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Alan — Tue, 07 Jul 2009 16:52:52 GMT

The Final Rankings -

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	'''Time-to-Adoption: One year or Less'''		'''Time-to-Adoption: One year or Less'''
-	* [[Mobiles]]	+	* [[Mobiles\|Mobiles/ Mobile Internet Devices]]
-	* [[Cloud-Computing\|Cloud Computing]]	+	* [[Cloud Computing/Media in the Cloud\|Cloud Computing]]

	'''Time-to-Adoption: Two to Three Years'''		'''Time-to-Adoption: Two to Three Years'''
-	* [[~~Geo-Everything~~]]	+	* [[Open Educational Resources\|Open Educational Resources]]
-	* [[~~Personal Web~~\|~~The Personal Web~~]]	+	* [[Virtual Worlds\|Virtual Worlds]]

	'''Time-to-Adoption: Four to Five Years'''		'''Time-to-Adoption: Four to Five Years'''
-	* [[~~Semantic~~-~~Aware_Apps~~\|~~Semantic~~-~~Aware Applications~~]]	+	* [[Location-Based Media\|Location-Based Media]]
-	* [[Smart Objects]]	+	* [[Smart Objects, Smart Tools\|Smart Objects]]
-		+
-	~~'''[[Trends~~\|~~Key Trends]]'''~~	+
-		+
-	~~'''[[Challenges\|Critical Challenges~~]]~~'''~~	+

	== Preparing the Short List ==		== Preparing the Short List ==

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Alan — Tue, 07 Jul 2009 16:49:39 GMT

What's New? -

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	=== What's New? ===		=== What's New? ===
		+	* Submit your examples to be considered for the six topics of the final report http://go.nmc.org/horizon-au-examples
	* The Advisory Board completed the final round of voting and the final six topics have been identified. The writers are working on the first draft of the final report.		* The Advisory Board completed the final round of voting and the final six topics have been identified. The writers are working on the first draft of the final report.
	* The [[2009_Shortlist\|2009 Short List]] has been produced.		* The [[2009_Shortlist\|2009 Short List]] has been produced.
	* The Advisory Board completed voting on the Research Questions.		* The Advisory Board completed voting on the Research Questions.
	* The [http://horizon.nmc.org/audata/xdocs/2009-Horizon-ANZ-Advisory-Board.pdf 2009 Australia-New Zealand Advisory Board] has been selected and work is underway!		* The [http://horizon.nmc.org/audata/xdocs/2009-Horizon-ANZ-Advisory-Board.pdf 2009 Australia-New Zealand Advisory Board] has been selected and work is underway!
-	* We are actively tagging resources for the 2009 Horizon.au project [http://delicious.com/tag/hzau09 hzau09]. Use the '''hzau09''' tag to add your own!
	* Not on the Advisory Board, but want to participate in the Horizon.au Project?		* Not on the Advisory Board, but want to participate in the Horizon.au Project?
		+	** Share examples for the final report http://go.nmc.org/horizon-au-examples
	** Tag resources in delicious.com for the 2009 Horizon.au Report as [http://delicious.com/tag/hzau09 hzau09]		** Tag resources in delicious.com for the 2009 Horizon.au Report as [http://delicious.com/tag/hzau09 hzau09]
	** Add comments on the [http://wp.nmc.org/horizon-anz-2008/ ''CommentPress'' version of the ''2008 Horizon Report Australia-New Zealand Edition''].		** Add comments on the [http://wp.nmc.org/horizon-anz-2008/ ''CommentPress'' version of the ''2008 Horizon Report Australia-New Zealand Edition''].

MediaWiki:Sidebar

Alan — Tue, 07 Jul 2009 16:47:40 GMT

Key Trends

Alan — Tue, 07 Jul 2009 16:47:06 GMT

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-	{{~~Shortlist2008Nav~~}}	+

	The following themes were identified by the Advisory Board were identified as the key trends that will influence the widespread adoption of the technologies listed in the report during the next five years:		The following themes were identified by the Advisory Board were identified as the key trends that will influence the widespread adoption of the technologies listed in the report during the next five years:

-	* '''~~Worldwide production~~ of ~~over 1 billion mobile phoens per year~~ is ~~driving both innovation and adoption of ever~~ more ~~capable portable devices~~.''' ~~These machines have~~ the ~~capacity~~ to ~~access~~ the ~~network, but~~ they ~~are not owned by the institution, a situation which is creating a policy/reality lag~~. ~~In addition,~~ this movement away from desktop computers and labs is shifting the locus of control over access to resources from central authorities to users, with a resulting shift in the ways learning spaces are conceptualized and designed	+	* '''As the amount and variety of content increases, it is becoming more difficult to filter the noise to find the signal.''' With the benefit of infinite data at our fingertips comes the responsibility to make available to students the tools they require to help filter this information. Semantic applications promise to offer support as this trend continues.

-	* '''~~There is an increasingly important set of influences from~~ the ~~workplace that are impacting how learning is designed~~ and ~~conducted~~. ''' ~~This is pushing a greater awareness of~~ the ~~value~~ of ~~hands-on~~, ~~purpose-driven~~, ~~authentic~~, ~~and other active learning approaches. Increasingly~~ the ~~efficacy~~ of ~~learning is being measured using concepts like engagement~~ and ~~time~~ on ~~task. The increased emphasis of the workplace on skills will fuel a greater focus on certifications~~, ~~portfolios, and other ways that life experiences that can be documented~~.	+	* '''Increasing globalization continues to affect the way we work, collaborate, and communicate.''' As the world grows flatter and colleagues may be located down the hall or across the globe, communication skills — both in terms of technology tools, and in terms of interpersonal relations — are paramount. Additionally, as colleges and universities continue to reach out to international students, administrators are faced with the choice of growing through brick-and-mortar schools on international soil, or expanding their online distance learning programs.

