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1、2023 EDUCAUSE Horizon ReportTeaching and Learning EditionKathe Pelletier,Jenay Robert,Nicole Muscanell,Mark McCormack,Jamie Reeves,Nichole Arbino,and Susan Grajek,with Tracey Birdwell,Danny Liu,Jean Mandernach,Ayla Moore,Anna Porcaro,Rayan Rutledge,and Johann Zimmern,2023 EDUCAUSE Horizon Report,Tea

2、ching and Learning Edition(Boulder,CO:EDUCAUSE,2023).2023 EDUCAUSEThis report is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.ISBN:978-1-933046-18-1EDUCAUSE Horizon Report is a registered trademark of EDUCAUSE.Learn MoreRead additional materia

3、ls on the 2023 Horizon Project research hub,https:/www.educause.edu/horizon-report-teaching-and-learning-2023THANK YOU TO OUR TEACHING AND LEARNING HORIZON REPORT SPONSORSEDUCAUSE is a higher education technology association and the largest community of IT leaders and professionals committed to adva

4、ncing higher education.Technology,IT roles and responsibilities,and higher education are dynamically changing.Formed in 1998,EDUCAUSE supports those who lead,manage,and use information technology to anticipate and adapt to these changes,advancing strategic IT decision-making at every level within hi

5、gher education.EDUCAUSE is a global nonprofit organization whose members include US and international higher education institutions,corporations,not-for-profit organizations,and K12 institutions.With a community of more than 100,000 individuals at member organizations located around the world,EDUCAU

6、SE encourages diversity in perspective,opinion,and representation.For more information,please visit educause.edu.2023 EDUCAUSE Horizon ReportTeaching and Learning EditionExecutive Summary.4Trends:Scanning the Horizon.6Social Trends.8Technological Trends.10Economic Trends .12Environmental Trends .14P

7、olitical Trends .16Key Technologies&Practices .18AI-Enabled Applications for Predictive,Personal Learning .19Generative AI.21Blurring the Boundaries Between Learning Modalities .23HyFlex.25Microcredentials .27Supporting Students Sense of Belonging and Connectedness .29Scenarios .31Growth .32Constrai

8、nt.33Collapse .34Transformation .35Implications:What Do We Do Now?.36Learning Spaces .37Equity and Accessibility .39Digital Connectivity .41Adult Learners.43Innovation in Research and Teaching .45Faculty .47Under-Resourced Institutions .49Methodology.51Expert Panel Roster.54CONTENTS2023 EDUCAUSE Hor

9、izon Report|Teaching and Learning Edition 4EXECUTIVE SUMMARYArtificial intelligence(AI)has taken the world by storm,with new AI-powered tools such as ChatGPT opening up new opportunities in higher education for content creation,communication,and learning,while also raising new concerns about the mis

10、uses and overreach of technology.Our shared humanity has also become a key focal point within higher education,as faculty and leaders continue to wrestle with understanding and meeting the diverse needs of students and to find ways of cultivating institutional communities that support student well-b

11、eing and belonging.For this years teaching and learning Horizon Report,then,our panelists discussions oscillated between these seemingly polar ideas:the supplanting of human activity with powerful new technological capabilities,and the need for more humanity at the center of everything we do.This re

12、port summarizes the results of those discussions and serves as one vantage point on where our future may be headed.This project was grounded in a modified Delphi methodology that seeks to elevate the collective perspectives and knowledge of a diverse group of experts,and the panelists activities wer

13、e facilitated using tools adapted from the Institute for the Future.Environmental Climate change is increasingly impacting our daily lives.Environmental issues are being integrated into academic programs and institutional operations.Technology is behind the curve on reducing its environmental impact

14、.Political Governments are leveraging disinformation and propaganda.Nationalism is rising across the world.Political party conflict is increasingly blocking decision-making and action in the U.S.political system.Key Technologies and Practices Horizon panelists were asked to describe the key technolo

15、gies and practices they believe will have a significant impact on the future of postsecondary teaching and learning,with a focus on those that are new or for which there appear to be substantial new developments.After several rounds of voting,the following six items rose to the top of a long list of

16、 potential technologies and practices:AI-Enabled Applications for Predictive,Personal Learning Generative AI Blurring the Boundaries between Learning Modalities HyFlex(i.e.,students enrolled in a course can participate on site,synchronously online,or asynchronously online as preferred)Microcredentia

17、ls Supporting Students Sense of Belonging and ConnectednessTrendsAs a first activity,we asked the Horizon panelists to provide input on the macro trends they believe are going to shape the future of postsecondary teaching and learning and to provide observable evidence for those trends.To ensure an

18、expansive view of the larger trends serving as context for institutions of higher education,panelists provided input across five trend categories:social,technological,economic,environmental,and political.After several rounds of voting,the panelists selected the following trends as the most important

19、:Social Student demand for flexible and convenient learning modalities is increasing.The focus on equitable and inclusive teaching and learning has expanded and intensified.Microcredentials programs are gaining momentum and maturity.Technological The potential for AI to become mainstream is growing.

20、The online versus face-to-face dichotomy is being disrupted.Low-and no-code technologies that simplify complex processes are enabling more people to create digital content.Economic Affordability and ROI are impacting potential students decisions to enroll in postsecondary education.As funding for pu

21、blic higher education declines,institutions are expected to do more with less.The need and demand for lifelong,workplace learning are increasing.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 5Having identified the most important technologies and practices,panelists were then asked to re

22、flect on the impacts those technologies and practices would likely have at an institution.We asked panelists to consider those impacts along several dimensions important to higher education:equity and inclusion,learning outcomes,risks,learner and instructor receptiveness,cost,new training required o

23、n the part of learners and instructors,and potential impact on institutional strategic goals.ScenariosScanning the trends section and the technologies and practices section,we can begin to gather and arrange the information we have into logical patterns that can help us envision a number of scenario

24、s for the future,for which we could start to prepare today.In this report,we paint portraits of four possible future scenarios for postsecondary teaching and learning:Growth:The COVID-19 pandemic catapulted remote modalities into the forefront of teaching and learning practice more than 10 years ago

25、.While educators have leveraged this momentum in digital transformation to effect long-lasting institutional changes,profit-driven activities have exacerbated the digital divide among students.Additional equity issues arise as employers become more frequent and significant partners in higher educati

26、on,developing more granular microcredentials without investing in critical infrastructure to expand access.Constraint:By 2033,climate change has forced thousands of families to relocate due to unsafe and unaffordable living conditions.As a result,educators and employers are collaborating to offer st

27、udents flexible options in hybrid and HyFlex learning modalities that include personalized,cross-institutional learning pathways to meet students needs.Politicians are increasingly spreading misinformation about our climate for the purposes of gaining voters,leaving higher education institutions as

28、one of the few remaining reliable sources on climate change information.Collapse:By the late 2020s,AI tools had become inexpensive and effective alternatives to humans for many higher education jobs.Faculty and staff numbers were dwindling,making it even harder for the remaining workforce to find th

29、e time to connect with their students.Large numbers of students abandoned higher education due to this lack of attention to personal well-being,and the 2025 Enrollment Cliff only worsened the problem.As an alternative to education,students are fully embracing“meta-living,”cultivating relationships w

30、ith human avatars,creating customized home landscapes,and developing new revenue streamsall in the AI-powered metaverse.Transformation:Faculty and staff have been able to implement novel AI tools for content creation,editing,and dissemination.Low-and no-code technologies enable anyone in higher educ

31、ation,no matter their level of expertise,to create digital content.These tools have freed up capacity for faculty and staff,who can now spend a significant portion of their time engaging and connecting one-on-one with students and fostering community and belonging across the institution.These tools

32、also serve to unite individuals across both local and international communities and with wildly different political beliefs.Implications EssaysIn light of the trends and future scenarios presented throughout this report,what can we say about the implications for institutions and what they can begin

33、to do today to start preparing for these possible futures?This year we took a slightly different approach to these implications essays than in past years.We invited seven panelists to write essays reflecting on the implications of the trends and key technologies and practices from a particular frame

34、 of reference,including adult learning;innovation in research and teaching;instructional design at under-resourced institutions;learning spaces;faculty;digital connectivity;and equity and accessibility.Each panelist was asked to reflect on the following questions from their particular frame of refer

35、ence:What should we do now?What plans should we make?2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 6TRENDS:SCANNING THE HORIZONInstitutions of higher education,and the teaching and learning practices they adopt,are in many ways products of the larger environments of which they are a par

36、t.Colleges and universities are always made up of people living at a particular point in history,residing together in particular communities,and sharing a particular mixture of cultural ideas,norms,and resources.Mapping the future of these institutions and their practices demands that we pay attenti

37、on to the larger social,economic,and other shifts taking place across our global society that may be impacting higher education in profound ways.To help us explore these larger forces taking shape around higher education,we asked panelists to survey the landscape and identify the most influential tr

38、ends shaping higher education teaching and learning across five categories:social,technological,economic,environmental,and political.This section summarizes the trends the panelists voted as most important in each of these categories,as well as anticipated impacts of and evidence for each trend.In t

39、his years report,we see a continued focus on learning modalities with increasing demand for flexibility from students,and educational delivery formats are no longer strictly“online”or“face-to-face.”Unsurprisingly,the potential for AI to become mainstream was highlighted,as was a new trend describing

40、 how low-and no-code technologies are becoming more widely available,enabling anyone to create digital content.The topics of microcredentials and the demand for learning relevant to the workplace have appeared in the Horizon Report for a number of years but may be reaching a tipping point in terms o

41、f maturity and momentum.Similarly,equity and inclusivity is a consideration noted in the Horizon Report over the years,but this focus appears to be expanding and intensifying in teaching and learning.Meanwhile,institutions are balancing the expectation to do more with less with the pressure to deliv

