Information needs to be exchanged, transferred, and utilized while being quick and easy to utilize the tools in throughout the organization. Google Apps and Social Media both have quick and easy integration into other platforms. Google has one log in for a plethora of educational tools, all of which work together.
Faculty must be able to piece together their personalized learning management system without worrying whether or not their tools will share data.
The learning environment should be the key source of learning data and the data should be exchanged unimpeded and be able to be aggregated, integrated and analyzed for the purpose of learning.
Developers should create software that works on with all systems.
Integration must be easy enough for end users to quickly and easily add tools to the environment, without help from IT.
Where this is a feature already in use with today's Learning Management Systems, it is important to improve upon today's model by including multiple data points from which the instructor can then use to inform and adjust instruction.
Assessments incorporated into the program
Instant feedback and support through AI
Email interface allowing communication with instructor
Analytics are comprehensive and can track individual, course, and system-wide progress.
An example (though not exclusively for higher education) is IXL. IXL is an education website that offers Standards-based learning that is adaptive and individualized.
Click the Link below to check out the website
IXL Analytics, which tracks classroom-wide as well as individual student performance. IXL gives instant and personalized feedback and adjusts learning modules based on analytics of current modules.
The collaborative format should let students move freely between public and private online spaces and capture collaborations no matter where on the internet they occur.
Ability to communicate with others through video conferencing
Crowdsourcing that allows learners (or other users to contribute content) such as Open Osmosis.
the merging of real and virtual worlds to produce new environments and visualizations where physical and digital objects co-exist and interact in real time
Brain-Computer Interface Devices
Wearable EEG technologies
Allows individuals with muscular disorders or other physical disabilities to interact fully in digital environments
The rise in open innovation and free and open-source software has greatly reduced the cost of adopting the NGLMS
While institutions may have licensing fees associated with the use of NGLMSs, estimated at around $300,000 per year for a mid sized state university, the added benefit it brings to teaching and learning far surpasses this cost, and is not passed on to the students
Reflection: how these solutions meet the needs of all participants.
Students: adaptive, personalized, and optimized learning. Immediate feedback and direct information provided to timely support.
Instructors: can be tailored to meet needs, rather than one-size fits all. Supports not only course management, but also supports learning. Flexibility in content curation and development, as well as open-source resources and support.
Administrators: Flexible, responsive structure that can be easily reconfigured to adapt to changing needs. Comprehensive analytics provide a wealth of data on individual, course, campus levels and beyond.
Booth, M. (2012). Learning Analytics: the new black. Educause Review Online. Retrieved from http://www. educause. edu/ero/article/learning-analytics-new-black.
Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment. A Report on Research. ELI Paper. Louisville, CO: Educause April.
EMOTIV - Brainwear® Wireless EEG Technology. (n.d.). Retrieved April 12, 2017, from https://www.emotiv.com/
Enamorando, S. (2017). Q & A: Increasing Accessibility at Blackboard with Ally. (2017, February 22). Retrieved April 12, 2017, from http://www.3playmedia.com/2017/02/22/accessibility-blackboard/
Konnikova, M. (2014). Why MOOCs are Failing the People They’re Supposed to Help. (2014, November 7). Retrieved April 12, 2017, from http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions
Microsoft. (n.d.). Microsoft HoloLens. Retrieved April 12, 2017, from https://www.microsoft.com/en-us/hololens
Watters, A. (2014, September, 5) Beyond the LMS [web log post]. Retrieved from: http://hackeducation.com/2014/09/05/beyond-the-lms-newcastle-university