-	* '''~~The increasing connectedness of people around the globe has and continues~~ to ~~dramatically reduce the costs~~ of ~~collaboration~~.''' ~~the decline in these costs~~ is ~~paralleled by tremendous growth in~~ the ~~sorts of free~~ and~~/or very-low-cost~~ tools ~~available~~ to ~~bring people together in real time~~, to ~~share assets and resources~~, and ~~to communicate~~.	+	* '''Institutions are moving from reliance on one application to offering a suite of tools.''' The dependence of institutions on one central application is changing. Teachers desire the freedom to pick and choose from a full array of tools and applications that better meet the needs of all learners and contexts, while still offering a cohesive, professional choice; students want to use tools they prefer already, rather than learning a system that is unique to the school they attend. This trend is marked by institutions moving away from a single, proprietary system and instead taking advantage of the small, free tools readily available online.

-	* '''~~As both computers~~ and ~~the network increase in connectedness and capability, the set of technologies available to educators grows ever richer~~.''' ~~The ubiquity of these tools has lowered~~ the ~~cost~~ of ~~entry to use them,~~ and is in ~~turn opening up a range~~ of ~~new opportunities for e-learning~~ and ~~other forms of technology-mediated learning~~.	+	* '''The perceived value of innovation and creativity is increasing.''' Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education. The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills.

		+	* '''Technology continues to impact how people work, play, gain information, and participate in communities.''' Students adept at information technologies will excel in the professional world, and those without the necessary skills are likely to be overlooked. The digital divide, once considered an 'earning divide,' must now be regarded as a 'learning divide.' In this age of evolving occupations and multiple careers, students with access to this technology will fare better than peers who do not have the benefit of a tech-savvy higher education.

-	~~----~~	+	* '''Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives.''' No longer considered an isolating influence, technology is for many students a primary means of socializing and managing one’s own learning. It is an integral party of everyday life for students and teachers, and increasingly, an indispensible tool for learning.

-	~~===Discussion Area===~~	+	* '''The way we think about learning environments is changing. A learning environment is no longer limited to a physical space.''' Now included in the student's “classroom” are experiences, experts, collaborators, peers, and resources available twenty-four hours a day, located all over the globe. To take advantage of this trend, institutions must reflect and support the transformation of the learning environment by embracing the tools that make it possible: social networking tools, semantic applications, mobile devices, virtual worlds, and other emerging technologies that facilitate collaboration, communication, and learning.
-	~~----~~	+
-		+
-	~~====Why are these trends relevant to teaching, learning or creative expression?====~~	+
-	* ''~~Education institutions and government organisations will need to become more flexible in allowing access to technology~~. ~~It will not be possible~~ to ~~block access to the internet~~. ~~The onus will need to shift from blocking to educating~~''	+
-	* ''~~your thought or contribution here ...''~~	+
-		+
-	~~====Please provide links to any local or international reports~~, ~~papers~~, ~~or articles that might serve to document any~~ of ~~these trends~~, or that ~~illuminate them.====~~	+
-	* ''your thought or contribution here ...''	+
-	* ''your thought or contribution here ...''	+
-		+
-	~~====Please add any~~ other ~~information~~ that ~~may be helpful to the staff as they write up this topic~~.~~====~~	+
-	* ''your thought or contribution here ...''	+
-	* ''your thought or contribution here ...''	+

Critical Challenges

Alan — Tue, 07 Jul 2009 16:45:28 GMT

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-	{{~~Shortlist2008Nav~~}}	+	The following concerns were identified by the Advisory Board as the critical challenges to the widespread adoption of the technologies listed in the report during the next five years:

