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2011年《地平线报告》(转自小剑_百度空间)  

2011-10-11 11:19:10|  分类: 教育技术 |  标签: |举报 |字号 订阅

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Horizon Report


一年一度的《地平线报告》(Horizon Report)介绍了新媒体联盟(New Media Consortium)的“地平线计划”所做的持续性工作。“地平线计划”是在2002年确立的一个定性研究项目,该项目识别并描述未来五年内可能会对大学校园里的教学或创造性信息查询产生重大影响的新兴技术。2010年的《地平线报告》是这一系列报告中的第七份,同时也是新媒体联盟和EDUCAUSE学习计划(EDUCAUSE的一个项目)合作的部分成果。
  每一期《地平线报告》都会描述未来一到五年可能成为校园主流的六种新兴技术或实践,并介绍会对教学产生影响的重要趋势与挑战。


2011年《地平线报告》


趋势



  •   通过网络即可方便获取到丰富资源的现状向我们提出挑战,促使我们重新审视作为教育工作者的定位;
  •   人们期望能够随时、随地、随心的学习和工作方式;
  •   工作中更注重协作,引发对于学生项目组织方式的思考;
  •  我们使用的技术越来越趋近“云”化,在IT支持的观念上也倾向于分散化。

挑战



  • 被视为关键性技能的数字媒体素养继续在各学科和行业保持其重要性;
  • 适合的评价体系滞后于新出现的有关作者、出版及研究的学术模式;
  •  经济压力和新的教育模式向传统的大学模式提出前所未有的竞争;
  • 如何紧跟迅速增长变化的信息、软件工具和设备对老师和学生来说都是一个挑战。

技术关注:



  • One Year or Less: Electronic Books一年以内:电子书
  • One Year or Less: Mobiles 一年以内:移动设备
  • Two to Three Years: Augmented Reality两到三年内:增强现实
  • Two to Three Years: Game-Based Learning两到三年内:游戏式学习
  • Four to Five Years: Gesture-Based Computing四到五年内:基于手势的计算
  • Four to Five Years: Learning Analytics四到五年内:学习分析

 


       


Electronic books continue to generate strong interest in the consumer sector and are increasingly available on campuses as well. Modern electronic readers support note-taking and research activities, and are beginning to augment these basic functions with new capabilities — from immersive experiences to support for social interaction — that are changing our perception of what it means to read.


Mobiles secured the place of these innovations as the top technologies for the mid-term horizon.


Augmented reality refers to the layering of information over a view or representation of the normal world, offering users the ability to access place-based information in ways that are compellingly intuitive. Augmented reality brings a significant potential to supplement information delivered via computers, mobile devices, video, and even the printed book. Much simpler to create and use now than in the past, augmented reality feels at once fresh and new, yet an easy extension of existing expectations and practices.


Game-based learning has grown in recent years as research continues to demonstrate its effectiveness for learning for students of all ages. Games for education span the range from single-player or small-group card and board games all the way to massively multiplayer online games and alternate reality games. Those at the first end of the spectrum are easy to integrate with coursework, and in many institutions they are already an option; but the greatest potential of games for learning lies in their ability to foster collaboration, problem-solving, and procedural thinking. For a variety of reasons, the realization of this potential is still two to three years away.


Looking to the far-term horizon, four to five years from now for widespread adoption, are gesture- based computing and learning analytics. Both remain largely speculative and not yet in widespread usage on campuses, but both are also garnering significant interest and increasing exposure.


Gesture-based computing moves the control of computers from a mouse and keyboard to the motions of the body via new input devices. De-picted in science fiction movies for years,  gesture-based computing is now more grounded in reality thanks to the recent arrival of interface technologies such as Kinect, SixthSense, and Tamper, which make interactions with computational devices far more intuitive and embodied.


Mobile devices continue to evolve, but it is the increased access to affordable and reliable networks that is driving this technology now. Mobiles are capable computing devices in their own right — and they are increasingly a user’s first choice for Internet access.


    Learning analytics loosely joins a variety of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time. Building on the kinds of information generated by Google Analytics and other similar tools, learning analytics aims to mobilize the power of data-mining tools in the service of learning, and embracing the complexity, diversity, and abundance of information that dynamic learning environments can generate.


                                                                                                                资料链接 2011-Horizon-Report

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