42、er affordable programming that meets the publics expectation of return on investment.Running across these trends are ongoing issues related to political extremism and polarization,the ongoing rise of nationalism,and environmental issues,all of which increasingly impact our daily lives.Panelists note

43、d specific ways that higher education might contribute to reducing environmental impact,such as integrating environmental issues into academic programs and operations.Technology has a significant environmental impact,including digital emissions,and institutions need to be more mindful and accountabl

44、e about their digital footprint.The summary of these trends is drawn directly from the discussions and inputs provided by our expert panelists,in keeping with the tradition of the Delphi methodology.Each of the trends was identified and voted on by panelists without influence from the EDUCAUSE Horiz

45、on Report staff,aside from our work in organizing and synthesizing the panelists inputs for presentation here.SocialStudent demand for flexible and convenient learning modalities is increasing.The focus on equitable and inclusive teaching and learning has expanded and intensified.Microcredentials pr

46、ograms are gaining momentum and maturity.TechnologicalThe potential for AI to become mainstream is growing.The online versus face-to-face dichotomy is being disrupted.Low-and no-code technologies that simplify complex processes are enabling more people to create digital content.EconomicAffordability

47、 and ROI are impacting potential students decisions to enroll in postsecondary education.As funding for public higher education declines,institutions are expected to do more with less.The need and demand for lifelong,workplace learning are increasing.EnvironmentalClimate change is increasingly impac

48、ting our daily lives.Environmental issues are being integrated into academic programs and institutional operations.Technology is behind the curve on reducing its environmental impact.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 7Each of the trends encompasses far more complexity and va

49、riability across types of institutions and regions of the world than can be adequately captured in such a brief summary.Indeed,the expert panelistswho represent a variety of roles and institutional types within and beyond the United Statesroutinely reflected on the ways in which trends affect instit

50、utions differently across different settings.Where possible,weve tried to account for that variability,though the reader will certainly bring additional experiences and contexts that would further broaden these considerations.PoliticalGovernments are leveraging disinformation and propaganda.National

51、ism is rising across the world.Political party conflict is increasingly blocking decision-making and action in the U.S.political system.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 8SOCIAL TRENDSStudent demand for flexible and convenient learning modalities is increasing.Impact:Three y

52、ears from the onset of the COVID-19 pandemic,online and hybrid learning have become commonplace.Well out of emergency mode,colleges and universities are in the midst of deciding the extent to which they will return to face-to-face operations.Now,students want more flexibility and convenience when it

53、 comes to how their education is deliveredfor individual courses and degree programs on the whole.Demand is growing for flexibility in course start times,length,and format.Students place less importance on in-person classes and more on online options,especially hybrid and HyFlex courses.As instituti

54、ons plan for sustainability,they will need to be intentionala“one size fits all”approach will not work.Colleges and universities will need to figure out how to design learning experiences that vary in format and the way they are accessed but are equivalent in quality and learning outcomes.Institutio

55、ns must also support the faculty creating and teaching these coursesfaculty will need training and instructional support to be able to teach across modalities.Institutions will also need to invest in learning spaces that will be sustainable.On-campus learning spaces will need to have up-to-date tech

56、nology and should be flexible and multifunctional to support hybrid and HyFlex learning,in addition to other teaching and learning and student activities.With ongoing budget cuts,many institutions will need to be creative and find new ways of using existing spaces on campusfor example by making spac

57、es reconfigurable so that they can be used for classes,workshops,and eventsor revamping spaces to include more shared workspaces and fewer individual office spaces,which are often underutilized.Evidence:The most recent EDUCAUSE student survey found that since 2020,students modality preferences have

58、shifted toward flexible,online options and having access to a variety of online resources and activities.In California,the nine-campus Los Angeles Community College District has an even split between online and in-person coursescompared to pre-COVID,when 80%of courses were in-personand some in-perso

59、n classes have been canceled or converted to online classes due to low registration.The focus on equitable and inclusive teaching and learning has expanded and intensified.Impact:Scrutiny of social issues has increased worldwide and across contexts,and higher education is no exception.Diversity,equi

60、ty,and inclusion(DEI)has emerged as a core value at many institutions and is being threaded into key elements of many institutional missions.Institutions are developing initiatives and programs that focus on DEI,and efforts are underway to attract increasingly diverse groups of faculty and students,

61、especially those from marginalized and indigenous groups.Institutions are also in the midst of an accessibility revolution,with a focus on making digital learning accessible to all.Many offer a variety of assistive technologies,and some implement the principles of universal design for learning(UDL),

62、which is“a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”Moving forward,institutions must go well beyond including DEI as a core value and positive messaging.They must work on strategically implementing steps that lead to m

63、easurable improvements.Additionally,institutions need to focus on narrowing the widening digital divide and find ways to ensure that students with disabilities and those in the lower quartiles of socioeconomic status have access to high-quality,equitable,accessible learning opportunities,in addition

64、 to the tools needed to support them.Ensuring digital accessibility is an ongoing process,and institutions must make significant investments in training and software/tools to ensure learning is accessible to all.Evidence:Over the past decade,higher education has seen an increase in accessibility law

65、suits,with the largest spike in barriers occurring with COVID-19.According to a recent article,“64%of students believe their college or university is supportive of diversity,equity,and inclusion(DEI)on their campuses,but many believe more must be done to see tangible results.”A universal design fram

66、ework by Sheryl Burgstahler can help institutions develop courses that are equitable for all groups.Higher education takes place within particular social contexts,and learning experiences are shaped and colored by the people interacting and building relationships through those experiences.Teaching a

67、nd learning in higher education is a fundamentally social practice,one that is better understood by mapping the important social trends developing within and around it.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 9FURTHERREADINGChronicle of Higher Education“Course Correction:Students E

68、xpect Total Flexibility in the Pandemic-Era Classroom.But Is That Really What They Need?”Explore Access“Designing an Accessible Online Course”American College of Education“Micro-Credentials”Microcredentials programs are gaining momentum and maturity.Impact:Amid a growing viewpoint that the value of

69、traditional degrees is declining,students are increasingly interested in flexible pathways.Thus,institutions are considering implementing microcredentials and stackable credentials as a means of ensuring that their graduates have the flexibility to complete their coursework and obtain the skills nee

70、ded to enter the workforce.Microcredentials are short courses or programs that allow students to gain specific knowledge and skills needed in the workforce.Stackable credentials can be combined toward a degree or a career pathway,providing multiple entry and exit pointsstudents can earn and benefit

71、from a credential before completing a full degree,and if they need to leave or take time off,they can return and pick up where they left off,continuing to stack their smaller credentials toward a larger credential or degree.As student demographics change to include a larger proportion of adult learn

72、ers,microcredentials and stackable credentials will be attractive options for working adults who need to upskill or reskill and need flexible options in doing so.Currently,little guidance is available on how to create,implement,govern,and manage microcredentials,thus they tend to vary significantly

73、in their requirements,implementation,and quality.Institutions looking to implement sustainable and valuable microcredentials will need to utilize standards and frameworks that are based on promising practices of institutions with mature microcredentialing programs and that clearly define what microc

74、redentials are and the basic principles and requirements.Issues that will need to be considered and addressed with the implementation and management include affordability,accessibility,and scalability.Evidence:According to the Strada-Gallup Education Survey,a quarter of Americans would pursue educat

75、ion or training if they lost their job,but most prefer nondegree training over the traditional college route.The Australian Government Department of Education,Skills,and Employment offers a“National Microcredentials Framework,”which defines microcredentials,unifying principles,and critical informati

76、on requirements and outlines a minimum standard for microcredentials that will be available in the marketplace.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 10TECHNOLOGICAL TRENDSTechnology is constantly changing and growing more sophisticated.As technologies become outdated and new tec

77、hnologies are introduced,institutions of higher education must consistently monitor the usefulness of tech already implemented and plan for new technologies that enable more adaptive decision-making and more flexible teaching and learning experiences.What those technologies are,how they are deployed

78、 across the institution,and the ways in which they themselves continue to evolve is one of the ongoing and defining stories of higher education.The potential for AI to become mainstream is growing.Impact:Simple AI tools are already ubiquitous in education,mainly used to improve relatively mundane,re

79、petitive tasks.However,as they become more sophisticated,AI technologies are increasingly a viable way for institutions to save money and improve efficiency and workflows.The potential is growing for AI to address more complex and higher-stakes tasks.AI can help institutions address persistent chall

80、enges such as enrollment,retention,and financial aid allocation.AI also has the potential to alter the teaching and learning experience.It can impact teaching by helping faculty create instructional content and grade assessments.It can impact the student experience by increasing engagement through t

81、he use of avatars and the metaverse,in addition to improving learning outcomes via personalizing learning.On the other hand,advancements in AI have sparked debates about academic integrity,accuracy,and fairness and equity.AI-powered writing technologies are becoming much more sophisticated and widel

82、y available,leading many to speculate that cheating will become widespread.Concerns are also growing about whether AI produces accurate,unbiased output.For example,some have questioned the use of AI tools during the student application reviewing process and grading,wondering whether AI provides fair

83、 outputs.Others argue that reliance on these tools will cause students to lose important skills.It is too early to determine whether these concerns are wholly founded.Moving forward,institutions will need to plan for how to leverage AI in a way that improves efficiency and simultaneously promotes le

84、arning,creativity,innovation,and growth,all the while ensuring that fairness and equity are maintained.Evidence:AI can write college essays that are indistinguishable from human writing.Concern is growing over potential misuse,and institutions have begun providing information about AI and teaching a

