1、2024 EDUCAUSE Horizon Report Teaching and Learning Edition 2024 EDUCAUSE Horizon ReportTeaching and Learning EditionTHANK YOU TO OUR TEACHING AND LEARNING HORIZON REPORT SPONSORKathe Pelletier,Mark McCormack,Nicole Muscanell,Jamie Reeves,Jenay Robert,and Nichole Arbino,2024 EDUCAUSE Horizon Report,T

2、eaching and Learning Edition (Boulder,CO:EDUCAUSE,2024).2024 EDUCAUSEThis report is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.ISBN:978-1-933046-20-4EDUCAUSE Horizon Report is a registered trademark of EDUCAUSE.Learn MoreRead additional mate

3、rials on the 2024 Horizon Project research hub,https:/www.educause.edu/horizon-report-teaching-and-learning-2024EDUCAUSE is a higher education technology association and the largest community of IT leaders and professionals committed to advancing higher education.Technology,IT roles and responsibili

4、ties,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 higher education.EDUCAUSE is a global nonprofit organization

5、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,EDUCAUSE encourages diversity in perspective,opinion,and represen

6、tation.For more information,please visit educause.edu.CONTENTSExecutive Summary 4 Trends:Scanning the Horizon 6 Social Trends 8 Technological Trends 10 Economic Trends 12 Environmental Trends 14 Political Trends 16 Honorary Trends:Artificial Intelligence 19 Key Technologies&Practices 21 Finding Appr

7、opriate Uses for AI-Enabled Technology 22 Supporting AI Fluency 24 Supporting Equitable and Inclusive Learning 26 Protecting Data Privacy and Security 28 Navigating Misinformation 30 Supporting Mental Health 32 Scenarios 34 Growth:Workforce-Driven Higher Education 35 Collapse:Higher Educations Polit

8、ical Tides 36 Constraint:Data-Restricted Higher Education 37 Transformation:Individualized Higher Education 38 Methodology 39 Expert Panel Roster 42 Appendix:Additional Examples of Teaching and Learning Technologies and Practices 44 2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 4EXECUTI

9、VE SUMMARYIn the denouement of the COVID-19 pandemic,talk of a return to“normalcy”in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions.Public perceptions of the value of postsecondary education continue their downward slide,placing institut

10、ions in the position of having to demonstrate their worth and find solutions to declining enrollments.Data and analytics capabilities continue to evolve,introducing new opportunities and new risks to the institution.Chief among these capabilities,generative AI promises to change teaching and learnin

11、g in ways many of us have yet to fully understand or prepare for.For this years teaching and learning Horizon Report,expert panelists discussions highlighted and wrestled with these present and looming challenges for higher education.This report summarizes the results of those discussions and serves

12、 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 were facilitated using tools adapted from the Institute for th

13、e Future.TrendsAs 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 expansive view of the larger trends serving as con

14、text for institutions of higher education,panelists provided input across five trend categories:social,technological,economic,environmental,and political.Given the widespread impacts of emerging AI technologies on higher education,we are also including in this years report a list of“honorary trends”

15、focused on AI.After several rounds of voting,the panelists selected the following trends as the most important:Social Public perception of the value of higher education is declining.Student demographics are changing.Students are increasingly demanding access to learning anytime,anywhere.Technologica

16、l Concerns about cybersecurity and privacy are increasing.The use of learning analytics continues to rise.The digital divide persists.Economic The demand for and focus on workforce skills is growing.Challenges for employee retention are increasing.Student debt is increasingly impacting students enro

17、llment decisions.Environmental Higher ed institutions are increasing their commitment to sustainability.Concerns about the impact of big data tools on the environment are rising.The demand for green skills in the workforce is increasing.Political Political polarization in the United States continues

18、 to impact higher education.Government policy is increasingly influencing education.The need is growing for policies that address emerging technologies.Honorary AI Trends AI is changing the way we communicate.AI tools have growing potential to reshape pedagogy and student experiences.AI is increasin

19、gly having an impact on the economy and workforce.AI is increasingly being used to address climate change and sustainability issues.The potential for the use of AI in politics is growing.2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 5Key Technologies and Practices Horizon panelists were

20、 asked to describe the key technologies 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 item

21、s rose to the top of a long list of potential technologies and practices:Finding Appropriate Uses for AI-Enabled Technology Supporting AI Fluency Supporting Equitable and Inclusive Learning Protecting Data Privacy and Security Navigating Misinformation Supporting Mental HealthHaving identified the m

22、ost important technologies and practices,panelists were then asked to reflect 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:the impacts of those technologies and

23、practices on the macro trends already identified by the panelists;potential key stakeholder(staff,faculty,students)uses of those technologies and practices;risks of using those technologies and practices;and whether and how those technologies and practices support equity and inclusion.ScenariosScann

24、ing the trends and the technologies and practices,we can begin to gather and arrange the information into logical patterns that can help us envision a number of scenarios for the future,scenarios for which we could start to prepare today.In this report,we paint portraits of four possible future scen

25、arios for postsecondary teaching and learning:Growth:In this future,unfettered growth of AI technologies has led to widespread and substantive changes to the global workforce across most industries.New skills are needed by a diverse and nontraditional community of students.Higher education instituti

26、ons have significantly revised their education models to focus on quickly evolving workforce skills,leveraging anytime/anywhere learning to improve instructional agility and responsiveness to the demands of industry.Constraint:In this future,widespread surges in cybercrime are all over the news.Medi

27、a outlets compare online environments to crime-riddled metropolitan areas,cautioning the public to shore up their data and device protection or to simply stay offline whenever possible.Security and privacy advocates find allies in climate and ethics leaders who decry the environmental and human cost

28、s of excessive data collection and use,gaining sufficient influence to lead sweeping social and political changes in national and global data practices.Collapse:In this future,global political division and conflict is putting pressure on higher education institutions.A growing number of institutions

29、 face an impossible choice:align with local,state,and federal political and moral ideologies,thereby alienating a large portion of learners and instructors and staff,or lose vital state and federal funding and face unavoidable shutdown.Transformation:In this future,declining public perceptions of hi

30、gher education and the mounting student debt crisis have exacerbated enrollment challenges for institutions.Higher education leaders call for institutions to improve their value to learners by refocusing on hyper-individualized instruction and a commitment to the greater good.2024 EDUCAUSE Horizon R

31、eport|Teaching and Learning Edition 6TRENDS:SCANNING THE HORIZONSocialPublic perception of the value of higher education is declining.Student demographics are changing.Students are increasingly demanding access to learning anytime,anywhere.TechnologicalConcerns about cybersecurity and privacy are in

32、creasing.The use of learning analytics continues to rise.The digital divide persists.EconomicThe demand for and focus on workforce skills is growing.Challenges for employee retention are increasing.Student debt is increasingly impacting students enrollment decisions.EnvironmentalHigher ed institutio

33、ns are increasing their commitment to sustainability.Concerns about the impact of big data tools on the environment are rising.The demand for green skills in the workforce is increasing.Institutions of higher education,and the teaching and learning practices they adopt,are in many ways products of t

34、he larger environments of which they are a part.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 a

35、nd their practices demands that we pay attention 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

36、landscape and identify the most influential trends shaping higher education teaching and learning across five categories:social,technological,economic,environmental,and political(STEEP).This section summarizes the trends the panelists discussed and voted as most important in each of these categories

37、,as well as anticipated impacts of and evidence for each trend.In this years report,we see more and more evidence that higher education must transform itself to retain value and relevance amid a changing student demographic,the increasing influence of government policy on education in a politically

38、polarized environment,and the continuing digital divide.Public perception of the value of higher education continues to decline,and student debt is increasingly factoring in students enrollment decisions.An increasing commitment to sustainability in higher education will also require institutions to

39、 transform building and data-center policies and practices.Meanwhile,challenges in retaining employees,an increasing focus on and demand for workforce skills and“anytime,anywhere”learning,and growing demand for“green”skills suggest the need for a tighter connection between learning outcomes and work

40、force preparedness and for a rethinking of not only the content of the curriculum but also its delivery models.Trends related to data also point to the need for transformation.The deepening concerns about the impact of big data tools and about cybersecurity and privacy become even more critical as w

41、e see the continued rise of learning analytics.Threaded throughout these trends and their potential impacts,of course,was artificial intelligence.For the first time in the history of this research,panelists identified AI-related trends across all five of the STEEP categories.Thus,in this edition of

42、the Horizon Report,we include an honorary category of AI trends.The potential impacts of AI are broad and far-reaching.AI is changing the way we communicate,beginning to reshape pedagogy and student experiences,increasingly impacting the economy and the workforce,and being used to address climate ch

43、ange and sustainability issues.Meanwhile,the potential for using AI in politics is growing.Overall,the AI trends depict a potential future in which humans will need to navigate the impact of AI amid the ongoing development of AI tools.2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 7Polit

44、icalPolitical polarization in the United States continues to impact higher education.Government policy is increasingly influencing education.The need is growing for policies that address emerging technologies.Honorary Trends:Artificial IntelligenceSocial TrendsTechnological TrendsEconomic TrendsEnvi

45、ronmental TrendsPolitical TrendsThe 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

46、on Report staff,aside from our work in organizing and synthesizing the panelists inputs for presentation here.Each of the trends encompasses far more complexity and variability across types of institutions and regions of the world than can be adequately captured in such a brief summary.Indeed,the ex

