Technology and Trends
Technology
Mobile learning is an important short-term development in
technology for higher learning in the Horizon Report. Mobile learning
(mlearning) can take place on a phone or tablet for the sake of this
discussion. In an era of BYOD (bring your own device) people like to learn on
their own device. Ferriman (2014), reports the mobile market is $341 billion,
with 80% access to the internet and the mobile learning market is estimated at
$9.1 billion. Furthermore, 70% of mobile learning showed students were more
motivated when mobile devices are leveraged. Budgets for mobile apps start at
$75,000 for a small app and can get over $1MM for larger, more integrated apps,
with multiple platforms.
Force 1
Mobile development can be costly, time-consuming,
complicated and can create bottlenecks. The cost for institutions to internally
or externally develop and design mobile applications that align with the
physical and online instructional courses may be very slow and costly.
Furthermore, with the need for Android and iPhone users, the choice of platform
for the mobile app could mean duplicate or parallel programming. Cao’s (2018)
research shows that the stock market generally responded positively to mobile
app additions from 2009-2016. This might help for-profit educational firms to smell the coffee; however, non-profits need to take notice to be competitive in
the future.
Force 2
As with most technology products, there is a growing concern
for security. Technology is only as secure as its weakest link. Whether an
organization is doing internal or external development, security begins with
testing the applications. Patel's (2017) research showed the functional testing
requirement is crucial with erroneous other application interruption while
sending sensitive information. From malware to jailbreaking and rooting issues,
the BYOD offers numerous opportunities for security threats. Research from
Patten (2013) suggests that higher education needs increased security
recommendations and recommends mapping an IT Model Curriculum with the
Accreditation Board for Engineering and Technology (ABET) approach for
integrating mobile-device security.
Summary
Mobile learning is a must, in my opinion, for higher
learning, especially when you consider the growth and level of engagement of
gamification. The need for a useful mobile application grows, and higher
learning integrates with mobile phones and tablets. The leadership must embrace
the need and support it financially with an implementation process.
Additionally, the need for security is at the forefront of mobile learning,
with both user and institution at risk for potential breaches. Leadership must
ensure the secure development of mobile apps and the integration of mobile devices
for successful outcomes and sustained competitive advantage.
(New Media Consortium, 2019)
Trends
Redesigning learning spaces and blended learning designs
have been a short trend in the Educause Horizon Report for the last five to
seven years, respectively. Some will argue trends begin at five years and are
only fads until they reach that mark. The focus on design learning and use of
technologies continue to embrace some challenges and technological
developments. Redesigning learning space has to do with the bandwidth of
classrooms; is tied into the technology of mobile learning; and includes
displays, writing surfaces, and flexibility. The New Media Consortium (2019)
report states the potential to create more engaging solutions that synchronize
team-based learning with personal learning in a programmed extended reality
(XR) are current developments. The extension into XR and mobile devices will
lend itself to increased blended-learning designs. For example, collaborative
and lab type of classrooms could lead to active learning classrooms (ALC) to
increase flexibility and incorporate pedagogical and low-tech approaches.
Force 1
Shareholder buy-in can be a major stopping force for the
redesigning and blended learning platforms. CTU’s provost Dr. Connie Johnson
stated “The transition from face-to-face to a blended model can be
daunting….moving to a blended model, for effective design, including training
and education faculty, which takes time and resources.” (NMC, 2019). Without
the financial and organizational support of stakeholders and commitment to
training and technology, redesigning and blending learning platforms could
potentially fail or decrease the engagement of students and faculty.
Force 2
In the process of blending learning designs, learning often
occurs out of sequence and can offer difficulties for students. While the use
of lectures, books, and other traditional types of resources, the traditional
flow of knowledge differs for many students. Learning trends are more social
and informal, often less structured, and can be overlapping or even parallel
activities with different media and devices, including social communities
(Milne, 2006). The freedom from traditional learning models and flexibility
will be welcome for some and confusing for others; the need for successful
integration of students with technology and physical design can offer
difficulties.
Summary
Redesigning learning spaces and blended learning designs are
needed, and leadership must understand and support the need for new learning
models. Better learning and differentiating the organization are two of the top
reasons to incorporate these models into a diverse global student population.
Making sure the student populations-young to old and culture to
culture-understand the redesign and are able to assimilate to the learning
designs will be key in a diverse student base. Combining the redefined learning
spaces to include blended learning, then putting it on a mobile device will
enable higher learning to reach new diverse student populations better and
increase engagement and performance from existing populations.
References
Cao, L., Liu, X., & Cao, W. (2018). The effects of
search-related and purchase-related mobile app additions on retailers’
shareholder wealth: The roles of firm size, product category, and customer
segment. Journal of Retailing, 94(4), 343-351.
doi:http://dx.doi.org.proxy.cecybrary.com/10.1016/j.jretai.2018.08.003
Ferriman, J. (2014). 7 Random mobile learning stats.
LearnDash Retrieved from https://www.learndash.com/7-random-mobile-learning-stats/
Patel, D., & Patel, A. (2017). Mobile applications
testing challenges and related solutions. International Journal of
Advanced Research in Computer Science, 8(3) Retrieved from
https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1901457642?accountid=144789
Patten, K. P., & Harris, M. A. (2013). The need to
address mobile device security in the higher education IT curriculum. Journal
of Information Systems Education, 24(1), 41-52. Retrieved from
https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1438693253?accountid=144789
Milne, A. J. (2006). Designing blended learning space to the
student experience. Retrieved fromhttps://www.educause.edu/research-and-publications/books/learning-spaces/chapter-11-designing-blended-learning-space-student-experience
New Media Consortium. (2019). Educause Horizon Report: 2019
Higher Education Edition. Retrieved from https://library.educause.edu/-/media/files/library/2019/4/2019horizonreport.pdf?la=en&hash=C8E8D444AF372E705FA1BF9D4FF0DD4CC6F0FDD1
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