The advances (be it in technological or in other domains) can be considered as challenges at the same time. And the challenges may be considered opportunities to deal with situations in more meaningful and strategic manner. But until the two aspects are organized and discussed together it may be possible to organize the ideas suggested on advances by the two groups (John, Eric, and Engida in group one and Adam, Shawn, and David in the other) as follows Advances are anticipated (or are already underway) in the following three areas.
Technological advances. Technology is anticipated to be more and more “powerful” in terms of its information processing speed, capacity, but more importantly communication between the powerful systems which already exist; its presence in school, work, and home environments; being integrated (integrating function and capacity of devices used separately before); facilitating collaboration and access; providing support for learning; etc. This advance provides opportunity to customize and use it in a way that benefits learning and research. -Increased processing and connectivity of these systems -Increased pression of advanced technologies, particularly when integrated into ecologically valide environments. -Increased use data mining, similar to how insurance and credit card companies -Using connective mobile tools, for example; using GPS on smart phones, search records/history, social interactions/networking. All this investigated in formal and informal learning situations
This could lend itself to distributed processing, lease of computer “space” by needy organizations from “high-end” processing centers; possibility of large-scale modeling, and management of massive data. It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning.
The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
Methodological diversity. Research methodologies seem to be more and more diversified in that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively or vice versa. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data).
Decision making at different levels hopefully requires more reliable data. Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface. -Longitudinal designs (use other disciplines as guidance, economists can look back for 100 years) -Complex design models
POLICY:
-We need access to data which already exists. ex. data.gov, http://www.ciqss.umontreal.ca/
-Policy advances will make possible the ethical and safe and secure us of public data
-Better connection with global context
-Don't do what Harper does.
Multidisciplinary research and teaching. The trend seems that both research and teaching will be more and more multidisciplinary. In line with the expectation for 21st century skills which largely focuses on practical problem solving and collaboration (source), researchers will collaborate in addressing a problem as are teaching programs. Research programs will go cross boarder as the focus will be on solving practical and anticipated problems or addressing a big issue (e.g., global warming). Implementation of research outputs may be a requirement. In the teaching dimension, even what are considered relatively more structured areas such as engineering are being organized in some universities by projects rather than by “disciplines” such as chemical, civil, or industrial engineering. Learning Sciences is another example.
All the above advances and those that are not mentioned will create opportunities that researchers, educators, institutions, and policy makers can harness to improve research, learning, decision making, and problem solving. -Connection between learners in and out of the classrooms
Some more can include
Learning could be inquiry based as it involves more of question raising rather than question answering.
The system will be more and more encouraging and rewarding for innovative approaches in research and teaching.
More support and guidance will be available for self learning and for learning outside of the classroom.
Learning may be more related to work.
There can be more collaboration between schools and the community.
Alenoush:
-We need understand and value other research designs, methodologies from different domains
-how are we going to do scale it up
-Research relevance and meaningfulness brought to practice in a timely manner, forsee changes and adapt
-Globalization: global view which is useful in specific areas
-We still don't know much about changing behaviours, application of research results? (re-culturing)
Advances are anticipated (or are already underway) in the following three areas.
Technological advances. Technology is anticipated to be more and more “powerful” in terms of its information processing speed, capacity, but more importantly communication between the powerful systems which already exist; its presence in school, work, and home environments; being integrated (integrating function and capacity of devices used separately before); facilitating collaboration and access; providing support for learning; etc. This advance provides opportunity to customize and use it in a way that benefits learning and research.
-Increased processing and connectivity of these systems
-Increased pression of advanced technologies, particularly when integrated into ecologically valide environments.
-Increased use data mining, similar to how insurance and credit card companies
-Using connective mobile tools, for example; using GPS on smart phones, search records/history, social interactions/networking. All this investigated in formal and informal learning situations
This could lend itself to distributed processing, lease of computer “space” by needy organizations from “high-end” processing centers; possibility of large-scale modeling, and management of massive data. It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning.
The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
Methodological diversity. Research methodologies seem to be more and more diversified in that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively or vice versa. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data).
Decision making at different levels hopefully requires more reliable data. Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface.
-Longitudinal designs (use other disciplines as guidance, economists can look back for 100 years)
-Complex design models
POLICY:
-We need access to data which already exists. ex. data.gov, http://www.ciqss.umontreal.ca/
-Policy advances will make possible the ethical and safe and secure us of public data
-Better connection with global context
-Don't do what Harper does.
Multidisciplinary research and teaching. The trend seems that both research and teaching will be more and more multidisciplinary. In line with the expectation for 21st century skills which largely focuses on practical problem solving and collaboration (source), researchers will collaborate in addressing a problem as are teaching programs. Research programs will go cross boarder as the focus will be on solving practical and anticipated problems or addressing a big issue (e.g., global warming). Implementation of research outputs may be a requirement. In the teaching dimension, even what are considered relatively more structured areas such as engineering are being organized in some universities by projects rather than by “disciplines” such as chemical, civil, or industrial engineering. Learning Sciences is another example.
All the above advances and those that are not mentioned will create opportunities that researchers, educators, institutions, and policy makers can harness to improve research, learning, decision making, and problem solving.
-Connection between learners in and out of the classrooms
Some more can include
- Learning could be inquiry based as it involves more of question raising rather than question answering.
- The system will be more and more encouraging and rewarding for innovative approaches in research and teaching.
- More support and guidance will be available for self learning and for learning outside of the classroom.
- Learning may be more related to work.
- There can be more collaboration between schools and the community.
Alenoush:-We need understand and value other research designs, methodologies from different domains
-how are we going to do scale it up
-Research relevance and meaningfulness brought to practice in a timely manner, forsee changes and adapt
-Globalization: global view which is useful in specific areas
-We still don't know much about changing behaviours, application of research results? (re-culturing)