47、pert panelistswho represent a variety of roles and institutional types within the United States,as well as communities outside of the United Statesroutinely reflected on the ways in which trends affect institutions differently across different settings.Where possible,weve tried to account for that v

48、ariability,though the reader will certainly bring additional experiences and contexts that would further broaden these considerations.2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 8SOCIAL TRENDSHigher education takes place within particular social contexts,and learning experiences are s

49、haped and colored by the people interacting and building relationships through those experiences.The student experience in higher education is a fundamentally social practice,one that is better understood by mapping the important social trends developing within and around it.Public perception of the

50、 value of higher education is declining.Impact:Since 2015,negative public perceptions about higher education and the value of a college degree have grown.To be clear,many still agree that college is valuable,and research still shows that a college education is economically and socially valuable,not

51、only to individuals but to the country as a whole.But people are increasingly losing their trust and confidence in higher education and are questioning whether college is worth the increasingly hefty price tag.Young people are uncertain that a degree will help them secure a well-paying job and are p

52、ut off by the debt they would accumulate by attending college.This has the potential to exacerbate enrollment issues and could lead to varying impacts,both positive and negative.With this declining interest in higher education,institutions may face further economic challenges such as decreased state

53、 and federal funding and donor contributions,which could impact all areas of institutional operations,including staffing,services,and curriculum.There could be broader,societal-level impacts as wellfewer people attending college can slow economic growth by creating or worsening labor shortages,lower

54、ing tax revenues,and increasing the demand for social services.Socially and culturally,we could see declines in important skill areas that many companies desire,such as critical thinking,creativity,curiosity,and resilience.Divisions could also widen over politics,socioeconomic status,race and ethnic

55、ity,and gender and sexuality as individuals have fewer formal opportunities to critically explore different points of view.Yet,with these changing perceptions,we could also see beneficial changes to the higher ed landscape.That is,institutional leaders might need to rethink what teaching and learnin

56、g looks like to better attract,retain,and serve students.This could lead to the development and implementation of innovative teaching methods and pedagogical approaches that more heavily incorporate experiential learning,technology,and real-world applications.This may also lead to a stronger emphasi

57、s on affordability and equity,in addition to ensuring that graduates will benefit from their degrees(e.g.,via pathways that focus directly on skills-based learning and workforce development and by forming partnerships with industry to create tangible career opportunities for students).Evidence:Despi

58、te rising concerns about the value of a college education,a recent survey conducted by the American Association of Colleges and Universities(AAC&U)showed that many employers believe that college education is valuable and prepares students for entry into the workforce.In Colorado,lawmakers commission

59、ed an annual report on higher education return on investment,which provides high schoolers with information that they can use to help decide whether they should go to college.The Center on Education and the Workforce at Georgetown University provides rankings by return on investment for 4,500 univer

60、sities and colleges.Student demographics are changing.Impact:Student populations are becoming more diverse in terms of race,ethnicity,gender,age and generational status,and economic background.With the looming enrollment cliff,there will be an increase in nontraditional students pursuing higher ed o

61、pportunities.Universities and colleges will need to be prepared to meet students where they are and to find ways to demonstrate the value proposition of higher education to the broader population,including nontraditional students and those from traditionally underserved populations.In addition to fi

62、nding ways to make education more affordable,pedagogical approaches and curriculum will need to be updated to accommodate the diverse needs of students.Universities and colleges should carefully assess their existing offerings along with workforce and job market trends to make decisions about updati

63、ng academic programs so that they will meet not only student needs but future employer needs.Institutions can also make their courses more accessible by implementing universal design principles and investing in high-quality online,hybrid,and blended learning options to appeal to students who prefer

64、flexible and remote learning.Alternative credentials such as microcredentials,certifications,and badges will also be attractive to students looking for short-term training in specific areas.Institutions will also need to ensure that faculty are able to adapt to diversifying student cohorts and their

65、 differential needs by providing professional development and training opportunities and easy access to instructional resources.Student support services will also need to be more robustgreater numbers of students will need a variety of services such as language,tutoring,and 2024 EDUCAUSE Horizon Rep

66、ort|Teaching and Learning Edition 9writing support;support with navigation of college services;mental health and well-being support;and childcare support.With an increasingly heterogeneous student body,institutions will need to find meaningful ways to support student inclusion and belonging,in addit

67、ion to ensuring that all students have access to resources,support,and holistic learning experiences.As part of this,institutions may need to invest further in DEI initiatives and also pursue new options for addressing these needs without the“DEI”label,given political trends across states and region

68、s.Evidence:The Sorenson Impact Center at the University of Utah recently launched the Student Trends and Enrollment Projections Dashboard(STEP).The dashboard can help institutions prepare for demographic shifts,allowing them to visualize relationships between population and enrollment trends.Despite

69、 changing demographics,racial and socioeconomic diversity at higher ed institutions in the United States might decline,at least temporarily,due to the Supreme Court ruling banning affirmative action in college admissions.According to an analysis done by the Center on Education and the Workforce,“the

70、 most effective way of increasing socioeconomic diversity at selective colleges is to consider race in the admissions process,not to ignore it.”Students are increasingly demanding access to learning anytime,anywhere.Impact:The rise of hybrid-based learning during the pandemic allowed students to dis

71、cover new ways of accessing education and has led to a growing demand for flexible and personalized options for learning.Students are increasingly interested in having access to multiple modes for learning and more choice when it comes to deciding how to participate.Interest is also growing in self-

72、paced learning and microlearning(learning content that targets specific skills and is presented in a bite-sized format).Many institutions continue to offer online and hybrid experiences.Moving forward,however,institutions will need to put more investments into ensuring that high-quality programs and

73、 courses are developed and implemented in addition to building the infrastructure to support the needs of programs that are not fully on-site,including up-to-date technologies(e.g.,robust LMSs,5G networks,and cloud computing).To support personalization,institutions will need to rely more on AI-power

74、ed technology that can offer real-time,personalized feedback;tailored learning pathways based on individual abilities and performance;and tutoring.These changes will increase the burden on faculty,who will be tasked with developing content that can be delivered via different modes of instruction,and

75、 on students,who may be participating in different modes at any given time.As a result,there will be a growing need for faculty to collaborate with instructional designers to design courses and assessments that are not only flexible and personalized but also are authentic and accessible regardless o

76、f their delivery methods.Faculty will also need help keeping up with emerging technologies to support their teaching.As institutions focus more on flexibility for students,they will face some trade-offs between convenience and efficacy.With faculty pivoting to meet the diverse needs of their student

77、s,we may also see their role shift more toward a mentor(and away from a mere purveyor of knowledge).Movement toward anytime/anywhere learning will also present significant challenges.Institutions will need to navigate potential trade-offs between convenience and efficacy,finding the right balance of

78、 letting students have choice and options while also still ensuring that they are adequately meeting pedagogical goals and are acquiring skills and knowledge needed to succeed beyond college.Institutions need to explore best practices for teaching and learning across modalities and stay informed on

79、research that examines student outcomes when learning anywhere and anytime to ensure that a move toward flexibility,microlearning,and personalization does not negatively impact student outcomes.Evidence:According to the 2023 Changing Landscape of Online Education(CHLOE)report,“the majority of survey

80、 participants report increased student demand for online and hybrid learning juxtaposed with decreased demand for face-to-face courses and programs.”Eight colleges in California are participating in a pilot competency-based educational program that allows students to complete courses at their own pa

81、ce.Colorado State University procured a campus-wide LinkedIn Learning license so that all students,faculty,and staff can have free access to on-demand video libraries and educational tools.FURTHER READINGChronicle of Higher Education“What the Public Really Thinks About Higher Education”National Cent

82、er for Education Statistics“Projections of Education Statistics to 2028:Enrollment in Degree-Granting Postsecondary Institutions”McKinsey&Company“What Do Higher Education Students Want from Online Learning?”2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 10TECHNOLOGICAL TRENDSTechnology i

83、s constantly changing and growing more sophisticated.As technologies become outdated and new technologies 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 m

84、ore flexible teaching and learning experiences.What those technologies are,how they are deployed across the institution,and the ways in which they themselves continue to evolve is one of the ongoing and defining stories of higher education.Concerns about cybersecurity and privacy are increasing.Impa

85、ct:Some colleges and universities have recently seen an increase in cyberattacks,likely due to a never-ending cycle in which institutions develop countermeasures and scammers develop new approaches and find workarounds to safeguards implemented.The rise in concerns about cybersecurity and privacy is

86、 perhaps unsurprising.Phishing scams are increasingly sophisticated,and scammers are finding ways to tailor emails to individuals in a way that makes them more attractive and clickable.As one panelist noted,“It is scary to think about shutting down an entire university because someone clicked on a l

87、ink.”These concerns may only be exacerbated in the future as student demand for learning anytime,anywhere grows,necessitating the adoption of more technology and software programs that collect data.As both risks and concerns grow,we may see further changes in federal policy and the adoption of more

88、rigid security policies and practices,which could ultimately lead to tighter controls and reduced functionality when it comes to institutional computers,content,and applications.We may also see responsibility increasingly placed on stakeholders.Campuses will likely implement more cybersecurity and p

