identifying and tracking trends in instructional design and technology
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Identifying and Tracking Trends in Instructional Design and Technology
Robert A. Reiser Fabrizio Fornara Weinan Zhao
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Identifying and Tracking Trends in Instructional Design and Technology
Primary Question: What trends (methods and technologies) are currently being widely
discussed and/or implemented by professionals in the IDT field?
Focus of Today’s Presentation:
The methods we have used to answer this question
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How We Identified Sources of Useful Information
- Started with familiar sources - Consulted with an expert reference librarian - Conducted Google search:
◦ Trend name + survey/trends/report + data
Sources We Have IdentifiedHigher education K-12 Business and industry
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Sources We Have Identified (cont.)Higher education K-12 Business and industry
• The Chronicle of Higher Education
• Inside Higher Ed• EDUCAUSE (ECAR)• Babson Research Group• Higher Education Research
Institute• Education Week• Horizon Report• Faculty Focus• eLearningLearning.com• Center for Digital Education• ERIC (Proquest)• Pew Research
• Project Tomorrow - Speak Up• Education Week• Edudemic• Babson Research Group• Horizon Report• Educational count• eLearningLearning.com• Center for Digital Education• The Joan Ganz Cooney Center• ERIC (Proquest)• Pew Research
• Training and Development• Training Magazine• Performance Improvement /
Performance Improvement Quarterly
• ATD• eLearning GUILD• Mashable• eLearningLearning.com• Business source complete• Pew Research
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How We Track Updates from the Sources
Newsletters RSS Feed
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How We Track Updates from the Sources (cont.)Social Media
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How We Collect and Track Data (cont.)
Annual Reports Other Reports
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List of Trends Communities of practice
Educational games
Global learning
Informal learning
Knowledge management
Learning sciences
Mobile learning
Online learning
Performance improvement
Performance support
Problem-based learning
Social media
Flipped learning
Learning analytics
MOOCs
Open educational resources
Virtual/Augmented reality
Workforce/Talent development
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Which Kinds of Data We Are Looking for
Source: eLearning Guild, Learning and Performance Ecosystems: Current State and Challenges, 2015, n = 441
Data on:• Adoption• Benefits• Issues
Types of Social Media Employed
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Which Kinds of Data We Are Looking for (cont.)
Importance of using a mobile device for various student-related activitiesData on:• Adoption• Benefits• Issues
Source: EDUCAUSE, ECAR Study of Undergraduate Students and Information Technology, 2014 N=75,306 students
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Which Kinds of Data We Are Looking for (cont.)
Source: Pearson & Babson, Social Media for Teaching and Learning, 2013
Data on:• Adoption• Benefits• Issues
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How We Prioritize the DataTime:• The more recent, the better• Data across time is preferred
Source: Babson Group, Grade Change: Tracking online education in the United States, 2015, n = ~2,800
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How We Prioritize the Data (cont.)
Source: EDUCAUSE, ECAR Study of Undergraduate Students and Information Technology, 2014 N=75,306 students
Type: • Actual usage data • Data about opinions
and perceptions • Statement without data
support
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How We Prioritize the Data (cont.)
Source: eLearning Guild, Learning and Performance Ecosystems: Current State and Challenges, 2015, n = 441
Type: • Actual usage data • Data about opinions
and perceptions • Statement without data
support
Performance support is strongly sponsored within my organization
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How We Prioritize the Data (cont.)Type: • Actual usage data • Data about opinions
and perceptions • Statement without data
support
MOOCs are not dead, but MOOC mania has certainly abated. […] Predictions made in 2012 that MOOCs would totally disrupt the existing higher education model were certainly exaggerated. […] For the most part, however, MOOCs today have not evolved significantly in approach beyond those available in 2012.
Source: Inside Higher Ed, The Future of MOOCs, October 29, 2014
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How We Transform the Data (cont.)• Modify figures to emphasize
key data• Visualize data originally in text
form• Summarize key findings from a
single report• Synthesize data from multiple
reports• Gather missing information
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How effective have games been in improving your students’ learning?
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How We Transform the Data (cont.)
Source: University of Phoenix, College of Education Survey, 2013, n~1000
• Modify figures to emphasize key data
• Visualize data originally in text form
• Summarize key findings from a single report
• Synthesize data from multiple reports
• Gather missing information
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How We Transform the Data (cont.)• Modify figures to emphasize
key data• Visualize data originally in text
form• Summarize key findings from a
single report• Synthesize data from multiple
reports• Gather missing information
What are the benefits and challenges associated with mobile learning?
Benefits:- Increases student engagement in learning (77%)- Provides access to online textbooks (68%)
Challenges:- Potential for distraction (76%)- Equity issues: not all students have a mobile device (68%)
Source: Project Tomorrow, Speak Up 2015 National Findings, 2015, n~42,000
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How We Transform the Data (cont.)• Modify figures to emphasize
key data• Visualize data originally in text
form• Summarize key findings from a
single report• Synthesize data from multiple
reports• Gather missing information
Online Learning
There has been a growing use of online learning in many sectors of the education and training world; this growth is likely to continue for quite a while.
• The percentage of online training has increased among leading training organizations.
• The percentage of students taking online courses has greatly increased among middle school and high school students.
• The percentage of students taking online courses has greatly increased among colleges and universities.
Sources: ATD, 2012; Blackboard, 2011; Babson Group, 2013
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How We Transform the Data (cont.)• Modify figures to emphasize
key data• Visualize data originally in text
form• Summarize key findings from a
single report• Synthesize data from multiple
reports• Gather missing information
The description of the sample is not included in the report, but we obtained it by asking the authors through email:-----------------------------------------------------------------------We received nearly 100 survey responses.
• Approximately 19 percent represent organizations with 101-1000 employees.
• Approximately 15 percent represent organizations with 1001-5000 employees.
• Approximately 14 percent represent organizations with 5001-10000 employees.
• …
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Massive Open Online Courses (MOOCs)
• What is the extent of their use in various educational settings?
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MOOCs in Business and Industry• Does your organization use
MOOCs as part of your learning and development program?
Source: ATD, MOOCs. Expanding the Scope of Organizational Learning, 2014, n = 525
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MOOCs in Higher Education
Source: Babson, Grade Level: Tracking Online Education in the United States, 2015, n = ~ 2800
Percentage of universities offering / planning to offer MOOCS
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MOOCs in Higher Education (cont.)
Source: Babson, Grade Level: Tracking Online Education in the United States, 2015, n = ~ 2800
Percentage of universities offering / planning to offer MOOCS
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MOOCs in Higher Education (cont.)
Source: Babson, Grade Level: Tracking Online Education in the United States, 2015, n = ~ 2800
Percentage of universities not planning to offer MOOCs
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MOOCs in Higher Education (cont.)
Source: Babson, Grade Level: Tracking Online Education in the United States, 2015, n = ~ 2800
Percentage of universities indicating that MOOCS are not a sustainable method for offering courses
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Major Trends We Are Currently Tracking• Performance Improvement• Performance Support• Online Learning• Social Media• Educational Games• Mobile Learning• Massive Open Online Courses (MOOCs)• Learning Analytics• Open Educational Resources• Flipped Classroom• Informal Learning
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Thank You!Robert A. Reiser: rreiser@fsu.eduFabrizio Fornara: ff11@my.fsu.eduWeinan Zhao: wz11@my.fsu.edu
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