85、nd learning on their websites.However,some experts are not worried about cheating and believe that AI tools could actually be used to enhance student learning.The online versus face-to-face dichotomy is being disrupted.Impact:In the current higher education climate,we see a blurring in the distincti

86、on in course delivery formats.During the emergency response phase of COVID-19,institutions had to quickly implement online courses.As institutions continued to adapt,they realized that both faculty and students wanted more flexibility and options and that going back to 100%onsite learning would not

87、be sustainable for many.College officials saw this as an opportunity to integrate digital tools and online experiences into courses that were traditionally face-to-face.This increased adoption of hybrid courses has disrupted the online versus face-to-face dichotomy.Faculty and students now have acce

88、ss to teaching and learning experiences that are multimodalboth online and face-to-face,all in the same course.This blurring of lines presents an even greater imperative to equip faculty with information,knowledge,training,and skills related to best teaching and learning practices so that they can t

89、each across modalities while ensuring that all students have an accessible and high-quality learning experience.Moving away from the online versus face-to-face dichotomy also creates issues with accreditation and funding decisions,as well as communications surrounding course modalityan array of term

90、inology is being used inconsistently to describe modalities.Faculty and student demand for flexible course options is only growing,so institutions will need to rethink the structure,organization,and communication of their course delivery formats.Evidence:When it comes to navigating the world of onli

91、ne and hybrid instruction,a problem of definitions arises.Individuals within and across institutions are not using consistent language for course delivery formats.Nicole Johnson and colleagues provide a Modes of Learning Spectrum framework for categorizing instructional modalities.This provides a fo

92、undation for establishing shared language and conception of course delivery formats.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 11FURTHERREADINGEDUCAUSE Review“Special Report|Artificial Intelligence:Where Are We Now?”Chronicle of Higher Education“As Colleges Focus on Quality in Online

93、 Learning,Advocates Ask:What About In-Person Courses?”CIO Dive“IT Builds Guardrails Around Low Code as Other Units Embrace the Tech”with necessary digital technical skills,including the areas of data analytics,cybersecurity,and software engineering.Its no surprise that recent years have seen rapid g

94、rowth in the use of LCNC platforms.As the use of LCNC technologies continues to grow,institutions may need to rethink their educational programs when it comes to digital competencies,coding,and programming skills.There may be increased need and opportunities in the workforce for individuals who work

95、 with LCNC tech.Evidence:The University of South Florida used low-code technology to address the need for rapid transformation during the COVID-19 pandemic.Microsoft and the Project Management Institute(PMI)are partnering to announce the Power Platform University Hub,which will teach students how to

96、 solve business problems with low-code technologies.Low-and no-code technologies that simplify complex processes are enabling more people to create digital content.Impact:Low-code and no-code(LCNC)technologies that simplify application development are enabling more people to create content.Recent ad

97、vancements in generative AI create a potential for a drastic change in creative endeavors for faculty,staff,and students.With these technologies,people can create audio,images,text,simulations,and video with little to no coding/programming knowledge.With this come opportunities for the democratizati

98、on of app development,giving more people opportunities to participate in the digital economy.Currently,many parts of the world face a digital skills gapbusinesses are struggling to recruit employees 2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 12ECONOMIC TRENDSHigher education is no st

99、ranger to economic challenges.Finding reliable markets and sources of revenue while keeping costs from ballooning is always of critical importance to institutions.Yet economies fluctuate,so institutional leaders need to be prepared for fiscal instability and uncertainty by anticipating declines in f

100、unding and adopting new ways of thinking about and planning institutional business.As funding for public higher education declines,institutions are expected to do more with less.Impact:As funding for public higher education fluctuates(with an overall steady decline over the past decade),institutions

101、 have less to spend but are expected to do more to remain sustainable than in the past,such as adopting and implementing more expensive resources to support an increasingly online infrastructure.To cut costs,many are increasingly relying on adjunct faculty,some are cutting lower-level staff to hire

102、more expensive and specialized administrators,and others are eliminating academic programs or student services.Cuts in public funding are also paving the way for continued tuition hikes and increased costs for students,many of whom borrow to cover the costs of their education.Funding uncertainties a

103、re only growing.Some predict that public funding will increase due to state surpluses.But concerns over a potential recession and the perceived decrease in the value of a college degree could make it more difficult for higher education institutions to secure funding.With an uncertain financial futur

104、e,more focus will be put on recruitment and retention,and institutions may need to revisit their financial models and look for alternative funding sources and strategies.Evidence:State lawmakers have put together their budgets for 2023and funding for education is mixed.According to a recent article,

105、Illinois Gov.Pritzer proposed a$208 million increase,while Florida Gov.DeSantis proposed a$100 million decrease.Lone Star College received increased state funding during COVID-19 due to steady enrollments,which was attributed to its mission to increase recruitment and retention,in addition to increa

106、sing funding for their marketing department.Affordability and ROI are impacting potential students decisions to enroll in postsecondary education.Impact:Student enrollments have been decreasing for a decade,with a sharp decline during the COVID-19 pandemic.Some thought that the pandemic would just b

107、e a“gap year”and that enrollments would go back up in 2021,but that was not the case.Fewer and fewer students are enrolling at colleges and universities,and two primary reasons for this are affordability and return on investment(ROI).Across all institution types,tuition has significantly outpaced in

108、flation over the past 40 years.Unsurprisingly,current and would-be students are increasingly concerned about the cost of postsecondary education.Further,students and parents are not fully convinced that a college degree holds enough value,with many feeling that the price of a college degree,in addit

109、ion to a lack of job certainty upon graduation,does not provide enough ROI.Students are increasingly eyeing nondegree options and early workforce entry.Institutions will need to be more accountable when it comes to providing affordable options and enhancing career outcomes for students.They will nee

110、d to consider implementing nondegree options and skills-based training,while also being more transparent about student costs,job opportunities,and salaries.Evidence:Eight states now legally require institutions to collect and distribute data related to factors such as student costs and outcomes(e.g.

111、,job availability,salaries earned by degree).The U.S.Department of Education maintains a College Affordability and Transparency Center(CATC)that serves as a central point to several tools that allow users to compare tuition and fees,net price,and other characteristics.2023 EDUCAUSE Horizon Report|Te

112、aching and Learning Edition 13FURTHERREADINGcompetitive in this area,they must implement easily accessible and up-to-date nondegree,stackable training that allows employees to learn as they work and even,at times,on the job.Further,in the future companies will need to hire employees who have both in

113、terpersonal skills and advanced technical skills and experience working with new technologies.As a result,institutions will need to incorporate meaningful training experiences in areas such as emotional intelligence,analytics,and AI into their degree and nondegree offerings.Evidence:PEW research fou

114、nd that 87 percent of employees acknowledge that they will need new skills throughout their careers in order to keep up with changes in the workplace,and“most working adults expect to receive training from employers,but few actually do.”The University System of Georgia is focusing on lifelong learni

115、ng as part of its College 2025 initiative,which addresses cost,affordability,academic quality,and preparation for entry into the workforce.The need and demand for lifelong,workplace learning are increasing.Impact:People are living longer,and their work lives are extendingmore and more people are sta

116、ying in the workforce into their 60s and 70s.With technology rapidly advancing,in addition to new discoveries and knowledge rapidly accumulating across industries and disciplines,there is increased need and demand for lifelong,workplace learning.Workers need opportunities to acquire new knowledge an

117、d skills to be effective and to avoid becoming obsolete.With workers leaving their jobs more frequently,a recent shortage of skilled workers,and high competition for attracting the limited talent,companies are quickly expanding their education and skills training benefits for employees.One challenge

118、 has been the practice of workers leaving their job either permanently or temporarily to gain new skills and knowledge.For lifelong learning to be sustainable,more flexible and digitally accessible training is needed.If higher education institutions want to be Fortune“Gen Zers Dont See the Point in

119、Getting a Degree.Heres How to Fix the ROI of College”Chronicle of Higher Education“Colleges Fear Cost of Doing Business Will Become Much Costlier”Forbes“Lifelong Learning:How Universities Can Act on the Need for Authenticity and Relevance”2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 14

120、Climate change is increasingly impacting our daily lives.Impact:In 2022,we saw many significant climate events around the world.A number of countries experienced record heat waves and rainfall.We saw deadly natural disasters including floods in India and Nigeria,drought in Uganda,and earthquakes in

121、Afghanistan.Climate change is increasingly impacting our daily lives,including our mental health and sleep,physical health,housing costs,the availability and costs of food,and the loss of natural spaces.Higher education institutions have already responded to climate changes by revamping campus infra

122、structures,upgrading recycling programs,reducing emissions,investing in more sustainable products,and creating leadership roles responsible for sustainability initiatives.Increasing temperatures and unpredictable and unstoppable future climate events pose risks to campus infrastructures,as well as t

123、o personal living infrastructures,which are increasingly used as teaching,learning,and work spaces.The effects could be widespread;in addition to impacting the safety and well-being of students,faculty,and staff,climate effects have the potential to impact all areas of education,including enrollment

124、s and retention,teaching,research,student services,and operations.Institutions will need to continuously assess their climate change preparedness and adjust their strategic plans to be able to readily adapt to the effects of climate change,and this will be a necessity for the long run.Evidence:McKin

125、sey&Company developed The Green IT Revolution:A Blueprint for CIOs to Combat Climate Change,which focuses on where technology can have the biggest impact on reducing emissions and includes both offensive and defensive actions that IT can take.Some institutions,such as Harvard University,have already

126、 implemented working groups focused on climate change preparedness and resiliency.ENVIRONMENTAL TRENDSInstitutions of higher education draw on finite local and global materials and resources to fuel their operations,and their facilities leave sizable imprints on the environments around them.The need