-	~~The following concerns were identified by the Advisory Board as the critical challenges to the widespread adoption of the technologies listed in the report during the next five years:~~	+	* '''Assessment practices will need to change to incorporate more use of technology.''' As students continue to use technology in research and class work — either because it is assigned or because they prefer it — methods of assessing nontraditional work are called for. Additionally, new ways to conduct and deliver evaluations and grades must be adopted that take advantage of technology for dynamically assessing and reporting progress.
-		+	* '''Firewalling and blocking of sites on the Internet continues to be a problem for educational institutions in Australia (and elsewhere in the world).''' Government-controlled content inevitably means that some useful educational sites will be obstructed. The difficulty of appealing those decisions makes it hard for teachers to take advantage of some of the available resources; both policy and infrastructure are at odds with user-centered approaches to content creation.
-	* '''~~Protectionism limits access~~ to ~~materials, ideas, and collaborative opportunities~~. ''' ~~Security concerns too often go too far. Both policies and firewalls are severely limiting access~~ to ~~– and hampering the utility of – the Internet, the~~ use ~~of digital materials,~~ and ~~many benefits~~ of ~~social networking~~. ~~Adding to this~~, ~~the mindset of central network planners~~ and ~~administrators is often at odds with the ever more user-centric nature~~ of ~~Internet applications~~ and ~~tools, limiting innovation~~.	+	* '''Higher education is facing a growing expectation to make use of and to deliver services, content, and media to mobile devices.''' Mobile Internet devices such as netbooks, smartbooks, and ever more capable mobile phones are becoming common choices for students who expect to be able to access content with them as easily as they would with a desktop or laptop computer. Advances in mobile technology make applications more interesting and appealing, with more appearing on the market daily. This challenge is also an opportunity: a way for educators to reach learners in new and compelling ways, wherever and whenever they may be.
-		+	* '''School buildings and learning environments do not easily allow for embracing the use of information and communication technologies (ICTs), or enable the sorts of learning support systems being promoted by modern theorists.''' Many classrooms are currently unable to accommodate students with laptops, all requiring an electrical outlet, as the buildings predate the technology. Similarly, these spaces were designed for instructor- led lecture classes and are not conducive to collaborative group work. Even the online spaces available to students do not support their preferences or the recommendations of experts; many course and learning management systems that are used in schools are enterprise systems that do not reflect students’ desire for flexible, customizable tools.
-	* '''~~Many teachers do not have~~ the ~~skills~~ to ~~make effective use of emerging technologies, much less teach their students to do so~~. ''' The ~~technical skills~~ of teachers ~~are too often out~~ of ~~step with those~~ of ~~their students. Related issues are~~ the ~~capabilities of the staff supporting teachers, which suffer from the same problem, limiting the options~~ available ~~for training~~.	+	* '''There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy.''' As the technology advances, so does the student's need to be technologically adept. To fully participate in the media-rich world around them, students must be able to understand basic content and media design, interact with peers worldwide, and comprehend the connections between the functionality of a program and its underlying code. Assessment is an issue here as well, as rubrics for determining achievement in these areas have not been established.
-		+	* '''There is a growing recognition that new technologies must be adopted and used as an everyday part of classroom activities, but effecting this change is difficult.''' The difficulty lies in creating new opportunities for learning in a well-established system. Teachers must be encouraged to master technological tools the same way any professional is expected to master his tools. To take advantage of new technologies, teachers, already pressed for time and resources, must be given the opportunity to incorporate professional development, training, and preparation into their own practice.
-	* '''~~Assessment continues to be~~ a ~~significant barrier~~ to ~~adopting new tools and approaches. ''' In a sort~~ of ~~chicken-~~and~~-egg syndrome~~, ~~there is a persistent need to have solid data on the efficacy of new tools~~ and ~~approaches that often limits the experimentation required~~ to ~~gain those data in the first place~~.	+	* '''There is never enough money for professional development and instructional support.''' Even when money is spent on improving infrastructure, unless such changes are accompanied by training and support for faculty, change will not occur. If schools do not make a focused effort to support and train faculty and staff in new technologies, those technologies are not likely to be adopted.
-		+
-	* '''~~Poor quality broadband limits options at school~~ and ~~at home. ''' Public policy and reliance on telecom companies~~ for ~~infrastructure and broadband services has failed~~ to ~~ensure sufficient resources~~ to ~~support the level of quality broadband penetration needed to remain competitive~~. ~~Metering adds to this by discouraging network use: the~~ more ~~useful the network is~~, ~~the~~ more ~~it is used, and~~ the ~~more expensive it becomes – a cyclical process that ultimately discourages greater utility of the network because it adds unmanageable costs~~.	+
-		+
-		+
-		+
-		+
-	~~----~~	+
-		+
-	~~=== Discussion Area (July-August 2008) ===~~	+
-		+
-	~~====Why are these challenges relevant to teaching, learning or creative expression?====~~	+
-	* Protectionism (or risk averseness...not risk management) is a ~~common issue being faced at the coal-face where practitioners trying~~ to ~~innovate are often (~~and ~~sometimes unwittingly) prevented simply because content~~, ~~services~~ and ~~tools~~ may be filtered. Some of the policies that contribute to this are copyright(read Intellectual Property), security, and content filtering (not so much a problem in universities). Given the trend to a more open and collaborative, mobile and personal device brought into formal learning environments these issues must be addressed or otherwise much of the innovative activities will occur outside of the formal learning environment.	+
-	* ~~Teacher Capability - this has been a hard nut to crack...why? Academics/teachers are time poor. They have often seen the integration of technology into the classroom as another~~ '~~add on~~' ~~rather than transforming delivery of~~ learning ~~and so reducing the effort required on their part. For example, why~~ do ~~we have to continue~~ the ~~traditional lecture, tutorial model in universities? Are there better ways using technology to deliver learning? We have been very poor at scaling best practice~~ and ~~particularly in the university~~(~~and VET sector~~) ~~where the view is 'if it wasn't invented here' it is not highly regarded. So this is a cultural change~~, ~~one that must start at~~ the ~~top~~ of ~~educational institutions. Institutions must themselves become~~ learning ~~organisations,~~ support ~~change and encourage innovative practice that transforms the environment. Unfortunately, I must also say that reward~~ systems ~~in institutions must support this change. This is why leadership is critical to support teacher capability.~~	+
-	* Assessment of emerging techologies - where is the evidence that this technology improves outcomes in learning is common response by ~~policy makers? I am sure this research/action research is being undertaken in lots of isolated pockets in Australia and around the world~~.~~...however, we often don~~'~~t know about it~~, ~~has local impact~~, ~~and can be dependent upon~~ the ~~enthusiasm of~~ the ~~early adopter/researcher~~. ~~We need to draw together this research/investigation so that we know what we don't know~~ and ~~then fund research which is more strategic in nature and value~~ to ~~the education sector~~.	+
-	* Poor Quality Broadband - there is no doubt that unless you have high speed access to the ~~internet there are limitations~~ to the ~~kinds~~ of ~~tools, applications~~ and ~~services~~ that ~~can be~~ used in ~~the delivery of learning. However~~, ~~broadband access~~ is ~~generally good~~ in ~~universities in Australia. However~~, ~~for learners depending on their situation~~, ~~access to broadband may not be possible at home~~, ~~work or local library~~ and so ~~this may prevent them from completing online work~~. ~~Australia still has patchy broadband~~ in ~~rural~~ and ~~remote regions~~ and the ~~current government has policies~~ and ~~allocated funding to improve broadband access~~. ~~So this~~ issue ~~should improve...however~~, ~~with a shift towards more mobile devices and mobility the effort~~ for ~~broadband should be on connectivity to mobile devices~~.	+
-	* ''~~your thought or contribution here ...~~''	+
-		+
-	~~====Please provide links to any local or international reports, papers, or articles~~ that ~~might serve to document any~~ of ~~these challenges~~, ~~or that illuminate them~~.~~====~~	+
-	* Tangible Benefits of e-~~Learning: Does investment yield interest?, JISC, UK, released April 2008, http://www~~.~~jisc~~.~~ac.uk/publications/publications/bptangiblebenefitsv1.aspx~~	+
-	* Educators and use of ~~ICT : market Research 2008~~, ~~education.au~~, ~~Aust, released June 2008, http://www.educationau.edu.au/jahia/Jahia/home/pid/52~~	+
-	* E-Portfolios : Policy Issues and Interoperability, Jerry Leeson, Aut, released 2008, http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/eportfolios_JL.pdf	+
-	* Technology for ~~further education, skills~~ and ~~regeneration~~, ~~Becta, UK, April 2008, http://feandskills.becta.org.uk/display.cfm?resID=36018~~	+
-	* Critical Mass : The Worldwide state of the ~~mobile web~~, ~~Nielsen Mobile~~, ~~July 2008, http://www~~.~~nielsenmobile.com/documents/CriticalMass.pdf~~	+
-	* Net censorship plan backlash, Sydney Morning Herald, Nov 2008, http://www.smh.com.au/news/technology/biztech/net-censorship-plan-backlash/2008/11/11/1226318639085.html	+
-		+
-	* ''~~your thought or contribution here ...~~''	+
-		+
-	~~====Please add any other information that may be helpful to the staff as they write up this topic~~.~~====~~	+
-	* ''~~your thought or contribution here ...~~''	+
-	* ''your thought or contribution here ..~~.''~~	+