89、rivacy awareness training for all constituents.More ethical responsibilities may be placed on instructional designers and faculty,particularly in choosing and implementing technology.Institutions may also consider requiring students to have up-to-date hardware and software in order to transact with

90、services such as LMS,email,and SIS portals.These changes have the potential to cause frustration and could disrupt productivity,especially for faculty and students who need easy access to technology to support their teaching and learning endeavors.IT departments already and will increasingly face ch

91、allenges in finding technology that meets security requirements,in addition to navigating the ever-changing contracting and insurance requirements from third-party vendors.This will make it more difficult for institutions to adopt technology solutions,especially emerging technologies,and could cause

92、 a spike in the market for restricted,closed systems that pull from gated data.An increase in student concerns over data security and privacy will also potentially impact the collection and use of data at institutions.Increasing awareness and concern on the part of students could press institutions

93、to be more transparent and provide opportunities for students to opt out and have more control of their data.Security risks are not going away,and thus neither will concerns about security and privacy.Institutions will need to continue to drive changes in policies,practices,and professional developm

94、ent focused on safeguarding the collection,storage,ethical use,and dissemination of data.Evidence:According to a recent report by IBM,the average data breach at higher education organizations cost over$3 million in 2023.At the University of WisconsinMadison,thousands of students and instructors were

95、 enrolled in(and informed afterwards)a data monitoring program without any ability to opt out.The use of learning analytics continues to rise.Impact:Globally,the education and learning analytics market is predicted to grow substantially between 2023 and 2028.Part of this growth is being driven by an

96、 increase in awareness of how data can inform decisions about developing and updating academic programs to meet student needs and improve student success.Institutional leaders are increasingly aware that learning analytics are becoming more and more sophisticated and can be used in a number of ways

97、to improve student success,including the development of personalized and adaptive learning experiences,identification of at-risk students(early intervention)and students who are struggling,and identification of curriculum areas and pedagogical approaches that may need to be revised or updated.Despit

98、e the increase in awareness and predicted increase in the adoption of learning analytics technologies,the use of analytics to inform teaching and learning practices is still evolving,and many institutions face challenges in harnessing analytics at a larger scale.As institutions adopt and plan for ho

99、w to harness learning analytics they will need to address some of these obstacles,including financial cost.Learning analytics relies on technology,the infrastructure to support that technology(including data frameworks),and people(e.g.,faculty as frontline data collectors and staff to support aspect

100、s of data management,analysis,and interpretation and data literacy initiatives).Ethical and legal risks will also need to be mitigated.Universities 2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 11and colleges need to ensure that they are in compliance with regulations and can adequately

101、 protect students privacy.They will also need to address issues of misuse and misinterpretation of data,for example,by implementing best practices that minimize biases stemming from learning technologies(especially those utilizing AI and machine learning algorithms).Institutions will also need to ga

102、rner buy-in from stakeholders,including faculty and studentssome may be hesitant or even distrusting of the use of student data,worrying not only about security and privacy but also that a focus on key performance indicators may be reductionist and ignore individual differences and needs,leading to

103、less authentic learning experiences.Moving forward,institutions will continue to collect an ever-increasing amount of data.Thus,they will need to have strategic plans for how to use it to improve student outcomes,in addition to ensuring that stakeholders will be equipped to effectively use it while

104、mitigating potential risks(e.g.,by providing support and training on data literacy,ethics,and how to source relevant data from educational technologies such as LMSs).Evidence:Professors and students who are part of the Brandeis Online Learning Lab(BOLL)at Brandeis University are developing cutting-e

105、dge learning analytics tools that aim to improve student engagement in online courses.Researchers at Cornell University showed that shared modeling can help institutions,especially those that lack resources to invest in learning analytics,to conduct their own learning analytics to improve student su

106、ccess.Shared modeling allows institutions to develop their own predictive models using data from other institutions.The digital divide persists.Impact:During and following the pandemic,there was a significant increase in global connectivity.Despite the internet becoming more widespread,however,billi

107、ons of people still dont have access to the internet,and in education,we continue to see a digital divide,especially in rural areas and in low-income and marginalized communities.Universities and colleges are continuing to explore ways to make learning equitable,such as by providing loaner devices t

108、o students,partnering with local governments and organizations to expand internet access,and updating their infrastructure to support easier network access across the campus.Still,the divide persists,and now students who lack access to technology are falling behind in the latest technologies,such as

109、 AI.The divide could also grow as student interest in online and hybrid learning increases and as universities and colleges focus increasingly on recruiting nontraditional students.Inequities in access to technology not only impact students and their ability to succeed during and after college,espec

110、ially in a tech-heavy world,but also place pressure on instructors who must consider how to get their students from low-access environments on the same footing as other students and whether adjustments need to made to pedagogy(i.e.,limiting the amount of digital-based learning in a course or offerin

111、g nondigital methods of delivery).However,limiting the use of digital technology could result in lower rates of digital literacy,placing students at a disadvantage as they continue their education and enter the workforce.Moving forward,institutions need not only to find ways to provide access to dev

112、ices and networks but,more importantly,to train and support their faculty and instructional designers to be able to help students navigate digital learning.Colleges and universities must invest in and develop curriculum on digital literacy,focusing on the critical-thinking skills that students will

113、need to use technology effectively and responsibly.Evidence:A UNESCO report suggests that the COVID-19 pandemic caused students to be over-reliant on technology,further exacerbating inequalities in technology and education more generally.The University of Montana recently received a$200,000 grant fr

114、om the National Science Foundation to revolutionize digital access for Montanas tribal colleges and universities.FURTHER READINGChronicle of Higher Education“How Colleges Can Defend Against Cyberattacks”Solutionpath“White Paper:Adopting a Data Mindset and an Institutional Approach to Student Success

115、 Using Student Engagement Analytics”Brookings“AI and the Next Digital Divide in Education”2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 12ECONOMIC TRENDSHigher education is no stranger to economic challenges.Finding reliable markets and sources of revenue while keeping costs from balloo

116、ning is always of critical importance to institutions.Yet economies and enrollment patterns fluctuate,so institutional leaders need to be prepared for fiscal instability and uncertainty by anticipating declines in funding and adopting new ways of thinking about and planning institutional business.Th

117、e demand for and focus on workforce skills is growing.Impact:As institutions look for ways to attract students and increase their value proposition,greater attention is being placed on workforce development training.Significant workforce changes and trends are also driving this focus on skills-based

118、 learning.Digitization and automation are disrupting the workforce,leading to the elimination of some jobs and the creation of others.Companies are increasingly adopting skills-based hiring approaches,and despite concerns over the value of higher ed,it is predicated that a majority of workers will s

119、till need formal training,including opportunities for up-and re-skilling.As a result,institutions are already increasing spending on career services and are implementing and expanding alternative credential programs(microcredentials,certifications,badges,and lifelong learning programs).Institutions

120、are also reevaluating traditional degree programs,looking for ways to implement workforce development into curriculum.As institutions put more attention on workforce development,we may see rapid growth not only in alternative credentials but also in traditional programs that have less direct career

121、pathways(e.g.,arts,humanities,social sciences).There could also be a shift toward performance indicators derived from professional accreditation agencies,putting less emphasis on the process of learning,and that emphasis on targeted skills could cause other important and transferable skills to be ne

122、glected(e.g.,critical and creative thinking and exploration and curiosity).Pedagogy could also be impactedinstructors might be less able and less incentivized to explore and use new and creative methods of teaching.Yet,despite potential pitfalls,students would undoubtedly benefit from having access

123、to high-quality,flexible workforce development training and opportunities.As institutions develop new programs and revamp existing ones,they will need time and resources to develop well-rounded and effective curriculum programs that are accessible.They will also need to ensure that students are lear

124、ning not only job-specific skills but also higher-level cognitive skills that will be just as important in the workforce.Institutions may need to work more closely with industry partners as they develop their programs to ensure that they will meet industry needs,in addition to creating experiential

125、learning opportunities for students.Institutions will also face the challenge of keeping curriculum up to date.Moving forward,the ability to remain agile and responsive to changing learning needs is more important than ever.Universities and colleges will need to develop a model in which curriculum c

126、an be changed quickly to meet the demands of the workforce.Evidence:The State of Skills-Based Hiring 2023 report published by TestGorilla found that over 70%of hiring managers,recruiters,and executives believe that all forms of skills-based hiring are more effective than rsums.In Iowa,Luther College

127、 updated its core curriculum to include skill-building courses,including courses on creative,data,religious,scientific,and social systems and textual literacies.A recent report by the Center on Education and the Workforce identifies 10 education,training,and work-based pathway changes with the great

128、est potential to improve employment outcomes for young adults.Challenges for employee retention are increasing.Impact:Employee-retention issues continue to trouble not only higher ed but also the workforce more generally.Within higher ed,many institutions continue to see resignations,and a significa

129、nt number of staff say theyre likely to look for other positions.Beyond higher ed,millions of people are voluntarily leaving their jobs,with Gen Z and millennials being the most likely to job-hop.The impact is significant.Institutions and companies are understaffed,causing increased workloads,burnou

130、t,a rapid loss of institutional knowledge,and diminished ability to achieve strategic goals.In higher ed,staffing issues are affecting all aspects of campus business practices,including IT,administration,campus services,research and teaching,and the student experience.To address staffing issues,high

