Graphics- this was published just a few months before Macromedia bought a little company called FutureSplash, and the rest is history (well except text is still not "searchable and selectable") --Alan 00:58, 16 November 2008 (PST)
    Mid-Term: Mainstream campus use within one to three years.
    Rapid Prototyping
    Rapid prototyping refers to what amounts to 3-D printing, e.g., building three-dimensional physical objects from digital data files. These files may be created in a variety of ways, such as computer-aided design (CAD), computer-aided tomography (CAT), or even X-ray crystallography, then output to a rapid prototyping machine that creates a physical model of the object. This technology already is widely used for a variety of manufacturing, design, and engineering applications, but as cost decreases, is finding new applications in the arts and the classroom.
    We were moving into 3D printing in 2004. We began with creating models of molecular structures, but have moved into creating objects from medical imaging, models from design and art, and prototypes of equipment. A couple "desktop" 3d printers may soon be released, and may hit a a sub-$10000 price. Unfortunately, there is still only one technology of which I am aware that produces multi-color models. - Alan Wolf (University of Wisconsin - Madison)
    Multimodal Interfaces
    Multimodal interfaces provide ways for humans to interact with computers beyond the traditional mouse and keyboard, using inputs and outputs that target not only each of the five senses, but also take advantage of nonverbal cues common in human conversation. Considerable development is taking place in simulations that use multimodal techniques (haptics or force feedback, for example) to great effect.
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    The advent of the Wiimote brings multimodal interfaces to the foreground as people experiment with new forms of interaction with scholarly media. Jim Tobias at UC Riverside is developing what he calls a "stylistics" of gestural computing, and has outlined ten key modes of gestural interaction that both trace a history of computing and outline interesting possibilities for thinking about how we interact with scholarly "texts." (Holly Willis)
    Long Term: Mainstream campus use within three to five years.
    Context-Aware Computing
    Context-aware computing refers to computing devices that can interpret contextual information and use it to aid decision-making and influence interactions. Contextual cues may include what the user is attending to, the user's location and orientation, the date and time of day, lighting conditions, other objects and people in the environment, accessible infrastructure in the immediate vicinity, and so forth. Context-aware applications can make decisions based on such information without the need for user input.
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    [edit] Knowledge Webs
    Knowledge web is a term that describes a dynamic concept of individual and group knowledge generation and sharing, with technology used to make connections between knowledge elements clear, to distribute knowledge over multiple pathways, and to represent knowledge in ways that facilitate its use. Work in knowledge webs overlaps considerably with that going on around communities of practice, and holds the potential to help such communities share, create, analyze, validate, and distribute existing and emerging knowledge.
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  6. page WhatsNew edited What's New Do you want to be part of the process? Even if you are not on a Horizon Project Advi…

    What's New
    Do you want to be part of the process? Even if you are not on a Horizon Project Advisory Board, there are ways to participate before and after the report is released.
    Get the 2010 Horizon Report or see the online CommentPress version. It was released January 19, 2010 at the EDUCAUSE ELI Conference in Austin.
    The call for examples to be considered for inclusion in the 2010 final report has closed.
    Advisory Board members completed the second round of voting to finalize the 6 topics for inclusion in the 2010 Report (see the 2010 Horizon Report Preview (PDF))
    The first round of rankings was completed and published as the 2010 Short List (download PDF)
    Board members have finished adding responses to the five Research Questions that inform the Horizon Report, recording over 600 wiki edits (see charted distribution of edits)
    Board members reviewed the Press Clippings, and annotated ones they recommend.
    Advisory Board members -- please introduce yourselves via the discussion tab on the wiki main page.