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Alan — Tue, 07 Jul 2009 16:40:59 GMT

2009 Short List -

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	* [[Augmented Reality\|Augmented Reality]]		* [[Augmented Reality\|Augmented Reality]]

-	====[[~~Horizonau2008:~~Critical_Challenges\|Critical Challenges]]====	+	====[[Critical_Challenges\|Critical Challenges]]====

-	====[[~~Horizonau2008:~~Key_Trends\|Key Trends]]====	+	====[[Key_Trends\|Key Trends]]====

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Augmented Reality

Alan — Tue, 07 Jul 2009 16:40:27 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: Four to Five Years''' Augmented reality — overlaying virtual information onto the real world — is seeing increased use in the commercia...

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{{Shortlist2009Nav}} '''Time-to-Adoption: Four to Five Years''' 

Augmented reality — overlaying virtual information onto the real world — is seeing increased use in the commercial market as marketers take advantage of its ability to turn any object into an advertisement. The technology has also been in use in disciplines such as medicine, engineering, the sciences, and archaeology for some time, as well as in professions that stem from those fields, such as mechanics and medicine. Smaller, cheaper means of creating and perceiving augmented reality are now emerging that are enabling it to be used in new ways, changing the way we interact with and understand information.

Augmented reality takes many forms, from room-sized displays that a user can actually walk into to applications for mobile devices that, when held up to the night sky, clearly label the stars that appear behind them. The ability to describe real objects with virtual annotations is a powerful tool. Though much of the technology is still, by and large, prohibitively expensive, the new advances we are seeing now suggest that more common use is not far away.

=== Relevance for Teaching, Learning & Creative Expression ===

* Students of astronomy use a modified telescope to superimpose data regarding the temperature and distance from the earth on the planet or star in their line of vision.

* A surgical resident can view a patient through augmented reality glasses, which show her where to cut to reach the tumor, which is also visible with this technology.

* Students of history, archaeology, or museum studies can examine and interact with augmented reality versions of rare or fragile items.

=== Examples ===

* The Magic Book, an augmented reality object, contains whole virtual spaces that readers can step into, where they can interact with others: http://www.youtube.com/watch?v=tNMljw0F-aw

* BMW mechanics see virtually animated components, as well as the proper tools, overlaid on an engine as they work: http://www.bmw.com/com/en/owners/service/augmented_reality_workshop_1.html

* Baseball cards can display moving, 3D images of the player when held in front of a webcam: http://www.nytimes.com/2009/03/09/technology/09topps.html

=== For Further Reading ===

'''Magazine Cover Ads, Subtle and Less So''' http://www.nytimes.com/2009/06/12/business/media/12adco.html?scp=2&sq=augmented%20reality&st=cse (Stephanie Clifford, New York Times, 11 June 2009.) Hold the cover of this magazine up to a webcam to see a holographic advertisement. This article explains augmented reality as it applies to advertisements.

'''The Open Polytechnic Explores Augmented Reality Distance Education''' http://www.hitlabnz.org/wiki/The_Open_Polytechnic_explores_Augmented_Reality_Distance_Education A collaboration between HITLabNZ and the Open Polytechnic of New Zealand seeks to utilize Hitlab's augmented reality software, BuildAR, in the Polytechnic's engineering classes.

'''Papermotion experience lets readers see interactive''' http://www.news.com.au/dailytelegraph/story/0,22049,25458440-5001021,00.html (Stephen Fenech, The Daily Telegraph, 11 May 2009.) Learn how an Australian newspaper incorporated augmented reality into a daily edition.

