4. Disruption in the LMS market: 60% probable
LMSs aren’t going to go away in 2012, but expect to see some major changes here. Competition has suddenly ramped up, with several new entrants such as Instructure and Pearson. I don’t think the higher education market is big enough for all the players, so expect some large changes in 2012. Your guess is as good as mine as to what these changes will be, but here are my guesses
- either Blackboard or Desire2Learn will be acquired/absorbed by another company or will go bankrupt: it may not happen in 2012 but it is inevitable over time (I hope you have created your digital materials in an easily portable format)
- LMSs will begin to look different, with a greater emphasis on learner control of the interface, learner input, and the ability for instructors to plug and play ‘external’ applications at will
- continued rapid incorporation of social media, either directly or (more probably) through seamless links
- whatever, Blackboard’s market share will continue to drop, but there is no obvious winner in sight yet; more likely is a continuation of a fragmented market
Likely barriers to the predictions coming true:
- Blackboard’s future is secured through sale to a major IT corporation (think SAP or Microsoft), resulting in greater R&D and higher license fees
- inertia: faculty not wanting to change and so unwilling to move to better products/designs
5. Integration of social media into formal learning: 66% probable on a large scale
In some ways, this is more of an opening of education than a technology move. However, expect in 2012 to see many conventional universities incorporating ‘open’ blogs and wikis as an increasingly important part of formal courses. The University of British Columbia’s wiki is a good example. There are several reasons why this is going to expand rapidly in 2012:
- once the infrastructure is in place (and it’s not difficult to do technologically), it is easy for faculty and students alike to create their own materials
- campus wide log-in provides security and quality control so that content cannot be tampered with externally, but allows for open access to other faculty and authorized users from outside the institution
- interaction between students and instructors and assessment remains private (within the LMS)
- such sites gradually build centres of excellence around academic topics – especially interdisciplinary areas (take a look at The Evolution of Insect Wings at UBC)
- topics can be developed as ‘stand-alone’ wikis that transcend a course, or as course related topics, reducing over time the need to create online course materials from scratch
- because these are open access materials, under a Creative Commons license, materials can be accessed from a growing number of institutions worldwide as well as creating local sites.
- central IT units fearful of losing ‘control’
- overload for faculty and students if merely added to existing course work
- lack of consensus across the institution about infrastructure and organization
6. The digital university: 10% probability
Will we see an announcement from an elite university that in 2012, it will go truly ‘digital’, by starting to redesign all its programs from scratch, so as to incorporate digital learning as fully as possible? This would not be an online or distance university, nor one where digital technology is used to enhance classroom teaching, but one which by design tries to integrate the best features of online and campus-based learning.
A good place to start would be the very large first and second year foundation courses. For instance if you were starting from scratch, how would you design a science foundation course, using a combination of small study groups, inquiry-based learning, OERs, remote labs, simulations, hands-on labs, social media and ‘modern’ instructional design, focused as much on the development of intellectual skills as on the acquisition of content, within the current constraints of staffing and facilities? How could the campus best be used in such a program?
This would follow the MIT precedent of having the President and Vice-President/Provost announce this, but (unlike MIT) after full consultation with faculty and students, and the process (also unlike MIT) would extend, gradually, over time, throughout the whole university, based on trial, error and evaluation. The degree qualification would remain the same, but the teaching, and also the learning, would be vastly different.
We really need something like this if we want high quality, sustainable higher education for a mass market. Nothing would better prepare economically advanced countries for the growing competition from fast developing countries. Universities need to get ahead of the economic and technology curve, and shape it, not follow it. Such a development has to come at an institutional level, but government funding and encouragement would also be extremely helpful, as there would be a relatively high cost of change.
It’s unlikely that such an announcement will be made in 2012, because it needs a lot of advanced preparation, but at least the process could begin this year in some institutions. This of course requires leadership and commitment at a scale that has been notably lacking in most institutions and from most governments in recent years.
- where does one begin? Probably risk: why would an elite institution risk its market competitiveness which depends more on restricted access than quality teaching?
- the need for faculty training: this won’t succeed without a massive effort in this area
- the high cost of start-up: this will need extra resources to enable faculty to have time to work on the design and implementation, extra training, and for communication with students, faculty, board and employers; however, there may be significant savings down the line
- getting consensus across the institution, which would be necessary for it to work
- faculty in elite institutions don’t care enough about teaching to go through the inevitable disruption
- add your own…….
7. Watch India
I will be writing a full post on Indian e-learning later, but there are several reasons behind this prediction:
- the Indian government’s decision to subsidize 12 million Aakash tablets at US$35 per tablet will open up online learning to a vast number of Indians (800 million) who currently have no Internet access, but who do have mobile phones
- the Aakash deal will also put great pressure on Indian higher education institutions, who in general have been highly resistant to e-learning, to move more quickly, if they are to access additional government funding for tablets.
- this will also stimulate India’s already burgeoning e-learning industry to produce content, programs, degrees and learner support for such students. In 2009 Researchandmarkets estimated the market size to touch $603 million by the end of calendar year 2012. The Aakash deal is likely to inflate this figure by an order of magnitude.
- up to now, most e-learning companies in India have been marketing externally, and have focused on corporate training and informal learning, but there are signs that in 2012, the focus will be on providing e-learning products, services and programs for Indian students.
- English is widely used in Indian post-secondary education, and the move to OERs will enable Indian institutions to move quickly into online learning with what will be perceived as quality learning materials from reputable organizations (such as MIT).
- institutional resistance to online learning
- costs of Internet access
- lack of bandwidth in many rural areas
- lack of attention paid to instructional design and learner support leading to high drop-out
8. The great unknown: 10% probability
Lots of possible developments could really put the spanner in the works for e-learning. The biggest threat could come from the US Congress. The Stop Online Piracy Act (SOPA), also known as H.R. 3261, could have massive implications not just in the US but also across the world, given the location of servers and companies that provide critical Internet services to whom the law will apply. Other attempts to counter terrorism, or attempts by telecommunications companies to throttle access to media, or changes to copyright laws all have possibly negative implications for online learning. Publishers are doing their best to block open access.
Technology problems could also impact e-learning, for instance, the large-scale loss of data through an LMS failure, or a major class action suit for invasion of privacy through the use of social media.
Despite some of the risks outlined, the overall outlook for e-learning in 2012 is generally highly favourable, with the ‘good’ developments much more likely to dominate.
Although it is difficult to be precise, the trends towards more openness, more mobility, more innovation in teaching and learning, and more powerful tools for instructors and especially students, are clear and are consistent with developments in previous years. Yes, history is on our side!
In another post, I will look particularly at individual technologies that are likely to impact on e-learning in 2012.
In the meantime, how do your predictions differ? Have I missed something important? Do you disagree with any of these predictions? How do you feel about e-learning in 2012? Over to you!