127、 to adopt sustainable practices across the board,far too often overlooked in higher education planning and decision-making,will be inescapable in a future more concerned with climate stability and environmental sustainability.Environmental issues are being integrated into academic programs and insti

128、tutional operations.Impact:As the effects of climate change become increasingly visible,and as pressures grow to demonstrate a commitment to sustainability,institutions are integrating these issues into their values,academic programs,and institutional operations.Institutions are investing in leaders

129、hip roles,working groups and programs,and sustainable technology and are seeking various ways to reduce emissions.Some are taking a stance and are divesting from fossil fuel companies.Many institutions offer degree programs in environmental and sustainability issues and have begun implementing cours

130、es across nonscience disciplines.However,environmental education has not become mandatory in many institutions and is still neglected as a component of curriculum.Faculty are increasingly facing the challenge of teaching environmental issues without having formal training or support on the topic.The

131、 need for climate literacy generally,not just within the sciences,is becoming apparent.Environmental issues affect all areas of life,and the workforce will increasingly need people with some level of knowledge and experience in areas such as sustainability,environmental technology,green economy,and

132、the environment and health.As institutions integrate environmental education into their academic programs and operations,they will need to move beyond the traditional climate change science lens and focus more on actions and adaptation,such as the steps needed for reducing emissions,being more envir

133、onmentally friendly,and how to be prepared to adapt in the face of change.Evidence:The University of Washington voted to divest from fossil fuels by 2027,and Princeton University decided to cut ties with 90 fossil fuel companies.In spring 2022,Mark Stemen of California State University,Chico,facilit

134、ated the inaugural Faculty Learning Community in Teaching Climate Change and Resilience,which helps faculty integrate climate change topics into their courses to support the universitys Strategic Priority for Resilient and Sustainable Systems.2023 EDUCAUSE Horizon Report|Teaching and Learning Editio

135、n 15FURTHERREADINGWorld Bank“Education and Climate Change:The Critical Role of Adaptation Investments”Chronicle of Higher Education“The Climate-Conscious College”Times Higher Education“How a Green Approach to Tech Can Attract and Engage Students”Technology is behind the curve on reducing its environ

136、mental impact.Impact:In higher education,energy use on campus has been at the forefront when it comes to sustainability practices.With the move to online work and learning,on-campus and transport emissions have certainly been reduced,but digital emissions are increasing.Many of the raw ingredients t

137、hat go into digital tech come from nonrenewable resources such as metal ores.Mass manufacturing creates harmful waste products and exacerbates the growing issue of electronic waste and disposal.Further,the digital footprint goes well beyond the campus.Institutional digital infrastructures are geogra

138、phically widespread(e.g.,servers,data centers,and now the personal homes of those working and learning remotely).Yet,for many institutions,digital emissions are not often thought of as part of an institutions carbon footprint.We are also now in an era of overconsumption and always being connected.Ne

139、w software,applications,and devices are being adopted without careful consideration of their emissions.Some of this is redundantmultiple technologies being adopted to perform the same functions.Institutions and their constituents will need to be more mindful and accountable about their digital footp

140、rint beyond just the campus.They will need to be strategic in their selection of technology,adopting green tech when possible.Evidence:A study by researchers at Yale University found that internet usage increased by up to 40%worldwide early in COVID-19,which caused demand for up to 42.6 million mega

141、watt-hours of additional electricity.The Sustainability Tracking,Assessment&Rating System(STARS)is a self-reporting framework for colleges and universities to measure their sustainability performance.Currently,1,132 institutions have registered to use the STARS Reporting Tool.2023 EDUCAUSE Horizon R

142、eport|Teaching and Learning Edition 16Governments are leveraging disinformation and propaganda.Impact:With the polarizing 2016 U.S.presidential election and the start of the COVID-19 pandemic in 2020,we have seen an influx of misinformation.Technological and connectivity advancements paved the way f

143、or a drastic increase in the number of news sources,delivery platforms,and access devices.The volume of inaccurate or misleading stories on social,political,and environmental events remains high,with significant,negative impacts on the public discourse,yet a wide range of actors continue to leverage

144、 social media and other channels to disseminate problematic content.With this increase in disinformation,there has been intense scrutiny on media outlets,leading to some actionsome social media sites,for example,began implementing steps to crack down on fake accounts and use AI to detect false infor

145、mation.Even with these efforts,trying to identify and regulate misinformation will be continue to be difficult,given the ease of spreading it.As a result,higher education institutions are increasingly coming to recognize the need to foster information literacy across the students and communities the

146、y serve.Most colleges and universities,however,have not yet been able to provide more than limited information literacy offerings at best.Furthermore,faculty face challenges in teaching these issues due to concerns about potential accusations of political bias,negative student evaluations of teachin

147、g,and increased conflict in class.Institutions need to incorporate information literacy as a main component of the undergraduate curriculum while providing students and faculty with the tools and support they need to have meaningful conversations about these issues.Evidence:Times Higher Education of

148、fers resources that can be used to equip students,academics,and the public with the tools to tackle misinformation.The State University of New York at Buffalo launched its Center for Information Integrity,at which a team of multidisciplinary researchers are working to fight online disinformation.POL

149、ITICAL TRENDSHigher education,for better and for worse,is always entangled in and concerned with the political climate and events of the present moment.In addition to determining overall higher education funding,politics is interwoven with higher education as an object of research and study and as s

150、ubject matter for courses.Because of this long-standing entanglement,political trends are both resources for higher education as well as forces shaping its contours.Nationalism is rising across the world.Impact:Major political events,immigration and border issues,COVID-19,and more recently the“woke”

151、and“anti-woke”culture wars facilitated by social media have fueled tension.Authoritarian governments have emerged in some countries,while existing authoritarian regimes in others have become more extreme.Political disagreements appear increasingly likely to give way to political conflicts,hate crime

152、s remain a significant and in some cases a growing problem,and both sides of the political spectrum consider themselves dismissed and denigrated by the other.In higher education,weve seen a number of concerning impacts related to these trends.On campuses,the impacts go beyond just threats to freedom

153、 of speech.Academic freedom,public investment in higher education,and governance and management are all being threatened.In some states,legislators and governors are attempting to restrict the content of research and teaching,academics and administrators have been fired and/or incarcerated,science i

154、s being questioned,and the number of international scholars and students has fluctuated greatly in the face of visa restrictions and perceptions of a hostile sociopolitical environment in the United States.Public colleges remain at greatest risk since they are governed and funded by state officials

155、who may hold negative views regarding academic culture and who might seek to impose solutions to what they see as problems via policy mandates and funding restrictions.Institutions will need to respond collectively,leveraging their stakeholders and forming national and international coalitions to he

156、lp policymakers and the average citizen alike understand the vital importance of academic freedom and core values such as diversity,equity,and inclusion as benefits that higher education generates for society at large.Evidence:An English professor at Palm Beach Atlantic University said his teaching

157、contract has been put on hold after complaints that he was indoctrinating students during his lectures on racial justice.Gov.Ron DeSantis signed legislation ordering Florida state colleges to publicly share the textbooks and instructional materials required for“at least 95 percent of courses”offered

158、 in an academic term.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 17FURTHERREADINGPolitical party conflict is increasingly blocking decision-making and action in the U.S.political system.Impact:Control of Congress is once again divided between the parties,likely producing legislative g

159、ridlock on many issues,including education policy,through the 2024 election cycle.Higher education may see progress in areas that tend to have bipartisan support,though,such as workforce development proposals that focus on jobs skills and technical training,supported with funding for apprenticeships

160、,employer education benefits tax breaks,and Pell Grants for programs that are too short to otherwise qualify for such grants.However,Congress will likely continue to be gridlocked when it comes to issues such as conventional forms of financial aid and federal funding.In some states,officials and leg

161、islators have initiated a federal lawsuit seeking to have federal election control revert solely to state legislatures,contrary to long-standing legal precedents.Some public colleges could face more legislation from the state level that would limit academic freedom and the ability of institutions to

162、 effectively address key social and historical dynamics,though the possibility of seeing such News Literacy Project“Do You Have an Eye for Credibility?”State Higher Education Executive Officers Association“State Priorities for Higher Education in 2023:Survey of SHEEOs”Inside Higher Ed“Heres What the

163、 Midterms Mean for Higher Education”efforts translated to the federal level is daunting.If institutions continue to see aggressive efforts at the state level to direct institutional policy and practice,extending even into the teaching of specific subjects,we could see unprecedented impacts in the ar

164、eas of academic structures,academic freedom,parental rights,and equal opportunity policies,in addition to larger impacts on the educational workforce.As these factors continue to take shape,institutions will need to be ready for federal higher education policy to be largely at a standstilland prepar

165、e to adapt and find alternative solutions when it comes to issues like funding and student costs and debt.Evidence:As Congress continues to be limited in its ability to pass legislation,the U.S.Department of Education will begin to tackle regulatory priorities including accreditation,Title IV,third-

166、party servicers,and distance education.The American Council on Education and PEN American developed a resource guide that helps equip higher education leaders with ways to respond when questions are raised about whats being said and taught on campus or when limitations on academic freedom are propos

167、ed.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 18KEY TECHNOLOGIES&PRACTICESThe Horizon Report identifies“key technologies and practices”that are anticipated to have a significant impact on the future of teaching and learning.We include both technologies and practices because we know t

168、hat while innovations and advancements in technological capability create new opportunities,its often the pedagogical practices or the development of institutional capabilities that offers the most potential as change drivers.Sometimes we see an emphasis on the technology itself,such as XR,analytics