Location-Based Media

Alan — Tue, 07 Jul 2009 16:38:19 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: Four to Five Years''' The rise of mobile Internet devices equipped with geolocation capability is opening the door to a host of application...

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The rise of mobile Internet devices equipped with geolocation capability is opening the door to a host of applications that take advantage of the user’s physical location. Contextual data about the place one finds oneself, from historical, photographic, or videographic information to the location of points of interest or nearby friends, is easy to acquire using tools that run on mobiles and other small, location-aware devices. Digital resources can be connected with physical locations and objects. The technologies that support location-based media — geolocation, mobile devices, wireless internet — are already established, and a multitude of social and consumer applications for location-based media already exist.

As an educational tool, location-based media enables just-in-time content delivery, giving students access to data that is clearly tied with what they are seeing and experiencing at the moment. The data flows both ways, too: students can make notes of their own perceptions, document objects or wildlife, record the sounds of a place, and share their experience with others who visit the same area, as well as with those who are far away. Like device-independent media, location-based media are rapidly becoming a transparent aspect of tools we carry every day.

=== Relevance for Teaching, Learning & Creative Expression ===

* Students on a field trip can acquire information about the site they are visiting, in a variety of media, reinforcing the connection between the physical place and historical, cultural, or environmental events.

* Students can create place-based documentaries by capturing media and associating it with their location at the time it was created.

=== Examples ===

* Tremors monitors tweets from specific locations, showing where people are tweeting and what they think of their experiences there: http://www.rummble.com/tremors.do

* My-Cast OneLook is a weather application for the iPhone that gives current, up-to-the-minute weather for a given location, in addition to forecasts: http://www.digitalcyclone.com/products/my-cast-onelook/

* Brightkite is a social networking application for mobiles that shows people who are engaged in similar activities close to where you happen to be: http://brightkite.com/

* Layar displays geo-specific, digital information over the image of reality from your mobile’s camera: http://layar.eu/

=== For Further Reading ===

'''Google Maps Can Now Track People''' http://www.huffingtonpost.com/2009/02/04/google-maps-can-now-track_n_163892.html (Michael Liedtke, The Huffington Post, 4 February 2009.) Google offers an optional feature that uses the GPS on a mobile phone to allow one’s location to be tracked on a Google map.

'''Location-based Technologies for Learning''' http://emergingtechnologies.becta.org.uk/index.php?section=etr&catcode=ETRE_0001&rid=14147 (Steve Benford, Emerging Technologies for Learning, November 2008.) This white paper discusses innovative research projects and explores the educational possibilities of location-based media.

'''The State of Location-Based Social Networking On The iPhone''' http://www.techcrunch.com/2008/09/28/the-state-of-location-based-social-networking-on-the-iphone/ (Mark Hendrickson, Tech Crunch, 28 September 2008.) This article describes the ever-expanding suite of location-based applications emerging for the Apple iPhone.

Device-Independent Media

Alan — Tue, 07 Jul 2009 16:36:51 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: Four to Five Years''' With the rise of mobile Internet devices and the increased use of mobile phones to access the web comes the need for ...

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With the rise of mobile Internet devices and the increased use of mobile phones to access the web comes the need for content that can be displayed on screens of many different sizes and types. Video, images, Flash applications, and multimedia pieces created by a host of tools (like those mentioned under Layered Information) are just a few of the types of content that viewers wish to access from mobile devices. Media that is dynamically reformatted to provide optimal viewing experiences on different platforms — device-independent media — can be created once and delivered in pristine condition to a number of different types of devices. The person viewing the content need do nothing; the device and the source of the media handle it all.

Tools for creating sophisticated device-independent media are emerging, and will likely be commonly available in the coming years. Dynamic text formatting is already a solved problem, with HTML and CSS (cascading style sheets) allowing web content to be laid out and reformatted easily on different platforms. Websites can detect when a visitor is using a mobile device and transmit an appropriate version. For audio, video, and multimedia, the problem is a little more complex; aspect ratios, file size, streaming rates, bit depth, and content type are all factors that must be taken into account. These issues are gradually being solved. Tools such as Real Server offer different bit rates for varying connection speeds, while production tools like Apple’s Compressor 3 make it very easy to export a variety of form factors for video that can be displayed on different devices.

=== Relevance for Teaching, Learning & Creative Expression ===

While the ability to access media from any desired device inherently increases access — and therefore has implications for anytime, anywhere learning — we could find no direct examples of how device-independent media might affect teaching and learning.

=== Examples ===

* The BBC plans to offer its audio player, iPlayer, on as many platforms as possible, to clients around the world: http://www.macworld.co.uk/digitallifestyle/news/index.cfm?rss&newsid=23474

* Hundreds of mobile models from more than a dozen manufacturers now support Adobe’s Flash Lite: http://www.adobe.com/mobile/supported_devices/handsets.html

=== For Further Reading ===

'''Apple’s Compressor 3''' http://www.edtechblog.org/work/apple/apples-compressor-3/ (Laura Dahl, Edtech Blog, February 10, 2009.) Dahl describes the features of Apple’s Compressor 3 as a tool for resizing videos to be exported in a number of forms and thus be less dependent on screen size.

'''Interview: Marta Kwiatkowska on Computers 'Everyware'''' http://www.ox.ac.uk/media/science_blog/081027.html (Pete Wilton, University of Oxford Website - Media, 27 October, 2008.) This article is a discussion of how computers are disappearing from view and becoming integrated seamlessly into the world around us rather than being limited to the desktop.