131、er ed institutions need to find ways to be competitive in the job market,focusing especially on salary,workplace flexibility(including access to remote and hybrid work arrangements),and opportunities for mobility and growth.Higher ed could also help address workforce retention issues more broadly by

132、 adapting their programs and approaches to meet the evolving needs of businesses and the workforce(i.e.,by increasing their efforts toward workforce 2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 13development).Because many companies will look for ways to retain employees,there may also

133、be more opportunities for institutions to work with industry partners to produce retention-based products that would be effective incentives to employees,such as tuition discounting,continuing education programs,alternative credentials,and professional development opportunities.Workers who have acce

134、ss to these opportunities would be able to stay up to date with industry changes and feel more valued in their careers.More access to workforce development opportunities could also improve the ability for students to compete on the job market and,more importantly,will help shape the future workers a

135、nd leaders and their ability to create and participate in productive,inclusive,nontoxic cultures.Thus,institutions should ensure that their programs emphasize leadership,socioemotional skills,and diversity,equity and inclusion.Evidence:A growing number of institutions are outsourcing services due to

136、 employee-retention issues.For example,Kentucky State University and Bethany College had to outsource their financial aid services due to staff turnover.According to research conducted by Culture Amp,18%of employees in the United States are thinking about leaving their role in 2024.Student debt is i

137、ncreasingly impacting students enrollment decisions.Impact:Concerns over student debt continue to grow,especially in the United States.More than 40 million Americans are estimated to hold a combined$1.75 trillion in student debt.And recently,the three-year pause on federal student loan payments stem

138、ming from the COVID-19 pandemic ended,leaving borrowers scrambling to make payments,many of whom werent able to do so.Younger generations are now increasingly concerned about the cost of higher ed as they have seen earlier generations struggling with debt.With ongoing enrollment challenges,and gover

139、nment reform difficult to achieve,institutions are being challenged to find ways to make college more affordable to stay competitive as students consider more affordable education options such as trade schools and vocational programs.Institutions need to find ways to move away from a model that plac

140、es high costs on students who have low economic power during and even after college as they first navigate the workforce.Along these lines,a growing number of universities and colleges are eliminating education debt from the outset by offering alternative sources for financial aid,including merit-an

141、d need-based financial aid packages.Some have even implemented“no loan”policies in which the institution meets 100%of a students financial needs with grants as opposed to loans.Institutions are also investing more in developing cost-effective online/hybrid programs,in addition to placing more emphas

142、is on workforce development,job placement and career counseling,and the adoption of open educational resources.The need for institutions to continue to devote time and resources to reducing student costs and debt will only increase as universities and colleges start looking to attract diverse groups

143、 of students from nontraditional populations.If student costs and debt remain high,not only will enrollments continue to be affected but,more importantly,inequities and disparities will be exacerbated.Already,low-income students and those from marginalized groups face the biggest impacts from studen

144、t debt.In the next few years,these individuals may become more averse to taking on high debt loads to finance their degrees,worsening the underrepresentation of certain groups in higher ed and perpetuating economic and social inequality as those individuals enter the workforce and have fewer opportu

145、nities.Student debt may also deter students from pursuing certain degrees,including advanced degrees,potentially causing program cuts and labor shortages.Evidence:Student loan payments were reinstated in October 2023,yet millions of borrowers are still unable to make payments.According to an article

146、 from the U.S.News&World Report,“a small number of U.S.colleges have instituted no-loan policies,eliminating federal loans from financial aid packages in lieu of scholarships,grants and work-study.”FURTHER READINGWorld Economic Forum“Future of Jobs Report,2023”CUPA-HR“The CUPA-HR 2023 Higher Educati

147、on Employee Retention Survey”Council on Foreign RelationsIs Rising Student Debt Harming the U.S.Economy?2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 14ENVIRONMENTAL TRENDSInstitutions of higher education draw on finite local and global materials and resources to fuel their operations,a

148、nd their facilities leave sizable imprints on the environments around them.The need 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 sustai

149、nability.Higher ed institutions are increasing their commitment to sustainability.Impact:Climate change continues to impact the environment and individuals globally,and due to this,universities and colleges have been steadily increasing their commitment to sustainability efforts.A growing number of

150、universities and colleges are committing to achieving carbon neutrality by 2050.Some of this growth is driven by student interest in sustainability as more and more students are interested in their institutions sustainability efforts(sometimes even considering this factor when deciding which college

151、 to enroll at),and they are increasingly interested in participating in courses,research projects,and other initiatives focused on environmental issues.A rise in sustainability-minded students will likely guide campus policy decisions moving forward.As part of their increased efforts toward sustaina

152、bility,institutions are doing a number of things to reduce their carbon emissions,such as finding and using renewable sources of energy.Some institutions are composting food waste into nutrient-rich soil,replacing heating systems that rely on fire and steaming with geothermal energy,harvesting bioma

153、ss energy,installing wind turbines to generate electricity,using regenerative energy and sustainable materials in construction projects,and adopting green technology.Institutions are also making curriculum changes,offering more programs and courses on environmental issues and sustainability,and some

154、 are even making sustainability and climate issues mandatory,requiring all students to complete a certain number of courses on the topic.As institutions put stronger emphasis on sustainability in their curriculum,this will add pressure to ensuring that faculty are adequately prepared to teach these

155、topics.Institutions are also facing other challenges,especially financial ones.Sustainability requires resources that may be hard to come by.To combat this,more institutions are forming multi-institution collaborations and pooling resources from local,regional,and state sources to address climate,en

156、ergy-efficiency,and economic-development goals.And while going green requires upfront funding,fully investing in a sustainable campus could help save significant money in the long run.As institutions move forward,they should consider completing climate assessments so that they can strategically iden

157、tify high-consumption areas that should be targeted in their pursuit of carbon neutrality.Evidence:The University of California at San Diego recently announced that it will require students to complete at least one climate-change course to be eligible for graduation.The Sustainable Development Solut

158、ions Network partnered with the Climateworks Centre at Monash University,Second Nature,and the Alliance for Sustainability Leadership in Education to develop Net Zero On Campus,a guide for universities and colleges to accelerate climate action.Concerns about the impact of big data tools on the envir

159、onment are rising.Impact:The use of big data(especially thanks to machine learning and AI)continues to be on the rise globally.Many recognize the utilitylarge quantities of data can not only help individuals identify relevant patterns or trends but also be used to address a range of issues including

160、 work processes,health care,and climate change.Yet,while big data is highly valuable,its rapid growth is causing some to become concerned about its impact on the environment.The amount of data created and stored globally continues to grow,putting increased pressure on data centers,which require huge

161、 amounts of energy and water.As institutions collect more data and rely increasingly on AI-powered technologies,they will need to devise plans that will help them adopt new technologies and collect meaningful data in a way that is sustainable and environmentally friendly.This means there will be an

162、increasing need for support and tools that universities and colleges can use to accurately estimate and monitor their data-related carbon emissions,in addition to the development of a standard set of best practices and guidelines when it comes to making data greenerfor example,guidelines for machine

163、 learning model development and training,and model use and re-use.As part of this,there will also be a growing need for transparency in developing machine learning models so that users can accurately estimate their emissions.Some universities and colleges are already finding ways to reduce their dat

164、a emissions,for example by moving their data processes to eco-friendly data centers.Moving forward,institutions should look to work more closely with technology companies,not only as a means of better understanding their own data emissions but also 2024 EDUCAUSE Horizon Report|Teaching and Learning

165、Edition 15to forge pathways to sustainable data solutions that will meet the needs of higher ed institutions and their stakeholders.This also presents an opportunity for institutions to further expand their curriculum on sustainability.Students will need to develop literacy on the impacts of big dat

166、a,responsible use of data-powered technologies,and creative and innovative methods for reducing data emissions.Evidence:The University of York is planning to move most of the campuss advanced data calculations to EcoDataCenter in Sweden,reducing carbon emissions by about 98%.An article from Harvard

167、Business Review proposes suggestions for how to make AI greener,including reusing and fine-tuning existing models,limiting the use of large models,and using approaches that are less computationally expensive.The demand for green skills in the workforce is increasing.Impact:Globally,the demand for gr

168、een skills is growing,and this demand is quickly outpacing the talent being produced.Especially in the United States,we see the green skills gap continuing to widen,partly due to division in beliefs about climate change and its impacts.Yet it is predicted that most jobs will at some point require gr

169、een skills,especially as more and more industries undergo a green transformation,along with a rise in the green economy.Already,many universities and colleges have started to implement climate change and sustainability into their curricula,but if they dont focus on making this training robust and ap

170、plicable to all disciplines,we could see the green skills gap continue to widen,leaving students underprepared for the workforce.Institutions need to work on developing specialized,interdisciplinary,and cross-cultural degree programs to prepare students for the workforce in addition to exploring alt

171、ernative forms of training for those seeking shorter-term,focused credentials.These changes need to be widespread and comprehensive because most industries will be impacted by a move toward sustainability,including health care,transportation,business and finance,energy production,and data and comput

172、ing.Developing a curriculum centered around sustainability and climate change will be challenging because these issues impact all areas and industries.Universities and colleges will need to find ways to forge and support multi-institutional and cross-disciplinary collaborations and centers for learn