169、,or AI.Other times,panelists prioritize practices like the elevation of instructional design or the shift from remote teaching to quality online learning.And often we see a combination effect where the potential of a new technology is extended through intentional practice or where the adoption of a

170、practice requires technology investment.In 2023,the panel discussions included all of these variations of emphasis on technology,practice,or their combination.Panelists discussed increasingly sophisticated AI technologies that can generate content or be applied to personalize learning through predic

171、tive analytics.They identified student-focused practices,including the need to support students sense of belonging and connectedness and the potential of the HyFlex learning modality to offer increased flexibility to students.Discussions also centered on the increased blurring of boundaries between

172、learning modalities and the implications of this for teaching and learning.And finally,the discussion of microcredentials,a topic that has appeared in the Horizon Report for the past several years,increasingly reflected the cross-institutional collaboration needed to build the institutional capabili

173、ties needed to scale microcredentials programs,as well as the growing diversity of applications for microcredentials and the partnerships between industry and campus.In addition to panelists contributions of ideas about the key technologies and practices that are expected to impact higher education

174、teaching and learning,we also invited reflection about how these technologies and practices are related to several aspects of their implementation:Professional development or training required Potential to impact issues of equity and inclusion Potential to impact learning outcomes Potential to impac

175、t institutional strategic goals Risks involved with adoption Receptivity of learners and instructors Level of institutional spending required In this way,we asked the panelists not simply to identify what might be impactful but also to anticipate just what that impact might be.Instead of presenting

176、the results in charts as in past reports,both the quantitative and qualitative inputs from panelists are interwoven into the essays themselves.AI-Enabled Applications for Predictive,Personal LearningGenerative AIBlurring the Boundaries between Learning ModalitiesHyFlexMicrocredentialsSupporting Stud

177、ents Sense of Belonging and ConnectednessThe Difference between Generative and Predictive AIPanelists voted both“generative AI”and“AI-enabled applications for predictive,personal learning”into the top six technologies and practices poised to impact the future of higher education teaching and learnin

178、g.But what exactly is the difference between generative and predictive AI?In short,generative AI uses deep learning techniques such as neural networks to create text,sounds,and images that mimic human creations.In higher education,emerging uses for generative AI include instructional content,automat

179、ed assessment feedback,and basic support services.Predictive AI uses basic statistical algorithms to analyze historical data and make predictions about new data.Applications of predictive AI in higher education include personalized learning platforms,enrollment management,student success,and student

180、 advising.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 19AI-ENABLED APPLICATIONS FOR PREDICTIVE,PERSONAL LEARNINGAI-enabled tools have the capacity to collect and process the large volumes of data being held in institutional silos,data that might otherwise never generate meaningful ins

181、ights.Further,these tools can transform disparate data into holistic insights.However,challenges related to data governance and a lack of best practices related to using AI and institutional data for such purposes remain steadfast roadblocks for widespread adoption.Relevance for Teaching and Learnin

182、gThe work of teaching.The day-to-day work of faculty and staff would look very different if they fully adopted AI-enabled learning tools.Spending more time on higher order thinking and collaborating would necessitate a change in the ways faculty are trained and supported by their institutions.Learni

183、ng management systems.Educational technology powered by AI has the potential to drive new types of competition among LMS providers.Major LMS companies are already providing integrations for AI-enabled software,and this trajectory is only expected to continue.Eventually,LMS platforms that are fully s

184、upported by AI could become the new standard.Student services.It seems like every major service in our daily lives now offers 24/7 customer support via a chatbot(with widely variable levels of actual support).Traditional student services such as IT help desks are also being supplemented with such te

185、chnology.As these tools become more accurate and helpful,they could be adopted by units across the institution to streamline students access to basic information and troubleshooting.OverviewAdvances in predictive AI continue to inform the design of personalized learning tools.The promise of AI-enabl

186、ed applications is that they might facilitate a transition from“one size fits all”technology to scalable implementations of personalized learning experiences.Further,many of these tools are designed to offload the most time-consuming elements of teaching,such as writing assessments,providing student

187、s with formative feedback,and making minor grammatical corrections.Spending less time on these tasks should give faculty more time to engage with students directly,tackling more challenging pedagogical tasks such as synthesizing and analyzing information and creating new knowledge.Finally,without a

188、need to sleep or have a personal life,AI-powered tools might be a key component of“on demand”higher education models.Students can leverage these tools during times when faculty and staff are simply not available.AI-enabled applications might also be useful for satisfying institutional demands for da

189、ta-informed practice.Panelists suggested that recent progress in institutional digital transformation and the increased adoption of AI for research are making it easier for faculty to access and adopt AI tools for teaching.Chatbots,tutors,and personal coaches can be available for real-time,one-to-on

190、e assistance.Assessment and feedback tools can catalyze formative assessment processes.Faculty remain concerned about the accuracy of applications built with predictive AI,and they are even more concerned about the extent to which students and other stakeholders unconditionally trust AI outputs.Some

191、 posit that this is cause for banning AI-powered technologies,but others see this as an opportunity to teach students how to use them prudently.Ethical debates are ongoing over how predictive AI tools should be used,what kinds of stakeholder data should be collected and stored,and how those data sho

192、uld be used,but most educators agree that they have a responsibility to use emerging technology to improve teaching and learning.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 20FURTHERREADINGAI-Enabled Applications for Predictive,Personal Learning in PracticeImproving Persuasive Oral Co

193、mmunication Skills Using PitchVantage and VirtualSpeechSacred Heart Universitys Welch College of Business&Technology uses an AI-based platform(PitchVantage)and a virtual reality platform(VirtualSpeech)in introductory marketing courses to improve students oral communication skills.Students practice a

194、nd receive immediate and personalized feedback from AI within the VR-based environments in order to improve their persuasive oral communication skills in presenting compelling points of view on analyzing real-world business cases.AI for Personalized Adult Learning and Online Education at ScaleFunded

195、 by the National Science Foundation,the National AI Institute for Adult Learning and Online Education(AI-ALOE)aims to lead the development of AI theories and techniques for enhancing and transforming online learning for adult learners in effectiveness,efficiency,access,scale,and personalization.The

196、institute has developed and deployed a collection of five AI technologies in classes to create engaging and personalized learning experiences and improve learning outcomes at scale.Data-Driven Personalized Feedback at ScaleOnTask uses data insights and artificial intelligence to drive the provision

197、of personalized feedback.The project,led by the Centre for Change and Complexity in Learning at the University of South Australia,was developed to support instructors use of learner datasets to create personalized feedback support.Several institutions have since adopted the open-source tool,with stu

198、dies showing the significant impact OnTask has on student learning through personalized feedback.LearningClues:Personalizing Student Help-Seeking through Artificial IntelligencePowered Video AnalysisThe learning environment for most STEM college students includes a menagerie of educational platforms

199、 including,but not limited to,a learning management system(LMS),an e-textbook,lecture capture,and adaptive learning systems.The LearningClues Project uses artificial intelligence to mine what was said or visually presented during class sessions and automatically create links to pertinent resources i

200、n other educational platforms in a students learning ecosystem.Based on class discussion,students will be provided links to relevant pages in their textbook,documents in their LMS,and other resources the instructor has made available.Purdues“Charlie”:An AI-Enabled Writing AssistantPurdue has develop

201、ed“Charlie,”an AI assistant for providing instant,“preflight”feedback to students submitting essays for writing-intensive courses.Trained on large,instructor-graded corpuses of essays,Charlie provides instant feedback,predicting outcomes according to an assignments rubric criteria.Students can revis

202、e and resubmit repeatedly,giving them an opportunity to reflect and get assistance as needed before the assignment deadline.Charlie also points them to helpful resources.Career Highways:An AI Approach to Student Career MappingThe Minnesota State IT Center of Excellence,with STEM Fuse,launched Career

203、 Highways throughout the state in fall 2022.This service allows students to attach work products,learnings,and credentials.These are mapped through AI to current job openings and career“highways“they can explore.The service also allows hiring managers to see students/participants who fit their caree

204、r description and reach out to those who have a Career Highway profile.eCampusOntario“Adaptive Learning”Times Higher Education“Personalised Learning in Higher Education:Laying the Foundations”Future of Life Institute“The Artificial Intelligence Act”2023 EDUCAUSE Horizon Report|Teaching and Learning

205、Edition 21GENERATIVE AIOverviewGenerative AI has been identified by many higher education experts as one of the most disruptive technologies of our time.With the potential to create text,images,and sounds in ways that sometimes convincingly mimic human creation,this technology has the potential to i

206、mpact instructional materials,assessments,and more.The revolutionary potential of generative AI extends beyond the classroom.Faculty and staff could use generative AI tools to write proposals,generate reports and manuscripts,and translate their work for global audiences.In all contexts,proponents of

207、 generative AI claim that the technology will enable people to offload mundane tasks and get“unstuck”when tackling big,complex problems.Certainly,the rise of generative AI has come with concern and controversy.Generative AI tools could be even more insidious than other AI technologies at reinforcing

208、 the human biases that result in inequitable systems.Some of the most vigorous objections to using generative AI in higher education are related to academic integrity.Stakeholders argue that students will primarily use generative AI to cheat on course assignments and assessments,and some even claim

209、that generative AI will lead to the end of creative expression and individual thought.In contrast,others assert that generative AI will force educators to reimagine assessment,leading to more meaningful and effective educational experiences.Further,educators argue that it is only a matter of time be

210、fore a variety of industries adopt generative AI tools and that students should be proficient in these tools before joining the workforce.In particular,educators worry that if students do not learn about the limitations and ethical implications of generative AI(and AI tools more broadly),they may be