'''The New York Times Embraces the Semantic Web''' http://news.cnet.com/8301-13953_3-9961900-80.html?part=rss&subj=news&tag=2547-1_3-0-20 (Andy Plesser, Beet.TV, 5 June 2008.) In this video interview, Michael Zimbalist, head of R&D at The New York Times Company, describes how the semantic web may impact device-independent media.

Smart Objects, Smart Tools

Alan — Tue, 07 Jul 2009 16:35:09 GMT

New page: {{Shortlist2009Nav}} = Smart Objects, Smart Tools = '''Time-to-Adoption: Four to Five Years''' Smart objects are physical things that gather and transmit information about what the...

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= Smart Objects, Smart Tools =
'''Time-to-Adoption: Four to Five Years''' 

Smart objects are physical things that gather and transmit information about what they are, where they are located, who is using them and how they are being used. Smart objects have been in use in the consumer world for some time, but now we are seeing objects with increased capability, such as being able to sense and communicate with other smart objects, and to report and update their own history and status. The data collected by smart objects is used for everything from monitoring a person’s health remotely, to keeping tabs on energy usage and efficiences in buildings, to tracking the movements of objects over time as they are used or transferred from one owner to another.

Smart tools take this capability one step further, combining the ability to collect and transmit information with the means to immediately use that information. The Pulse™ smart pen by Livescribe is such a tool; used with special paper, the pen can record and play back audio (a lecture, meeting, or conversation) that corresponds with notes taken with the pen while the speaker was talking. Tools like this have the potential to impact a variety of field-based disciplines like medicine, anthropology, field ecology, journalism, ethnography, and many others.

=== Relevance for Teaching, Learning & Creative Expression ===

* Sensor technologies (accelerometers, temperature, pressure, location awareness) are increasingly small and cheap, making precision data collection far easier.

* The Pulse™ smartpen changes the nature of note taking by recording the entire lecture or presentation, allowing the listener to take reflective notes that are tied to a particular point in time.

* Smart chips inserted into basic medical equipment (like blood pressure cuffs or blood glucose monitors) can transmit data to an online resource where medical students can review up-to-the-minute changes.

=== Examples ===

* Architects and engineers use smartplugs — an electrical outlet that senses a power overload — to prevent electrical fires: http://ecomerge.blogspot.com/2009/03/john-la-grous-safeplugs.html

* The University of California San Diego Medical Center uses RFID to track and locate surgical equipment, saving time and money: http://www.rfidupdate.com/articles/index.php?id=1775

* The Tweet-a-watt sends daily wireless updates about power consumption via Twitter: http://www.engadget.com/tag/greener%20gadgets

=== For Further Reading ===

'''Interactive technology keeps classes 'relevant'''' http://mlearningworld.blogspot.com/2009/05/interactive-technology-keeps-classes.html (Matthew Nehrling, mLearning-World.com, 1 May 2009.) Interactive technology like the InterWrite pad keeps students and teachers equally engaged in lectures. This article describes a variety of technologies used in the classroom.

'''Letting Google Take Your Pulse''' http://www.forbes.com/2009/02/04/google-ibm-healthcare-technology-internet_0205_google.html (Andy Greenberg, Forbes, 5 February 2009.) Google and IBM launch a collaborative project that enables medical equipment to send data to a patient's online health chart.

'''Siftable Computing Makes Digital Data Physical''' http://www.wired.com/epicenter/2009/02/ted-siftable-co/ (Kim Zetter, Wired, 6 February 2009.) Siftables are small digital cubes that interact with one another. Similar in size to children's alphabet blocks, they can be used to teach math, chemistry, music, and language.

Layered Information

Alan — Tue, 07 Jul 2009 16:32:15 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: Two to Three Years''' Layering information is simply connecting different kinds of information or media in visual ways that make their rela...

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{{Shortlist2009Nav}} '''Time-to-Adoption: Two to Three Years''' 

Layering information is simply connecting different kinds of information or media in visual ways that make their relationships explicit. For instance, photographs and videos of local places, people, or wildlife can be attached to a map that allows a viewer to zoom in and follow a hiking trail, a path through a city, or a highway. Further information can be layered onto the media map by adding links or annotations in text or voice. A variety of easy- to-use media tools are available that make it possible for students to construct layered pieces, such as Google Earth, Google Maps, Flickr Maps, Wayfarer, and more.

Not all layered information uses maps as its base, although that is a common approach. Videos and photos can be layered with other media, links, and text, and technical or anatomical diagrams can contain layers of related information. Many layering tools are suitable for multiple users, so groups can work collaboratively to create richly detailed pieces that explore many facets of a concept, place, or object. Many of the technologies in this Short List support layered information, including geolocation, mobile Internet devices, cloud computing, collaborative environments, and location-based media.

=== Relevance for Teaching, Learning & Creative Expression ===

* Using free online tools such as Dipity, student groups can create interdisciplinary, multimedia reports using timelines, syndicated feeds, maps, geotagged photos and videos, commentary, and more.

* Engineering students use Google Sketch-up to create layered electrical, mechanical, structural, and civil plans. Once complete, the designs can be placed in Google Earth and viewed in 3D.

* Environmental studies students can layer datasets onto a map to compare the spread of invasive plant species, populations of endangered animals, and the effects of climate change in a given area.