173、ing,along with building an infrastructure that supports this collaborative work.The curriculum should extend beyond a focus on the occurrence of climate change and its noticeable effects to include solutions-focused training,which students are increasingly demanding.Institutions also face a major ba

174、rrier in widely implementing green skills across disciplines because many faculty are not adequately prepared to teach these topics.More resources and people will be required to keep the curriculum up to date since these are rapidly changing areas.There will be a growing need to hire experts in addi

175、tion to providing formal training opportunities for faculty.Even with this,it will be challenging for faculty to jump on boardmany already have full plates and little time to devote to professional development and course revamps.Another obstacle involves emotions surrounding climate changepeople,esp

176、ecially those in younger generations,increasingly grapple with climate anxiety.These negative emotions surrounding the uncertainty of the future and the impacts of climate change can impede not only students ability to learn these topics but also facultys ability to teach these topics.Thus,part of t

177、he curricular changes should include both formal and informal opportunities for students and faculty to learn to navigate these emotions so that they can be productive in their academic endeavors and later in their careers.Moving forward,institutions should forge partnerships with industry to better

178、 inform their curriculum and monitor workforce trends,in addition to finding ways to make time for faculty to engage in training and development opportunities and producing applied experiences and opportunities for students to use their green skills in realistic and engaging ways.Evidence:According

179、to the 2023 Global Green Skills Report,about 1 in 8 workers(globally)currently have one or more green skills,and“the demand for green skills is outpacing the increase in supply,raising the prospect of an imminent green skills shortage.”Researchers at Stanford University and Suzanne Moser Research an

180、d Consulting recently developed recommendations for instructors and research mentors to enhance learning outcomes for those struggling with negative climate emotions such as climate anxiety.FURTHER READINGQS World University Rankings“Rankings released!QS World University Rankings:Sustainability 2024

181、”Nature“GREENER Principles for Environmentally Sustainable Computational Science”GreenBiz“How Universities Can Help Fill the Climate Jobs Gap”2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 16POLITICAL TRENDSHigher education,for better and for worse,is always entangled in and concerned wi

182、th 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 subject matter for courses.Because of this long-standing entanglement,political trends have sig

183、nificant effects on higher education at a variety of levels,both positively and negatively.Political polarization in the United States continues to impact higher education.Impact:Political distrust in the United States continues to drive polarization,and as politics seeps easily into daily life,Amer

184、icans sentiments are becoming increasingly negative,leaving many feeling exhausted and angry.Partisanship is driving division in beliefs over what the purpose of college should be,what the college experience should look like,and whether higher education can be trusted.As a consequence,we are seeing

185、not only more attempts at government influence in higher ed but also increasing tensions on campuses,making it trickier for faculty and students to engage in meaningful and critical discourse and learning experiences.Academic freedom and freedom-of-speech cases continue to arise on campuses,especial

186、ly surrounding hot-button topics including,most recently,the IsraelHamas war.These tensions are increasingly causing leaders,faculty,and students to feel restricted in expressing their views and are sparking debates about whether universities and colleges should take a stance on social and political

187、 issues and whether faculty and students should bring their own social beliefs and political agendas into the classroom.With the looming(and already extremely controversial)2024 U.S.presidential election on the horizon,we will likely see polarization and its impacts ramp up.It will be important for

188、institutions to provide resources and opportunities for faculty and students to learn how to engage in meaningful conversations,not only with those who may have different mindsets but also to learn how to engage in civil and constructive dialogue on polarizing topics more generally.Institutions will

189、 need to do this carefully and thoughtfully to foster a climate where individuals dont feel like their academic freedom is being restricted and where faculty and students feel appreciated and included,regardless of their social identities or political leanings.Another impact of political polarizatio

190、n is currently underway.People are increasingly choosing where to live based on the political climate,and faculty and students are interested in living in states with policies that align with their views on a variety of topics,including gun control,reproductive rights,immigration,DEI issues,and coll

191、ege entry testing policies.If this trend continues,college campuses could become less diverse,and polarization within higher ed could intensify as faculty and students gravitate to universities and colleges in areas that have more progressive or conservative climates,causing further separation betwe

192、en the two.In the future,higher ed institutions,most of which are looking to diversify their student bodies,may need to ramp up their efforts toward creating an authentic campus culture and climate that is nonpartisan,while still protecting individuals rights and well-being.Evidence:The University o

193、f Wyoming is taking efforts to stay politically neutral,recently releasing a new statement of principles that seeks to promote freedom of expression,intellectual freedom,and constructive dialogue.A growing number of universities and colleges are engaging in efforts to foster civil discourse and redu

194、ce polarization on campuses.In Virginia,a dozen institutions have partnered with the nonprofit Constructive Dialogue Institute to develop campus-wide initiatives.At American University,faculty and students are learning discourse skills via the Project on Civic Dialogue,which provides opportunities f

195、or faculty and students to practice engaging in dialogue skills.Government policy is increasingly influencing education.Impact:A variety of factors including political polarization,heightened social tensions,and an ever-changing higher ed landscape and student demographics are increasingly driving f

196、ederal,state,and local government policy in relation to higher education.Legislative efforts to regulate teaching and campus initiatives stand foremost among recent concerns.Recently,this has included proposals for banning books;the teaching of sensitive topics surrounding race,gender,sexuality,and

197、climate change;DEI initiatives;and the formation of student political groups.Although the number of these instances is growing,only a limited number have become law,with some states more forcefully pursuing such policies than others.Government influence also extends well beyond regulating teaching,i

198、mpactingperhaps to an even greater extentareas such as admissions,funding,tuition,financial aid,and student loans,as well as the establishment and regulation of educational standards more broadly through attempts to force changes in accreditation.The impacts are far-reaching and varied.Campus climat

199、es 2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 17are becoming more tense as debates about academic and intellectual freedom continue and as institutions increasingly experience challenges in securing local and federal funding.Tuition,financial aid,and student debt continue to be convo

200、luted areas to navigate as governments and institutions try to figure out ways to make higher education more affordable,with progress often being stalled by partisan division.All of these factors intersect to impact teaching and learning experiences.Weve seen impacts on faculty and staff turnover,fl

201、uctuating student enrollments,and the perpetuation of the digital divide and other inequities.Moving forward,government regulations will continue to challenge and sometimes constrain institutions,which will face increasing pressure to comply with regulations while coping with already tight budgets a

202、nd insufficient staffing levels.Yet with more government policies directed at higher education,meaningful impacts on institutional operations and campus stakeholders are emerging.For example,universities and colleges are responding to concerns indicated by government policy initiatives by developing

203、 and/or revising institutional policies aimed at increasing transparency and institutional accountability(especially surrounding student financial aid issues);expanding financial aid for students;improving faculty,staff,and student retention;and improving student support and success(with a particula

204、rly strong and growing movement toward improving student readiness for the workforce).Moving forward,its not certain what government legislation will be passed,especially with an upcoming U.S.presidential election.Regardless of the political affiliations and agendas that may be dominant in any given

205、 context,institutions and governments are likely to continue to focus on major issues such as increasing the value of higher ed to the individual student and society as a whole,improving higher education affordability and lowering student debt,and establishing standards and safeguards that promote s

206、tudent success.Universities and colleges must strive to improve civic literacy across society in general so that all segments of the population can collectively and critically make better decisions in relation to government policy.Institutions that want reform will need to be proactive and increase

207、their efforts toward engaging with their stakeholders and communities to increase advocacy on these issues and better champion policies that promote equity,accessibility,academic freedom,and effective,research-driven pedagogy.Evidence:As a result of the U.S.Supreme Court ban on affirmative action,so

208、me institutions implemented new admissions policies,such as guaranteed or direct admission,which forgo the application process altogether.The U.S Education Department put forth a federal rule aimed at increasing transparency about costs and risks associated with college programs.Under this rule,for-

209、profit institutions,some nondegree programs,and most graduate programs will be required to“show that graduates can afford their yearly debt payments and are making more money than an adult in their state with a high school diploma and no postsecondary degree.”The need is growing for policies that ad

210、dress emerging technologies.Impact:Over recent years,disruptive technologies have risen rapidly,particularly AI-powered tools,including generative AI.The speed at which these technologies have developed and continue to change makes it challenging to fully understand the potential risks and how to mi

211、tigate them.Yet most agree that there is a growing need for policies that address emerging technology policies and regulations in order to safeguard users and promote ethical and responsible usage and outputs.According to a report by UNESCO,there are already a variety of potential risks associated w

212、ith AI that must be considered,including inaccurate and harmful outputs,plagiarism and copyright infringement,data security and privacy threats,and a worsening of digital inequities.AI is not the only area where many see a growing need for regulationall technologies have different risks and limitati

213、ons that society must manage.Already,there has been movement at the federal level.In May 2023,the Biden-Harris administration released the federal governments National Standards Strategy for Critical and Emerging Technology(Strategy),which prioritizes the development of standards for a variety of te

214、chnologies,including communication and networking technologies;semiconductors and microelectronics;AI and machine learning;biotechnologies;positioning,navigation,and timing services;digital identity infrastructure and distributed ledger technologies;clean energy and storage technologies;and quantum

215、information technologies.Globally,findings suggest that many countries are currently similar in their development and adoption of policies,with most currently focused on how to shape the development of AI use(i.e.,countries are creating regulatory sandboxes,voluntary standards,and oversight bodies).