211、 susceptible to misinformation and inappropriate reliance on generative AI outputs.Relevance for Teaching and LearningReimagining assessment.Curriculum experts have long argued that higher education needs better assessment practices,targeting higher order thinking and analysis,providing learning opp

212、ortunities rather than focusing on punitive measures,and supporting our diverse body of students.As technology advances in ways that make basic information retrieval available to us at all times,assessing students ability to memorize and repeat information is arguably obsolete.Generative AI presents

213、 an opportunity for educators to challenge mainstream assessment practices and shift their focus on students abilities to practice higher order skills such as analysis and evaluation.Ethics education.Students are increasingly comfortable living in a digital world,but few understand the complexities

214、involved in the development of technology,especially when it comes to AI.Generative AI exacerbates ethical AI debates because its outputs can be convincingly human.Higher educators have a responsibility to prepare students to interact with generative AI technology ethically and responsibly.2023 EDUC

215、AUSE Horizon Report|Teaching and Learning Edition 22FURTHERREADINGSlate“The Real Threat from A.I.Isnt Superintelligence.Its Gullibility”Inside Higher Ed“Machines Can Craft Essays.How Should Writing Be Taught Now?”University of Southern California“USC Dives into AI Research,Education with New Center

216、for Generative AI and Society”Generative AI in PracticeEmpathy ChatbotA team at Western University has developed a chatbot that is designed to mimic a patientprovider dialogue using the five skills of an empathetic conversation.This technology-enhanced teaching tool supports student learning through

217、 an artificial intelligence natural language processing(NLP)platform.As students prepare for the Objective Structured Clinical Examination(OSCE),the chatbot(preloaded with patient case scenarios)plays the role of the patient,while students can practice being the medical provider.AI-Augmented Mental

218、Health CounselingA collaborative faculty and student research team at Grand Canyon University developed an AI tool called the SenSym system that uses sentiment analysis to help diagnose mental health conditions.It is based on DSM-5 guidelines and replaces in-person meetings with counselors with the

219、analysis of patients personal journals.The system prepares an initial evaluation of a patients condition using extracted sentiments from their text,for clinicians review.It is scalable and can reduce the workload of clinicians by engaging multiple patients simultaneously.Preserving and Expanding Acc

220、ess to the Records of Japanese Americans Incarcerated during World War IIAs part of a Japanese American Confinement Sites(JACS)grant-funded project,supported by the National Park Service,the Bancroft Library at UC Berkeley digitized nearly 210,000 pages of War Relocation Authority(WRA)Form 26 indivi

221、dual records of Japanese Americans incarcerated during WWII.The library partnered with Doxie.AI to develop a customized machine learning pipeline for extracting structured data from these records to support future computational scholarship.MIT App InventorMIT App Inventor is an intuitive,visual prog

222、ramming environment that allows everyone to build fully functional apps.This blocks-based tool facilitates the creation of complex,high-impact apps in significantly less time than traditional programming environments.The MIT App Inventor project seeks to democratize software development by empowerin

223、g all people,especially young people,to move from technology consumption to technology creation.Future-Focused Digital MarketingThe future-focused digital marketing was introduced as a new module in the MBM Digital Marketing Strategy course emphasizing the role of cutting-edge technologies for custo

224、mer engagement and business growth.The modular content and activities are structured around the metaverse and AI-empowered data analysis,content creation,and customer engagement.Such an approach helped illustrate the trends in digital marketing and the role of forward-thinking professionals in the e

225、ver-changing field of digital marketing.VR Meets AI Meets the Matrix:Using Embodied Conversational Agents for Experiential LearningThis kinesiology course enables students to correctly take physiological measurements by using virtual reality to interact with a“smart”artificial agent playing the role

226、 of a potential client.A motion capture system recorded personalized movements for the artificial agent.A custom Google NLP API connected to Unreal Engine allowed students to have realistic conversations with the“digital human.”The course has been tested by 83 students and 4 faculty members.2023 EDU

227、CAUSE Horizon Report|Teaching and Learning Edition 23OverviewHorizon panelists agreed that modality definitions are a moving target,as the distinctions between them are increasingly blurred.Faculty and staff continue to grapple with finding clear,widely accepted definitions for various learning moda

228、lities:face-to-face,on-site,in-person,blended,hybrid,HyFlex,online,remote,distance,and more.Can an online course with on-site exams really be considered online?With a laundry list of instructional elements residing in the LMS,are most on-site courses actually hybrid?As educational technology evolves

229、 to meet students needs in a hybrid world,the very concepts of course location and mode are expanding.The wide range of modalities available to educators today could be a powerful tool.With a cross-modality approach,its possible to design learning environments that engage students in multiple ways,s

230、peak to the needs of diverse groups of students,align with a range of instructional goals,and remove geographic boundaries between learners and experts.The challenge lies in bringing together multiple stakeholders,institutional policies,and appropriate instructional supports.Transforming instruction

231、al modalities has far-reaching implications,and getting everyone on the same page is no small task.The blurring of boundaries between instructional modalities presents another central challenge.Though instruction offered in multiple modalities can support equity and inclusion goals,it can also hinde

232、r them.Some students still lack reliable access to hardware and software,high-speed internet,and physical spaces appropriate for learning.Advancements in the use of educational technology that are not accompanied by commensurate improvements in access in infrastructure will only widen the current di

233、gital divide.Relevance for Teaching and LearningCommon language.Without common language to describe learning modalities,discussion between and even within institutions can be challenging.Establishing clear and agreed-upon definitions for various learning modalities helps faculty design their courses

234、 and find the right types of support(e.g.,instructional technology,instructional design,faculty development).As students and faculty become more savvy about which modalities are best suited to meet their educational and personal needs,they will need to have the language to discuss,design,and choose

235、the right course options.Adopting and scaling new technologies.Todays instructional modalities already demand a high level of access to instructional technology that facilitates remote engagement,and they will continue to do so.Even as we struggle to provide all students with access to reliable devi

236、ces and high-speed internet,new modalities necessitate scalable solutions for students to be able to access virtual presence technology such as VR headsets and telepresence technology such as robots.As we see ongoing adoption and scaling of new and more advanced remote technologies,support for stude

237、nts access and use must remain at the forefront.BLURRING THE BOUNDARIES BETWEEN LEARNING MODALITIES2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 24FURTHERREADINGPostdigital Science and Education“#OurPlace2020:Blurring Boundaries of Learning Spaces”Every Learner Everywhere Planning for a

238、 Blended FutureUniversity of South Dakota“USDs David De Jong Finds Telepresence Robots to Be Successful in the Classroom”Blurring the Boundaries between Learning Modalities in PracticeTeam-Based Learning in HyFlex Courses at Central Michigan UniversityAt Central Michigan University,HyFlex design was

239、 adopted during COVID-19 to ensure learning flexibility.Students could choose to attend on-campus or in online interactive sessions.However,maintaining continuous student engagement was challenging.Michelle Steinhilb then took an innovative approach in her HyFlex biology course,implementing technolo

240、gy-enhanced team-based learning.Two tools from FeedbackFruits,Team Based Learning(TBL)and Group Member Evaluation,were used to activate students collaboration and autonomy during the TBL activity.Developing Multimodal Learning Spaces at Hunter College and the City University of New YorkOver the past

241、 several years,Hunter College and the City University of New York have created numerous multimodal learning spaces at different scales for different uses with varying degrees of integrated technology.Each space facilitates a variety of traditional,active,asynchronous,HyFlex,and/or flipped learning m

242、odalities.Projects include a pair of 48-seat learning studios,a 325-seat auditorium,and a 24-seat teaching laboratory.The Practical Project:A Viable,Authentic Online Alternative to On-Site Practicum PlacementsAt the onset of the pandemic,leaders at Robertson College anticipated a challenge securing

243、on-site practicum placement sites for students in our diploma programs.The successful completion of a practicum is required for graduation.Robertson developed 21 authentic online,program-specific practical projects so students could graduate on time and enter the workforce.The content and visual des

244、ign of these projects emulated a workplace environment and were facilitated by professionals in the applicable field.Design ForwardDesign Forward is a community-based professional development series that helps faculty learn and think critically about instructional design.The“Formats and Modalities:O

245、nline&Beyond”module approaches modality as a continuum,empowering faculty to think about affordances and challenges and resist binary thinking about online teaching.Multimodality Master Course Design:Promoting Empowerment,Efficiency,and Ease of DeliverySinclair Community College offers courses in as

246、ynchronous online,synchronous online,blended,in-person,competency-based,and face-to-face modes and designs master courses for each and their varying lengths.This process became tedious following the scaling of e-learning modes following the outbreak of COVID-19.Sinclair transitioned to designing mul

247、timodality master courses to reduce the burden of overseeing multiple master shells.This strategy maintained high quality,reduced costs,and empowered faculty in course delivery.The Next Best Thing to Being There!The MBA program at the Weatherhead School of Management at Case Western Reserve Universi

248、ty is highly relational and incorporates small-group work in the classroom.Coming out of COVID-19,some students and other people remained uncomfortable returning to in-person classes.The telepresence robot pilot was our response to folding those students into an on-campus classroom in a more meaning

249、ful way than having them be often forgotten about and marginalized“TV”students attending via Zoom.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 25Overview Learning modality has been one of the most prominent issues in higher education since the start of the COVID-19 pandemic.Along with

250、that,the HyFlex modality has been the subject of much discussion.Importantly,HyFlex is not to be confused with other co-modal instructional approaches.HyFlex specifically refers to a course mode that gives students the flexibility to choose between on-site and online instruction within the same cour

251、se.Importantly,students in a HyFlex course have the flexibility to move between modalities throughout the course as needed.The temporal dimension of online instruction offered in a HyFlex course may vary;some institutions offer both synchronous and asynchronous modes for HyFlex courses,and some inst