=== Examples ===

* Students at Duke University used mobile devices to create annotated maps, then took their professor on a virtual tour of the Mojave Desert: http://cit.duke.edu/ideas/projects/2009/05/15/gemojave/

* JOYity is a game platform for mobiles that uses layered information to create a city-wide game of cat- and-mouse in which opponents, clues, and contextual information appear (and disappear) on the map: http://www.techcrunch.com/2008/10/27/the-joy-of-joyity-bringing-massive-multiplayer-trans-reality- games-to-android-phones/

* Students can author Google Earth layers that show areas affected by conflict or disease, animal habitats, or any other kind of geographical data: http://earth.google.com/outreach/tutorial_mapper.html

=== For Further Reading ===

'''Gulags, Nukes, and a Water Slide: Citizen Spies Lift North Korea's Veil''' http://online.wsj.com/article/SB124295017403345489.html (Evan Ramstad, Wall Street Journal, 22 May 2009.) A doctoral candidate from George Mason University used photographs, news clippings, and Google Earth to map the interior of North Korea.

'''SemaPlorer''' http://www.uni-koblenz-landau.de/koblenz/fb4/institute/IFI/AGStaab/Research/systeme/semap (Schenk, et al., University of Koblenz-Landau, Germany, 2008.) SemaPlorer is an application designed to aid in the exploration of places using multimedia semantic maps.

'''Sony's New GPS Gadget Looks Like Eve, Geotags Like Crazy''' http://www.wired.com/gadgetlab/2009/02/sonys-new-gps-g/ (Jose Fermosa, Wired, 29 February 2009.) This handheld GPS detects its location and automatically sends those coordinates to Google Maps, tracks the user’s path, and uploads geotags for photos taken.

Open Educational Resources

Alan — Tue, 07 Jul 2009 16:30:29 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: Two to Three Years''' Open educational resources are freely available materials — including educational content in a variety of forms, th...

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{{Shortlist2009Nav}} '''Time-to-Adoption: Two to Three Years''' 

Open educational resources are freely available materials — including educational content in a variety of forms, the scaffolding supporting such content (teacher and student guides, research questions, source material, and so on), and tools for learning and managing the work of education — provided or designed with the intent of being shared at little or no cost. Community, collaboration, and availability are key features of open educational resources. Content might include textbooks that are created and shared online, video tutorials or demonstrations on specific topics, entire online courses, recorded lectures, study guides, and more.

Many open educational resources are available through iTunes U; some are hosted in YouTube, either in special campus-branded channels or in the main collection itself. Groups such as the Open CourseWare Consortium (http://www.ocwconsortium.org) encourage collaboration and sharing as well as discussion. The driving force behind open educational resource creation and sharing is cost reduction. While most educational material could in theory be shared, the downside is that there are few content producers.

=== Relevance for Teaching, Learning & Creative Expression ===

* Sharable materials reduce teacher workloads as they do not need to be recreated from scratch.

* Shared content, such as university materials in iTunes U, can be assigned as supporting course material, avoiding some of the cost associated with producing and purchasing large course readers.

* The use of open resources could free faculty to create custom teaching packages without the challenges of doing so that a traditional publisher would present.

=== Examples ===

* At Brigham Young University, students in Introduction to Open Education find themselves in a semester- long role-playing game that in turn shapes the class itself: http://open.byu.edu/ipt692r-wiley/

* Universities in Australia and New Zealand now offer free, online lectures to distant students through iTunes U: http://www.universityworldnews.com/article.php?story=20080605161223823

* Students enrolled at the University of New South Wales may now “attend” class by watching YouTube: http://www.readwriteweb.com/archives/forget_itunes_u_students_now_getting_college_credit_via_youtu be.php

=== For Further Reading ===

'''Is Wikipedia Becoming a Respectable Academic Source?''' http://digitalscholarship.wordpress.com/2008/09/01/is-wikipedia-becoming-a-respectable-academic-source/ (Lisa Spiro, Digital Scholarship in the Humanities, 1 September 2008.) Once considered not intellectually rigorous enough for citation in scholarly publications, Wikipedia’s open nature often results in articles undergoing more professional scrutiny than some academic journals.

'''OSS Watch - Moodle: A Case Study in Sustainability''' http://www.oss-watch.ac.uk/resources/cs-moodle.xml (Martin Dougiamas, Open Source Software Advisory Service, June 2009.) Moodle is an open source course management system. Highly adaptable and translated into over 70 languages, it runs on nearly every available platform, and can be used by anyone with a web browser.

'''Otago Polytechnic''' http://wiki.creativecommons.org/Otago_Polytechnic Otago Polytechnic in Dunedin, New Zealand shifted their model for the use of educational resources from traditional views of ownership and intellectual property to one in which training materials are shared under a Creative Commons Attribution license.

Virtual Worlds

Alan — Tue, 07 Jul 2009 16:18:09 GMT

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Semantic Web & Applications

Alan — Tue, 07 Jul 2009 16:15:26 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: Two to Three Years''' Applications are appearing that can make connections between apparently unrelated concepts, individuals, events, or t...

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{{Shortlist2009Nav}} '''Time-to-Adoption: Two to Three Years''' 
Applications are appearing that can make connections between apparently unrelated concepts, individuals,
events, or things — without any special metadata. New web applications are allowing meaning to be inferred
from content and context. The promise of these semantic-aware applications is to help us see connections that
already exist, but that are invisible to current search algorithms because they are embedded in the context of
the information on the web.

One increasingly common use of semantic approaches is for searching and finding information, activities, or people. Emerging “smart” search engines like Wolfram Alpha, Linked Data, TrueKnowledge, and others promise natural-language answers to questions, although these tools are still in development and the data to which they have access are limited. Another way that semantic approaches are being employed is in software tools that make connections between people or information in our own personal networks more obvious. Applications like TripIt, SemaPlorer, Xobni, and the as-yet-unreleased Google Wave offer ways to organize, display, and use information about travel plans, places, or email contacts quickly and easily by drawing semantic connections.