216、It remains to be seen how quickly formal,mandatory policies will develop and what their direct impact on higher education will be.Some potential impacts include an increase in difficulty procuring technologies,in addition to difficulty navigating partnerships with third-party vendors;a stifling of c

217、reative and innovative uses and the development of new technology;increasing need for cybersecurity,privacy,and compliance resources and personnel;increasing feelings of distrust and concern about censorship and intellectual freedom;and a growing need for universities and colleges to 2024 EDUCAUSE H

218、orizon Report|Teaching and Learning Edition 18double-down on digital literacy so that users can be informed and make responsible decisions about their use of emerging technologies.In the meantime,while governments make progress with their policy efforts,however haltingly,institutions are implementin

219、g their own policies and should continue,which includes implementing processes for regular review and revision in the face of ongoing technological progress.As part of such efforts,they should strive to ensure that their policies keep pace with standards and practices across the nation and internati

220、onally,which entails supporting ongoing open discourse with all stakeholders so that they can best inform practices.Institutions should also strive to anticipate major policy and regulatory trends and outline contingent steps that the institution might take if relevant laws or regulations do take ef

221、fect so that they can respond with agility and flexibility.Evidence:Europe recently agreed to landmark rules for using AI.The EU AI Act is the first major regulation specifically targeting AI and could become a blueprint for other governments.“Government Technology”provides a regularly updated list

222、of generative AI policies and guidelines that are being implemented by cities,states,and organizations across the nation.FURTHER READINGWashington Post“Political Polarization Is Sorting Colleges into Red and Blue Schools”Chronicle of Higher Education“Who Should Shape What Colleges Teach?”Governing“H

223、ow Should Government Regulate Emerging Technology?”2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 19HONORARY TRENDS:ARTIFICIAL INTELLIGENCEThis year,we include an honorary section devoted to artificial intelligence.AI continues to make waves not only within higher education but globally,

224、across industries and in everyday personal and social contexts.The influence of AI is far-reaching,and perhaps unsurprisingly,panelists this year nominated at least one AI-related trend in each of the five trend categories.In this section we briefly highlight a few of the AI-related social,technolog

225、ical,economic,environmental,and political trends and impacts that are taking shape.Social TrendsAI is changing the way we communicate.AI is being used more and more in human interactions and conversations,and discussion is increasing about the ways in which AI may shape not only human communication

226、but,more broadly,socioemotional skills.Increasingly,people are not only using AI to facilitate communication but also conversing directly with AI(e.g.,via chatbots or virtual assistants,and some are turning to generative AI as conversation partners).AI has the potential to change human connection an

227、d communication in a number of ways.As a result,higher ed will need to understand the evolving ways in which faculty,students,and staff are using AI and prepare to adapt to changes in the way students communicate.They will also have to update curriculum involving socioemotional skills and communicat

228、ion to account for these changes.Below are several ways that AI could impact communication and socioemotional outcomes:Cause others to have negative perceptions of you Change the norms for whats deemed to be appropriate when conversing with others Distort individuals sense of self and others Cause p

229、eople to behave more like machines Hinder social skills in young people and neurodiverse individuals Help individuals with communication disabilities to better communicate Facilitate and hinder the learning and use of foreign languages Improve communication within organizations Exacerbate loneliness

230、 Technological TrendsAI tools have growing potential to reshape pedagogy and student experiences.When ChatGPT burst onto the scene,it grabbed the attention of faculty and students globally.Since then,there has been great concern over the use of generative AI in the classroom,especially in the realm

231、of course assessments and plagiarism.Yet AI tools are not only growing more sophisticatedthey are expanding beyond just assessments.More and more uses for AI in the classroom are emerging,and these technologies have the potential to change the landscape of teaching and learning and the student exper

232、ience in a variety of ways,for better or worse.As these technologies continue to change and as adoption increases,higher education institutions will have to regularly update their recommendations and guidelines regarding the use of such technologies,paying close attention to proposed government poli

233、cies that may be implemented in the near future.Institutions can also help their faculty and students be more mindful and responsible users by providing digital literacy training and resources and by finding ways to leverage AI to enhance pedagogical experiences and student outcomes.Below are severa

234、l ways that AI could impact pedagogy and the student experience:Pave the way,through multimodal and interactive AI,for much more sophisticated and responsive educational technologies Shape the future of critical thinking Facilitate ideation and creativity Boost student engagement Improve classroom m

235、anagement Reshape the approach to assessments Personalize learning Act as tutors and provide feedback to students Enhance LMS platforms Help with student mental health2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 20Economic TrendsAI is increasingly having an impact on the economy and wo

236、rkforce.Organizations of all kinds are adopting AI technologies,and many are speculating about what the impact will be on them,the workforce,and the overall economy.AI has the potential to significantly change the way individuals work,with many feeling optimistic that AI will help boost productivity

237、 by automating mundane and time-consuming tasks and thereby freeing individuals to work on more critical tasks.Others worry that AI could have a negative effect on the workforce and economy by leading to the loss of millions of jobs.Higher education institutions will need to prepare to navigate the

238、incorporation of AI into their own business models and workflows,as well as to align their programs to prepare students for the changing workforce.They can accomplish this,for example,by teaching students digital literacy skills and helping them assess career pathways based on workforce changes stem

239、ming from AI adoption.Below are several ways that AI could impact the economy and workforce:Lead to an economic boom Improve productivity Replace jobs in the future Lead to the creation of new jobs in the future Change business models and strategies Change the skills needed in the workforce Advance

240、skills-based hiring Impact workplace diversityEnvironmental TrendsAI is increasingly being used to address climate change and sustainability issues.The continued development of powerful AI tools has provided new ways to address global issues,including environmental ones.Now,AI can help not only dete

241、ct and monitor climate threats and change but also combat climate change and increase sustainability.Higher education institutions can further their commitment to sustainability by exploring AI-powered technologies that could help reduce emissions and energy consumption on their campuses.Yet they wi

242、ll need to be mindful that the use of AI technologies,including those designed to address climate change,also have a growing carbon footprint.The growth in environmental AI technologies also presents an opportunity for universities and colleges to offer interdisciplinary curriculum in which students

243、 can increase their emerging technology competencies and green skills,both of which will be needed for the workforce.Below are several ways that AI could impact the environment:Forecast sources of renewable energy Power renewable energy systems Help farmers grow climate-resilient crops Detect methan

244、e emissions and forest fires Combat climate change Add to global carbon emissions and higher energy consumptionPolitical TrendsThe potential for the use of AI in politics is growing.AI is already being used by governments to tackle issues in health care,transportation,and the environment.AI is also

245、being used to aid political campaigns and elections,in addition to making its way into policy and legal arenas.We are still at an early stage,however,when it comes to government policy and regulations on emerging technologies such as AI.This is sparking debates about a number of risks and associated

246、 safeguards that may need to be implemented.As AI technologies increasingly impact the political environment,higher education institutions should be prepared to increase their political and information-literacy efforts,providing regularly updated resources and training,not just for students but for

247、faculty and staff alike.The emergence of AI in civic life may also provide institutions with an opportunity to develop more curriculum on trustboth political and technologicalas the increasing use of AI in politics may further perpetuate trust issues toward governments and AI.Below are several ways

248、that AI could impact politics:Generate propaganda that is as persuasive as real content Exacerbate the generation and dissemination of misinformation and deep fakes Generate political content(and some companies will require disclosure of such AI generation)Administer elections Disenfranchise voters

249、Create robocallers(bots that engage with voters)Be used by the government Write laws Be used in legal rulings Strengthen and weaken democracy2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 21KEY TECHNOLOGIES&PRACTICESFinding Appropriate Uses for AI-Enabled TechnologySupporting AI FluencyS

250、upporting Equitable and Inclusive LearningProtecting Data Privacy and SecurityNavigating MisinformationSupporting Mental HealthThe Horizon Report describes“key technologies and practices”that are anticipated to have a significant impact on the future of teaching and learning in light of the social,t

251、echnological,environmental,economic,and political trends previously identified by the panel.In the nomination and voting process,panelists consider which technologies or practices have the most potential to either mitigate or accelerate these trends.We include both technologies and practices because

252、 we know that while innovations and advancements in technological capability create new opportunities,its often the pedagogical practices or the development of institutional capabilities that offer the most potential as change drivers.In recent years,a shift from discrete technologies toward more ho

253、listic practices or combined approaches to technology use has occurred.In this 2024 report,while we see references to specific technologiesnamely artificial intelligencethis set of“technologies and practices”reflects this shift toward the practices needed to maximize potential or minimize risk in a

254、world where digital experience is increasingly threaded through both personal and academic experiences.Related to AI,the panel called out the need to find appropriate uses for AI-enabled technology and to support AI fluency.Generative AI tools are increasingly powerful and readily available to stude

255、nts,faculty,and staff,and these stakeholders will need to negotiate questions about what responsible use in higher education looks like.Similarly,supporting AI fluency will help stakeholders understand what AI is and what it is not,how to leverage these tools to support meaningful teaching and learn

256、ing experiences,and how to navigate potential issues of bias or ethics.Themes of recognizing the whole person in students and other stakeholders also come through in the key technologies and practices.Supporting mental health and supporting equitable and inclusive learning have appeared indirectly i