252、itutions only offer one of those options.As long as students have the freedom to choose between on-site and online experiences in the same class,and move between those modes freely,then the course is considered HyFlex.Many educators believe that the HyFlex modality has the potential to dramatically

253、improve access to higher education,not only for“traditional”students but also for lifelong learners interested in upskilling for career advancements,reskilling for career shifts,or just seeking new knowledge and skills for personal growth.Though the theoretical potential of HyFlex to support student

254、s is undeniable,the practical implications of designing,teaching,and supporting such courses act as barriers to authentic implementation.Skeptics propose that higher education leaders interpret HyFlex to mean“maximum flexibility,”without guardrails to maintain quality and efficacy.Some suggest that

255、such barriers make it impossible to offer HyFlex courses in a way that is inclusive and equitable for all students.Relevance for Teaching and LearningFlexibility.Perhaps interest in the HyFlex modality points to a higher-level concernthe urgent need to make higher education more flexible for student

256、s who are juggling so many competing priorities in the modern world.Without the resources needed to implement HyFlex with fidelity,faculty and staff might look to the HyFlex model for inspiration when designing flexible courses.Learning first.The design of HyFlex courses also elevates the idea that

257、learning is the primary purpose of higher education by removing logistical barriers to course engagement.In any modality or combination of modalities,in any course of degree program,design elements should focus on advancing students learning.HYFLEX2023 EDUCAUSE Horizon Report|Teaching and Learning E

258、dition 26FURTHERREADINGYouTube“An Introduction to HyFlex”HyFlex Learning Community“Whats in a Name?”EdSurge“Is Higher Ed Really Ready to Embrace Hybrid Learning?”HyFlex in PracticePutting HyFlex on Wheels:Enabling Synchronous Courses for Simultaneous Participation by On-Campus and Geographically Rem

259、ote StudentsBlended learning technology and thoughtful pedagogy are keys to a successful HyFlex model.Remote participation in a live classroom setting is being embraced and expected by students,especially to enroll geographically distant learners.However,enabling this by undertaking permanent AV cla

260、ssroom renovations is costly,time consuming,and logistically challenging.The Portable HELIX Classroom,an alternative solution to fixed renovations,provides flexibility to offer high-quality hybrid experiences in an affordable,“pop-up”manner.HyFlex Supplemental Instruction:Making Academic Support Ava

261、ilable to AllThe HyFlex approach to offering courses with the option for delivery model choice for students has developed over time within a variety of universities and colleges.However,delivery of academic support within the HyFlex approach is still novel and new,creating a dimension where the flex

262、ibility of course content delivery is not aligned with the same flexibility in academic support modalities.UMass Amhersts Learning Resource Center,home to a thriving Supplemental Instruction(SI)academic support program,sought to pilot HyFlex SI to parallel HyFlex courses.To create this flexibility o

263、f academic support,a strategic partnership was formed with the UMass IT Instructional Design,Engagement,and Support(IDEAS)team.Designing and Building a Classroom Technology Infrastructure:Getting Classrooms,Faculty,and Students Ready for HyFlexThrough an institution-wide collaboration and based on p

264、roofs of concept,Lehman College(CUNY)developed the classroom technology standards and guiding principles for enhancing teaching and learning spaces with contemporary equipment and software.With lessons learned from the pandemic,HyFlex capabilities were added to the final design.This project included

265、 the upgrade of 172 standard classrooms and 4 lecture rooms,all networked and connected to an audiovisual management system.Increasing Community in a HyFlex Class during COVID-19The transition to hybrid online HyFlex classrooms led to student difficulty creating personal connections with their peers

266、,collaborating on schoolwork,and engaging with the instructor.The focus of this project at Minnesota State University Mankato is to close these gaps using conferencing technology and using professional learning committees in innovative ways.NTU HyFlex:Piloting a Flexible Learning Approach with NTU P

267、sychologyThe Nottingham Trent University(NTU)Centre for Academic Development and Quality(Flex Team)and NTU Psychology have collaborated to develop a bespoke HyFlex approach for module delivery,providing students with the flexibility to choose their mode of learning between in-person/live and on-dema

268、nd/asynchronous engagement opportunities.The approach is currently being piloted by two large-scale undergraduate modules in NTU Psychology:Statistics 1(N=880)and Social Psychology(N=650).Gamify HyFlex Learning with Digital Escape Rooms:A Case in ChinaNa Li and her team gamified the HyFlex classes u

269、sing the H5P and Moodle-assisted digital escape rooms and improved student engagement for synchronous and asynchronous online learning.The innovation was first piloted in a postgraduate teacher professional development program with high learner satisfaction.Over two years,it has been adopted by seve

270、ral credit degree courses at an international university in China.Research findings prove its effectiveness.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 27OverviewMicrocredentialing and microlearning offer an attractive option for building personalized,flexible learning pathways.Flexib

271、ility has been an essential consideration for education since the start of the COVID-19 pandemic,as learners and workers seek worklife balance.Further,economic challenges are motivating students to examine the ROI of higher education.This means that students are concerned about not only the cost of

272、education but its efficiency as well.More students now work while attending school,and many have family or other caretaking responsibilities also competing for their time.From K16,to professional training and advancement and even personal development,microcredentialing allows learners to achieve the

273、ir goals in ways that fit their lives.Technology advancements are also facilitating a renewed interest in microcredentialing.For example,tools that enable the clickable creation of digital content do not require any coding expertise.Teachers are able to create new digital instructional materials wit

274、hout deep expertise in creative tools.Online learning platforms are expanding access to education via remote and hybrid modalities,providing a wider range of engagement options for students and teachers.The general public is beginning to gain a better understanding of what nonfungible tokens(NFTs)ar

275、e and how they can be used beyond an investment strategy.Blockchain technologies are designed to support autonomy and security.Any student can receive acknowledgement for completing learning experiences,and with NFTs they can have unrestricted access to their microcredentials,making them fully porta

276、ble and permanent.All of these tools are democratizing the processes for creating and consuming pedagogical content.Even with all of these advantages,we have yet to see microcredentialing fully accepted by mainstream higher education.In part,this could be due to accreditation agencies lagging behind

277、 institutions in standing up required policies,best practices,and other resources.A larger challenge lies in workforce norms.Though employers seem to be shifting toward competency-based hiring and more support for professional development,which would increase the value of microcredentials in the wor

278、kforce,the majority of employers still seek workers with traditional degrees and certifications.Thus,the future of microcredentialing in higher education likely depends on the extent to which various stakeholders can find common ground.Relevance for Teaching and LearningMicrolearning.Learners of all

279、 ages can be found opting in to informal learning experiences on social media sites that are designed to offer short-form lessons on a wide variety of topics and skills relevant to daily life.Educators can leverage the same principles to meet learners where they are,using microcredentials to bring l

280、egitimacy to nontraditional learning experiences.If microcredentials find widespread adoption,they could revolutionize not just the way learners get credit for their work but also the very approach educators take to teaching itself.Lifelong learners.Microcredentials could also play a role in changin

281、g the relationship learners have with higher education institutions.Learners could look to institutions for learning beyond or instead of the traditional degree.Workforce preparation,basic life skills,personal interests,ongoing professional development,and more could all be offered by higher educati

282、on institutions.In this way,learners can have lifelong relationships with one or multiple institutions.Customized learning experiences.In-degree microcredentials offer targeted,industry-specific workforce preparation for students so that graduates are immediately ready for the workforce.Such credent

283、ials can also be used to offer greater variety in degree programs,giving learners options to match their experiences to their interests and needs.Professional learning microcredentials allow workers to engage in highly specific,targeted topics rather than spending unnecessary time learning about top

284、ics that are either uninteresting to them or irrelevant for their work.MICROCREDENTIALS2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 28FURTHERREADINGInside Higher Ed“Higher Ed Curriculathe Short Game”Journal of Learning for Development“The Global Micro-credential Landscape:Charting a Ne

285、w Credential Ecology for Lifelong Learning”Global Educational Supplies&Solutions“3 Ways NFTs will Disrupt the Education Sector”Microcredentials in PracticeTracking Complex Competencies and Learning Objectives Attainment across Study ProgramsColleges and universities are increasingly using competency

286、-based assessments to evaluate students achievement of complex skills and capabilities.The Centre for Change and Complexity in Learning at the University of South Australia developed an AI system for assessing the mastery of leadership skills across a study program for employees of a global partner

287、organization.The work demonstrates how AI can automate assessment of complex capabilities and personalize support practices to improve attainment.Prep Course for Experiential Learning ActivitiesThe Information and Communications Technology Council(ICTC)manages a Work Integrated Learning(WIL)program

288、for postsecondary students funded by the Federal Government of Canada.Employers who provide learning experiences are eligible to receive a wage subsidy of up to 70%of the student salary.To improve the student experience and the learning outcomes,ICTC developed microcertifications(about 20 hours of i

289、nstruction).Students develop deeper connections with their colleagues,which leads to better chances of employment after graduation.UTeach Maker:Personalized Microcredentialing for STEM Preservice TeachersUTeach Maker is an innovative microcredentialing program developed by UTeach,the secondary STEM

290、teaching licensure pathway at The University of Texas,Austin.The program supports STEM preservice teachers interested in integrating creativity,design,and fabrication into K12 classrooms and learning environments.The UTeach Maker microcredentialing model includes specific design features that allow

291、for both rigor and responsiveness to individual participant needs.Wellspring InitiativeWellspring is a multiyear initiative that demonstrates how to bridge the gap between learning and work using open standards to form a virtual talent network.The initiative connected educators and employers to dete