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  7. page Watch Lists edited [[include component="page" page="PressClippingsNav" ]] Press Clippings: Publi…
    [[include component="page" page="PressClippingsNav" ]]
    Press Clippings: Published Technologies to Watch Lists
    This area is a place to collect "Technologies to Watch" lists published by other organizations. Though these lists and publications may serve a different audience and purpose than the Horizon Report, they contain many useful descriptions and discussions that can and should inform our work.
    Recommended Reading
    US Federal IT Trends 2010-2015
    PR Web newswire press release : "Market Research Media Ltd announces a series of market research reports covering US Federal IT trends for period 2010-2015." jasonr Sep 14, 2009
    Technology Review: 10 Emerging Technologies 2009
    Technology Review presents 10 technologies that they think are most likely to be importantLarry Sep 16, 2009 mbrown Sep 17, 2009 Gavin Sep 17, 2009 ninmah Sep 17, 2009 helga Sep 24, 2009
    Technology Review — 10 Emerging Technologies 2008
    BECTA Emerging technologies for learning
    "These publications consider how emerging technologies may impact on education in the medium term. They are not intended to be a comprehensive review of educational technologies, but offer some highlights across the broad spectrum of developments and trends. They highlight some of the possibilities that are developing and the potential for technology to transform our ways of working, learning and interacting over the next three to five years." See also the emerging technologies discussion forums
    Terry Reese's Top Tech Trends
    10 Future Web Trends (Read/Write Web)
    Here are 10 Web trends to look out for over the next 10 years... *and* 10 More Future Web Trends (Read/Write Web)
    From the comments and trackbacks to the original post, plus some hunting around of my own, here are 10 more future web trendsLarry Sep 16, 2009
    Futurists Pick Top Tech Trends,1367,69138,00.html
    Taking a long-term view isn't easy nowadays.
    Even the recent past seems blurry at times. Google's just seven years old, but it's hard to imagine life before instant search. Broadband has been widely available for only a few years, but already dialup internet seems to high-speed users like a throwback to the Neanderthal era.mbrown Sep 17, 2009
    LESTER Learning Science and Technology Projects List
    Life Online: The Web in 2020
    aims to provide an outline and analysis not only of projected technological developments but also their social, political and economic implications. What will the Web look like in 2020? What will it do? Where will it be? How will we use it?
    10 cool cutting-edge technologies on the horizon now (Computer World)
    These cutting-edge technologies from research labs and companies that are looming on the horizon.mbrown Sep 17, 2009
    ReadWriteWeb's Top 5 Trends of 2009
    Listing as their State of the Web 2009 summaries of the five biggest Internet trends of this year: Structured Data, Real-Time Web, Personalization, Mobile Web / Augmented Reality, Internet of ThingsLarry Sep 16, 2009 mbrown Sep 17, 2009 ninmah Sep 17, 2009helga Sep 24, 2009
    ReadWriteWeb's Top 5 Web Trends in 2009
    View more presentations from Richard MacManus.
    Ten Futures (Stephen Downes)
    Top15 Interactive Display Technologies
    (Naveen, Gizmo Watch, May 2007.) This article lists fifteen interactive display technologies, including tabletop and wall-mounted multi-touch screens.mbrown Sep 17, 2009
    ZDNet Emerging Technology Trends�76�>
    WWW tools for education magazine
    [[include component="page" page="EditFooter" ]]

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  8. page Timeline 2010 edited 2010 Horizon Report Timeline Date Activity September 1 - 11, 2009 Advisory Board convened S…

    2010 Horizon Report Timeline
    September 1 - 11, 2009
    Advisory Board convened
    September 12-17, 2009
    Wiki Orientations for Advisory Board As Needed
    September 12-17, 2009
    Advisory Board reviews/adds to Press Clippings
    September 12 - October 5, 2009
    Advisory Board answers the Research Questions
    October 6-12, 2009
    Advisory Board makes first pass at Rankings
    October 13 - November 2, 2009
    NMC Staff produce the "Short List"
    November 3-7, 2009
    Advisory Board makes final pass at Rankings
    November 8 - December 13, 2009
    NMC Staff write the 2010 Horizon Report
    December 14, 2009
    Final Draft of 2010 Horizon Report sent to Advisory Board
    December 15, 2009 - January 4, 2010
    Report in Layout and Design
    January 13, 2010
    Advance copy to Advisory Board in PDF format
    January 20, 2010
    2010 Horizon Report released at ELI in Austin
    The three most critical weeks for Advisory Board members are September 14-October 5, when the data are collected, then October 6-12th and November 3-7th, when the two rounds of rankings are produced. These dates are highlighted in red.

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  9. page Tagging edited Tagged Resources If you are a regular user of the social bookmarking tool you can…

    Tagged Resources
    If you are a regular user of the social bookmarking tool you can provide input directly to the Horizon process by using our custom tag hz10. This will produce an aggregation of all web sites thus tagged via and in turn we can use the RSS Feed for this tag to display the most recently added items below. We also have an aggregated display of tagging across multiple Horizon Projects.
    [[rss url="" link="true" description="true" number="20"]]
    more tagged links...

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  10. page edited Home Getting Started About this Horizon Project Methodology Research Questions 2010 Shortli…

    Getting Started
    About this Horizon Project
    Research Questions
    2010 Shortlist
    Call For Examples
    Where Are They Now?
    How to Participate

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