257、n previous Teaching and Learning editions of the Horizon Report;however,both were called out this year more explicitly than ever before.Panelists also noted two areas specific to mitigating risk:navigating misinformation and protecting data privacy and security.While navigating misinformation is an

258、issue society has long grappled with,identifying and responding to misinformation is becoming increasingly difficult with the proliferation of social media and powerful AI tools.And as higher education becomes increasingly digitized,attention to digital security becomes critical to ensure the safe a

259、nd effective use of educational technology tools.In this section,readers will find an overview of each key technology or practice,ideas for action,and a set of resources for further reading.Examples of projects that bring each technology or practice to life are also included with brief descriptions

260、and links to learn more.In this edition,we also include additional project examples in the Appendix.2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 22FINDING APPROPRIATE USES FOR AI-ENABLED TECHNOLOGYOverviewFaculty and staff can use AI tools to support student learning.As one panelist ex

261、plained,students can“learn to apply AI for all phases of learning in Blooms hierarchy,from content and competency acquisition to generation of original products that blend human and machine insights.”However,there is still a lack of widespread agreement among higher education stakeholders about what

262、 constitutes appropriate use of AI-enabled technology for teaching and learning.Questions around the ethical use of AI,the role of AI in the generation of new knowledge,and the relationship between human and AI outputs remain largely unanswered.Faculty,staff,and students will need to work together i

263、n the coming years to decide how they want to integrate(or not integrate)AI-enabled technology into teaching and learning.“Finding appropriate uses for AI-enabled technologies is one of the core,fundamental ways that higher education stakeholders can help shape how AI tools are used for teaching and

264、 learning while also setting the tone for how people on the inside and outside of postsecondary education think and feel about those tools.”Along with great potential,AI tools bring great risk.For example,unchecked biases can be amplified by AI,reinforcing and exacerbating systemic inequity.Data pri

265、vacy and security are also central concerns.More AI-enabled applications being used at institutions means more data are being collected and stored,oftentimes by cloud-based services.Some of the policies and guidelines in place at most higher education institutions might be sufficient to address thes

266、e risks,but new policies and guidelines certainly need to be created in response to new use cases.Taking ActionBe cautiously optimistic,staying aware of risks and pitfalls.Though those in the higher education community are mostly optimistic about the potential for using AI tools to support teaching

267、and learning,they are also aware of the many risks associated with the technology.Just some examples of these risks include equal access to AI tools,accuracy of outputs,interpretation of outputs,algorithmic bias,social bias,academic integrity,intellectual property,environmental impacts,and data priv

268、acy and security.“While AI introduces complex challenges,higher education stakeholders have an opportunity to develop ethical frameworks,policies,and practices to deploy these technologies in socially responsible ways.”Use AI-enabled technology to improve human work,not replace it.One panelist wrote

269、,“Creativity,empathy,love,and humanity will not be replicated or displaced by AI.”Teach students how AI can assist them in making a job better rather than entirely taking over tasks.Integrate apps that facilitate personalized learning and student support services.Connect with colleagues.Finding appr

270、opriate uses for AI-enabled technology requires collaboration within and across areas of expertise and academic disciplines.Seek resources such as faculty-led showcases,peer networks,special-interest groups,and panel presentations to learn what colleagues are doing and to share your own work.Think o

271、utside the box.AI-enabled capabilities have already been part of the learning environment in tools such as adaptive learning technologies.As AI advances,consider new applications such as assistive technologies,academic coaches,and workforce-related tools.Consider revising pedagogical elements.As fac

272、ulty uncover new uses for AI tools in the classroom,some pedagogical elements might become outdated.If you find that an AI tool can easily accomplish an assignment without human involvement,consider revising the assignment to focus on the important human-learning objectives.“We are on the cusp of a

273、paradigm shift in higher education;the incorporation of AI is going to change virtually all our standard practices in higher education.”2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 23Finding Appropriate Uses for AI-Enabled Technology in PracticeAI-Enhanced Instructional DesignA team of

274、 graduate students at the University of Saskatchewan coauthored an open textbook featuring practical examples of AIs role in transforming instructional design.The textbook explores AI applications that can generate high-quality course content,foster creativity,personalize learning,and drive innovati

275、on to enhance student learning experiences.Across the 18 chapters,the authors underscore the need for AI literacy within educational environments,emphasizing our collective responsibility to guide the ethical and responsible use of AI-enabled technology.Teaching as Research:Supporting Faculty to Exp

276、eriment with Generative AI in Their CoursesA systems-thinking application of institutes,fellowships,learning communities,and teaching-as-research consultations provides Carnegie Mellon University instructors with strategies,tools,and support to innovate with generative AI and collect data from cours

277、es.Cohorts of instructors develop educational research skills and implement rigorous study designs on AI applications and student outcomes.As instructors adopt inclusive and impactful strategies and disseminate lessons learned,evidence-based teaching is cultivated at scale.Engaging AI Formative Prac

278、tice to Transform Foundational Teaching and LearningFaculty at the University of Central Florida and Iowa State University partnered with VitalSource to research the use of AI-generated formative practice in courseware and e-textbooks.This technology gives students a highly effective learning-by-doi

279、ng approach,provides faculty with data insights,and shifts teaching and learning to better use primary learning resources.Research has validated the efficacy of AI practice and its benefits to student engagement and learning.Emerging Technologies Faculty Learning CommunityThe Emerging Technologies F

280、aculty Learning Community(FLC)at Saginaw Valley State University consists of eighteen faculty members studying the impact of artificial intelligence in higher education.Throughout the academic year,the FLC will explore how to update teaching methods,course designs,and curricula in response to AI adv

281、ancements.Each participant is working on a practical project,such as course redesigns,new assignments,curricular proposals,or resources for peers.AI-Intensive Writing,Research,and Inquiry Pilot CoursesThis Boston University project provides a structured,real-world context in which to explore the ram

282、ifications of generative AI for student learning in first-year writing courses by(1)inviting students engagement with GAI in their coursework,(2)providing students ChatGPT-4 subscriptions,and(3)embedding in each pilot section an undergraduate AI affiliate who collaborates with the instructor on GAI

283、learning activities and supports students in practicing ethical and meaningful AI-mediated writing and research.FURTHER READINGThe University of Sydney“How Sydney Educators Are Building AI Doubles of Themselves to Help Their Students”Computer and Education:Artificial Intelligence“AI-Enabled Adaptive

284、 Learning Systems:A Systematic Mapping of the Literature”Texas Computer Education Association“A Teacher Rubric and Checklist for Assessing AI Tools”Thompson Rivers University Library“Artificial Intelligence:A Guide for Students”Harvard Business Review“13 Principles for Using AI Responsibly”World Eco

285、nomic Forum“How Can AI Support Diversity,Equity and Inclusion?”Chronicle of Higher Education“How Will Artificial Intelligence Change Higher Ed?”EDUCAUSE Review“Integrating Generative AI into Higher Education:Considerations”2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 24SUPPORTING AI FL

286、UENCYOverviewAll higher education stakeholders will benefit from learning how to use AI responsibly.As one panelist remarked,“AI fluency is rapidly becoming an essential sub-skill within the broader scope of digital literacy.”With the appropriate knowledge and skills,faculty can use AI tools to supp

287、ort and improve teaching and learning,and students can focus on engaging in meaningful learning experiences.Thus,institutions are beginning to focus on supporting AI fluency to equip students,faculty,and staff with the knowledge needed to think critically about AI.Stakeholders need to understand wha

288、t AI is and how it works,and they also need to be able to use it effectively.“AI is our new internet or World Wide Web.Its a complex,ubiquitous technology that requires ongoing study and engagement to manage and to responsibly and creatively deploy.”Supporting AI fluency is essential for institution

289、s to mitigate AI-related risks.For example,AI users should understand the biases that can be amplified by AI tools so that they can spot those biases in outputs.Similarly,understanding the limitations of AI-sourced insights will help individuals evaluate the utility of AI outputs for data-informed d

290、ecision-making.Still,supporting AI fluency comes with its own risks.Developments in AI technology are so rapid that institutions might find their training programs quickly outdated.AI-related professional development might also cause stakeholders to feel pressured to integrate AI technologies in way

291、s with which they do not feel comfortable.AI-related professional development should be designed to be responsive to rapid technology developments and inclusive of all stakeholders viewpoints and expertise.Taking ActionEmbrace curiosity.All individuals in the higher education community can support t

292、heir own AI fluency by embracing curiosity.Experiment with AI tools on your own,and seek peer learning opportunities such as roundtable discussions and self-paced courses.“We cant teach with or about something we dont use.Treat AI as a new tool with new strengths and weaknesses,and explore it.”Creat

293、e policy and infrastructure as needed.Initial reactions to the proliferation of generative AI tools in higher education have focused on academic integrity concerns.However,policy must be expanded so that it is aligned with the full range of potential AI uses.Leverage existing policies and guidelines

294、 as much as possible,and align new policies and guidelines to the overall mission,vision,and values of the institution.Communicate with students about policies and guidelines that impact them.Invest in professional development for faculty and staff.Leveraging AI effectively will require new skills f

295、or faculty and staff.Beyond pedagogical practices,faculty and staff will also need training related to data privacy and security and ethical data governance,especially as institutional policies evolve to include more AI-related use cases.Collaborate with industry partners to understand workforce app