292、rmine what skills learners need to be successful in job roles.The demonstration project then issued verifiable credentials for learning and workplace achievements in a digital wallet so everyone can own and share their hard work with recruiting and application tracking platforms.Wellspring seeks to

293、point the way by leveling the playing field for skills-based hiring with a low-bias,learner-controlled,data-based approach.Skills for SuccessAlabamas community colleges literally meet residents and businesses“where they are”through the ACCS Innovation Centers new,no-cost Skills for Success rapid-tra

294、ining program.Residents can train online and on-site for in-demand career fields to obtain industry-recognized microcredentials.The credentialsbuilt in collaboration with community colleges for business,by businesssignal preparedness to businesses while setting a foundation to stack on credentials a

295、s students progress toward a traditional college experience.The Whole Learner:Recognizing A Lifetime of Learning Using Digital CredentialsThe Minnesota Learning Commons(MnLC)202223 project“The Whole Learner:Recognizing a Lifetime of Learning”is investigating the use of digital credentials to support

296、 lifelong learners.A collaboration between the University of Minnesota,Minnesota State,and the Minnesota Department of Education,this initiative is exploring the application of digital microcredentials across Minnesotas educational systems through a series of pilot projects inspired by the concepts

297、of the 60-Year Curriculum.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 29Overview College students who feel a sense of belonging and connectedness at their institutions are better equipped to trust peers,faculty,and staff.This sense of safety at school leads to better educational outco

298、mes related to learning,retention,and degree completion.Students who lack a sense of belonging in higher education tend to withdraw and avoid engagement.This decreased engagement in both academic and nonacademic activities is associated with negative educational outcomes.In both cases,students sense

299、 of belonging and connectedness is part of a cycle.Positive affect begets positive outcomes,which reinforce the initial positive affect,and so on.The same is true for the cycle of negative affect and outcomes.In this way,it is crucial for students to feel belonging and connectedness before a pattern

300、 is established;disrupting a negative cycle can be an insurmountable task.Supporting students sense of belonging must begin even before their first day of classes.Every transitional period in a persons life presents new opportunities for them to either connect or disconnect.New roles and responsibil

301、ities,environments,and people can all contribute to an individuals feeling either that they have new ways to experience the world with others or that they do not belong in these new situations.In higher education settings,faculty and staff can support students by recognizing and acknowledging ways i

302、n which their individual strengths,goals,and challenges fit into the bigger picture of life and learning at their institution.An emphasis on mentorship,coaching,and community will facilitate students transitions into(and within)institutions.In this way,we can support students development of reconstr

303、ucted identities that include their roles in higher education.Relevance for Teaching and LearningLearning sciences.The energy around supporting students sense of belonging and connectedness presents an exciting opportunity for educators to focus on learning science.Educational research can aid facul

304、ty and staff as they look for tangible ways to support students.Even beyond that,faculty and staff can leverage interest in research related to belonging to expand pedagogical conversations to other research-informed topics.Communicating with students.Supporting students sense of belonging and conne

305、ctedness should happen in all areas of the institution.Faculty should emphasize students strengths and abilities to learn,rather than focusing on the difficulty of course content or likelihood of failure.Other institutional stakeholders who interact with students(e.g.,advisers,coaches,tutors)should

306、provide unsolicited support such as notes of encouragement and appreciation.Concrete objectives.In any situation where students are asked to accomplish a task,they should know what their objectives are and how they will be evaluated.Information provided to students should be concrete and observable

307、so that students do not feel they are working toward ambiguous or even unattainable outcomes.SUPPORTING STUDENTS SENSE OF BELONGING AND CONNECTEDNESS2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 30FURTHERREADINGLearning&the Brain“The Psychology of Belonging(and Why it Matters)”Mindset S

308、cholars Network“What We Know About Belonging from Scientific Research”Advances in Developing Human Resources“Developing Competencies for Emotional,Instrumental,and Informational Student Support During the COVID-19 Pandemic:A Human Relations/Human Resource Development Approach”Supporting Students Sen

309、se of Belonging and Connectedness in PracticeCSU:Cultivating a Thriving and Inclusive CommunityColorado State University(CSU)has implemented intentional initiatives to meet the universitys strategic imperative of“Cultivating a thriving and inclusive community.”To enhance student success,students sen

310、se of belonging and connectedness,and mental health and well-being,two model programs have been launched:the Diversity,Inclusion and Belonging(DIB)module and YOUCSU,a student success portal offering personalized online assessments,goal-setting tools,mental health and well-being skill-building,and re

311、ferrals to campus resources.Pronoun Collection and UsageThe Portland State University(PSU)community identified a need to collect and display pronouns in academic spaces.PSUs Office of Student Success and Office of Information Technology partnered to implement a centralized system in which students,s

312、taff,and faculty may provide free-form pronoun information to share through course rosters,the LMS,and the faculty/staff directory.This projects goal is to create a culture of inclusion through the sharing and usage of correct pronouns.Active Learning Academy:Implementing The Student Experience Proj

313、ectUNC Charlotte is one of six access-oriented universities participating in the Student Experience Project,which guides professors in implementing data-driven best practices to increase seven learning conditions that have been identified as crucial to the retention and success of all students,with

314、a measurable impact on the retention and success of students belonging to traditionally underrepresented and structurally disadvantaged groups.These conditions are Belonging Certainty,Identity Safety,Self-Efficacy,Social Belonging,Social Connectedness,Institutional Growth Mindset,and Trust and Fairn

315、ess.Using evidence-based surveys and instructor strategies identified by PERTS(Project for Education Research That Scales),more than 2,000 students have been impacted by this project in fall 2022 alone.Data indicate that these strategies can improve learning conditions,including belonging certainty,

316、social connectedness,and social belonging,not only for F2F learners but also for those enrolled in some online,asynchronous courses.Reimagine Descriptive WorkflowsVarious cataloging practices are part of a powerful labeling process in library catalogs.Such metadata includes outdated and racist termi

317、nology that causes harm and contributes to the mischaracterization of experiences,memories,and achievements of communities,impacting students who feel disconnected from the library and library collections.Our project addresses these harmful practices through a convening with a diverse group of pract

318、itioners and community members to determine ways of improving descriptive practices,tools,infrastructure,and workflows,exploring opportunities for reforming our systems and charting a path toward implementation of antiracist and inclusive language in library catalogs.Professors at Play PlayBookThe P

319、rofessors at Play PlayBook challenges the idea that play is only for kids and presents a case for play and its value in higher education.The PlayBook describes how the use of playful pedagogy reduces barriers to learning,creates connections,and awakens student interest and engagement.Offering a coll

320、ection of real-world examples,the PlayBook provides tested patterns for bringing fun back to the classroom and elevating student performance.Achieving Equity through Humanized Online TeachingHumanized online teaching is an instructional model that blends culturally responsive teaching and psychologi

321、cally inclusive course design to foster belonging in digital environments.This grant-funded project has produced an evidence-based and openly shared online professional development program,the Humanizing Online STEM Academy,that institutions can adopt for free.The academy prepares faculty by honing

322、their digital fluency through the creation of a Liquid Syllabus,Wisdom Wall,bumper videos,microlectures,and more.2023 EDUCAUSE Horizon Report|Teaching and Learning Edition 31With the trends were observing and the technologies and practices emerging around us that are already helping to shape the fut

323、ure,we can begin to imagine how all of these elements might combine and coalesce into larger stories about who well be as people and what higher education will be in the future.In this section we offer up several of these larger stories through a series of scenarios that reflect on where these trend

324、s and technologies and practices may ultimately lead us in 10 years time.To paint these scenarios,we use a forecasting framework from the Institute for the Future(IFTF)to envision four distinct possible futures that each take a different angle on how today might be leading into tomorrow.The first sc

325、enario we envision is characterized as Growth,a scenario in which the current trajectories of things today,both good and bad,have continued along their same paths into the future.The second scenario is Constraint,a scenario in which higher education has organized itself around a core guiding value o

326、r principle that drives our decision-making and animates our daily practices.In the third scenario,Collapse,we imagine a future in which higher education has experienced a series of breakdowns and widespread changes that ultimately leave many institutions decimated.In the Transformation scenario,a n

327、ew paradigm has been established within higher education that has led to a fundamental shift in the ways we think about and carry out education.In creating this years scenarios,weve focused on several key ideas emerging out of our panelists discussions as possible defining features of our collective

328、 futures.We consider flexibility to be a key feature across several of these scenarios,as either a necessity or a strategy institutions will continue to leverage to survive and even thrive.Through flexibility in our teaching and learning modalities,and flexibility in the ways we structure curricula

329、and credentials,the higher education of the future must adapt to the shifting circumstances and the changing needs and preferences of its students,faculty,and staff.We also consider the emergence of new AI technologies and what they might mean for the future of higher education.With the new capabili

330、ties in content generation and the operational efficiencies afforded by these technologies,higher education might find AI to be not only an opportunity for more freedom and time to focus on the most important aspects of education but also a potential competitor vying for some of the same core functi

331、ons and human activities that make up the foundations of higher education.And finally,across all four scenarios we consider the implications of all the potential changes and opportunities and challenges of the future for equity and inclusion.Our digital futures will demand digital resources and acce

332、ss,and institutions will still have far to go in ensuring all learners have the resources they need and can access the digital tools their education will require in the years ahead.The scenarios we offer here only represent our potential futures,of course.With so much changing around us seemingly on

333、 a daily basis,it is impossible to know with any degree of certainty who well be and what higher education will be in 2033.The best we can do in the present day is use exercises like these to get better at anticipating and planning and to practice creative thinking about our future,grounded in the best information we have available to us,so that we can be more prepared to face whatever future does