296、lications.AI fluency will be an essential skill for students entering or advancing in the 21st-century workforce.However,tracking emerging applications of AI tools in the workforce is challenging for educators.Thus,partnerships between higher education and industry will be critical for designing cur

297、riculum aligned with cutting-edge workforce skills.“Student AI fluency will be critical for workforce development.These skills need to be embedded in discipline-specific courses as well as general education courses.”Center ethics,transparency,and accountability.AI-related professional development mu

298、st help users identify appropriate strategies for mitigating risks.Though the field is still working to reach widespread agreement about what constitutes appropriate use of AI in the academy,there is general agreement that developers and users should center ethics,transparency,and accountability.202

299、4 EDUCAUSE Horizon Report|Teaching and Learning Edition 25Supporting AI Fluency in PracticeLeveraging Artificial Intelligence with Communities of Practice and Teaching Across the CurriculumPalm Beach State College received a federal grant to increase capacity and effectiveness in delivering instruct

300、ion in industry-aligned skills in artificial intelligence technologies.This grant-funded initiative looks to increase PBSC faculty knowledge of AI and supports course revisions that incorporate AI concepts and applications.The grant is supported by the Center of Teaching and Learning Excellence(CTLE

301、),and the goals are accomplished through education and professional development and training,with initial support provided through a partnership with the University of Florida.Generative AI and Assessment:Design Principles for the Future of Teaching and Learning in Higher EducationThe Generative AI

302、and Assessment(GAIA)project has emerged from a mixed-methods study of the ways higher education instructors across Canada are responding to generative AI through student assessment practices.As part of this study,we have collected and made available sample assessments submitted by participants that

303、either incorporate generative AI into student tasks/activities or attempt to limit the use of generative AI in productive ways.AI Across the Curriculum As part of its“Building an AI University”effort,which includes all disciplines and perspectives,the University of Florida is pursuing an AI Across t

304、he Curriculum initiative that promotes AI fluency on campus and beyond.UF strategically focuses on AI education through centralized leadership in the AI2 Center,which includes the hiring and training of faculty;the creation of AI curricula,courses,and programs;and national professional workforce dev

305、elopment.PapyrusAIPapyrusAI is an online platform developed at the University of California,Irvine,that provides students with Socratic personalized tutoring on their writing via a connection to generative AI.Students who use it improve their writing and AI literacy by engaging with a large language

306、 model in safe,scaffolded,pedagogically sound ways.Instructors can select what support their students receive,add their own prompts and rubrics,and receive detailed reports on students writing development with AI.Developing a Multi-Layer Capability Curriculum for AI LiteracyThis project,coordinated

307、by three New Zealand higher education institutions(academyEX,University of Canterbury,and AUT),addresses the urgent need for a curriculum framework for AI literacy that accounts for different capabilities for all levels of education.It is grounded in a Delphi study of AI experts who have developed a

308、n AI literacy framework that addresses concepts,applications,challenges,and transdisciplinary skills.This framework will inform future curriculum development that ensures all learners have fundamental AI competencies.Empowering Student Innovation:A Students-as-Partners Project to Enhance AI FluencyX

309、ian Jiaotong-Liverpool University adopted a students-as-partners approach,positioning students as key contributors in designing an interactive course focused on AI fluency.Working alongside instructional designers,the students used AI and H5P technologies to develop engaging materials such as intera

310、ctive books and branching scenarios.This initiative aimed to educate peers on AI technologies,ethics,and related policies,showcasing the students creativity in making AI accessible and pertinent to their fellow learners.FURTHER READINGProspects“The Optimistic Future of Artificial Intelligence in Hig

311、her Education”University of CaliforniaResponsible Artificial IntelligenceWCET“Developing Institutional Level AI Policies and Practices:A Framework”Ethan MollickOne Useful ThingPhilippa HardmanDr.Phils NewsletterTechTrends“Prompting Change:Exploring Prompt Engineering in Large Language Model AI and I

312、ts Potential to Transform Education”Harvard University“Navigating A World of Generative AI:Suggestions for Educators”ASCILITE 2023“Identifying the Components of Foundational Artificial Intelligence(AI)Literacy Early Results From a Delphi Study”International Journal of Information Management“The Ethi

313、cs of ChatGPT Exploring the Ethical Issues of an Emerging Technology”World Economic ForumThe Future of Jobs Report 20232024 EDUCAUSE Horizon Report|Teaching and Learning Edition 26SUPPORTING EQUITABLE AND INCLUSIVE LEARNINGOverviewSupporting equitable and inclusive learning is vital to higher educat

314、ions teaching and learning mission.Looking at this years trends,supporting equitable and inclusive learning becomes more important than ever as the higher education community continues to see changes to student demographics and a persisting digital divide.One panelist asserted,“Equitable and inclusi

315、ve learning is excellent teaching!”Rich learning environments are built on relationshipsbetween educators and students and between students.Cultivating equity and inclusivity leads to a safer community of educators and learners,improving students entire learning experience.Further,fostering diversit

316、y across the institution creates an environment in which individuals can share varying opinions and broaden their understanding of the world.Certainly,supporting equitable and inclusive learning has never been easy.Though stakeholders rarely disagree that higher education should be equitable and inc

317、lusive,they often disagree about ways to support those goals.Now,large-scale trends are presenting new challenges and risks.For example,with continued political polarization and increasing influence of government policy on education,public opinion on which facets of our identity matter and how insti

318、tutions should support equity and inclusion is shifting.In some cases,existing institutional programming has been eliminated entirely.“The challenge,”one panelist explained,“is moving beyond DEI as a buzzword and making it a truly integrated process.”Taking ActionEngage in self-reflection.Examining

319、ones own biases is the first step to meaningful engagement in the work of equitable and inclusive learning.Self-awareness allows individuals to be more observant of systemic inequity and more open-minded to learn about other perspectives and experiences.Review policies and practices with an equity l

320、ens.Rather than accepting the status quo,look for ways that formal institutional structures benefit some students more than others or even prevent some students from succeeding.Take a data-informed approach by disaggregating outcome measures(e.g.,achievement and persistence),rather than assuming any

321、 particular group of students should be automatically considered at-risk due to certain identity characteristics or experiences.Collaborate,collaborate,collaborate.Substantive progress toward an equitable and inclusive institution can only be made through collaboration.Reach across silos to coordina

322、te top-down and bottom-up efforts and to integrate work being done in various functional units and academic disciplines.Close the digital divide.In our digital society,challenges such as limited access to high-quality internet and lack of adequate hardware not only act as barriers to student learnin

323、g but can also prevent students from preparing for and attaining 21st-century jobs.Diversify teaching methods.Lean on frameworks such as universal design and culturally responsive pedagogy to create learning environments that offer each individual student personalized engagement opportunities.Use re

324、search-based pedagogies that are proven to serve diverse groups of learners.Seek professional development opportunities that emphasize using a variety of teaching methods to support diverse student bodies.Use inclusive hiring practices.Inclusive hiring practices lead to greater diversity among facul

325、ty and staff.This diversity allows educators to draw from a broader range of experiences and viewpoints to support more equitable and inclusive learning.Reduce unnecessary costs.Consider low-or no-cost resources such as open educational resources in place of more expensive curricular material.Advoca

326、te for judicious spending and limiting student fees.2024 EDUCAUSE Horizon Report|Teaching and Learning Edition 27Supporting Equitable and Inclusive Learning in PracticeInclusive STEM Teaching ProjectThe Inclusive STEM Teaching Project is a free,open,online course and associated optional local learni

327、ng communities developed by a cross-institutional team that demonstrably advances the awareness,self-efficacy,and ability of STEM faculty,postdocs,graduate students,and staff to cultivate inclusive learning environments for all their students and to develop themselves as reflective,inclusive practit

328、ioners.Through six course runs,11,240 participants have engaged with a completion rate over 25%.We have trained 464 facilitators at 135 institutions that lead local learning communities.We work across all higher education,including community colleges,comprehensive liberal arts institutions,and resea

329、rch universities.N-TUTORR:Transforming Learning in Irelands Technological Higher Education InstitutionsSeven institutions are collaborating on the N-TUTORR program,which is built on six themes:academic integrity;digital transformation;education for sustainability;universal design for learning;equali

330、ty,diversity and inclusion;and employability.This project includes four streams of work:empowering students;developing staff capabilities;building an inclusive digital ecosystem;and securing progress and sustaining impact.LibreTextsLibreTexts is the adaptable,user-friendly open education resource pl

331、atform that educators trust for creating,customizing,and sharing accessible,interactive textbooks,adaptive homework,and ancillary materials.We collaborate with individuals and organizations to champion open education initiatives,support institutional publishing programs,drive curriculum development

332、projects,and more.The Immersive Classroom from the Harvard Division of Continuing EducationThe Immersive Classroom is a supercharged video player that allows students in HyFlex courses to participate asynchronously in activities from live classes.It uses smart technology to auto-generate discussion

333、boards,creating the illusion that the platform works by students and instructors interacting with each other through the recording.It encourages equitable asynchronous participation by seeding video comments with the live Zoom chat so no asynchronous student needs to comment first.Sensory-Friendly LibrariesThe Pennsylvania State University Sensory-Friendly Libraries Project harnesses technology to