=== Relevance for Teaching, Learning & Creative Expression ===

* Semantic portals that aggregate information from a variety of sources could facilitate research.

* A fully-developed semantic search tool could return results from a topical search with video, images, text, and other content aggregated and presented in a meaningful way.

* Other projected educational uses for the semantic web involve personal learning networks and personal learning environments, which are envisioned as more dynamic and contextual than what is available now.

=== Examples ===

* DevonThink Pro is a Macintosh application that has artificial intelligence and nascent semantic capabilities: http://www.devon-technologies.com/products/devonthink/

* Type a phrase into Kosmix.com — such as “semantic web” — and receive a multimedia report including definitions, top search results, relevant blog entries, photos, videos, and more: http://www.kosmix.com

* Piggybank is a Firefox extension that allows a user to save, tag, and share web content and that includes a semantic approach to browsing and searching: http://simile.mit.edu/wiki/Piggy_Bank

=== For Further Reading ===

'''Case Study: A Linked Open Data Resource List Management Tool For Undergraduate Students''' http://www.w3.org/2001/sw/sweo/public/UseCases/Talis/ (Chris Clarke and Fiona Greig, University of Plymouth, January 2009.) This case study, conducted over the course of several years at the University of Plymouth, discusses the use of the semantic web in the classroom.

'''The Semantic Web in Education''' http://connect.educause.edu/Library/EDUCAUSE+Quarterly/TheSemanticWebinEducation/47675 (Jason Ohler, EDUCAUSE Quarterly, Vol. 31, No. 4, 2008.) This article introduces the concept of the semantic web in an educational context and suggests some ways semantic-aware applications might be used in teaching and learning.

'''Two New Improvements to Google Results Page''' http://googleblog.blogspot.com/2009/03/two-new-improvements-to-google-results.html (Ori Allon and Ken Wilder, The Official Google Blog, 24 March 2009.) Google search results now use semantic approaches to suggest related terms and to show longer results when context is important.

Collaborative Environments

Alan — Tue, 07 Jul 2009 16:11:27 GMT

New page: {{Shortlist2009Nav}} '''Time-to-Adoption: One Year or Less''' A collaborative environment is any online (or physical) space designed to facilitate teamwork. Online collaborative envi...

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{{Shortlist2009Nav}} '''Time-to-Adoption: One Year or Less''' 
A collaborative environment is any online (or physical) space designed to facilitate teamwork. Online collaborative environments support work at a distance, by enabling groups to share documents, collect resources, and keep in contact quickly and easily. Collaborative environments make use of tools like Google Docs and Zoho office, wikis, social networking tools, Google Wave, and other online applications to support group workflow. Spaces in virtual worlds, social media sites that include tools for collaborative work, and shared blogs and wikis are also examples of collaborative environments.

Researchers, scholars, and students are using collaborative environments to produce work and to connect with their peers. Communication tools that integrate chat, voice, and email, such as Gmail, Gchat, and Gtalk, allow students to formulate and discuss their ideas before consolidating them in a shared document. Source documents, links to related resources, original work, and team communications can all be collected and archived in a collaborative environment, providing a support structure for student work as well as a record of how the work progressed.

=== Relevance for Teaching, Learning & Creative Expression ===

* Applications like Google Wave allow students to work in teams to complete projects, regardless of where the students are located, opening the door to group participation for long-distance learners.

* Writing students participating in an online critique group receive immediate feedback as peers edit and comment on a copy of their work in real time.

* Using virtual worlds like Second Life, students from anywhere can meet in a setting that supports conversation, visual expression, rich media, and even collaborative 3-D modeling of objects relevant to their discussions.

=== Examples ===

* Google Wave, a collaborative environment that is part conversation, part document, will provide a platform where people can interact with each other using text, photos, maps, videos, and more, in real time: http://wave.google.com/

* The University of Minnesota's Centers for Public Health Education and Outreach use a collaborative learning environment in Second Life to improve emergency responses: http://cpheo.sph.umn.edu/cpheo/u-seee/peruse/home.html

* Similar to Google Docs, Apple’s SubEthaEdit allows multiple users to share and edit a document in real time: http://www.apple.com/downloads/macosx/productivity_tools/subethaedit.html

=== For Further Reading ===

'''Collaboration Tools''' http://net.educause.edu/ir/library/pdf/ELI3020.pdf (Cyprien Lomas et al., ELI Paper 2, EDUCAUSE, August 2008.) This article discusses familiar ways that students already use collaboration tools, and how to incorporate those uses into the classroom.

'''Exploring Second Life as a tool for collaborative scientific visualization''' http://local.wasp.uwa.edu.au/~pbourke/papers/cgat08/paper.pdf (Paul Bourke, WASP University of Western Australia, 2008) This paper discusses the benefits and limitations of using Second Life as a collaborative learning environment for scientific visualization.

'''Went Walkabout. Brought Back Google Wave.''' http://googleblog.blogspot.com/2009/05/went-walkabout-brought-back-google-wave.html (Lars Rasmussen, The Official Google Blog, 28 May 2009.) This article describes Google Wave and explains how the project got started.

Cloud Computing/Media in the Cloud

Alan — Tue, 07 Jul 2009 16:08:58 GMT

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{{Shortlist2009Nav}} '''Time-to-Adoption: One Year or Less''' 
Cloud computing refers to storage and processing that occurs in a networked environment rather than relying on personal computers. From simple storage and sharing of media (Flickr, Picasa, and other photo sharing sites; YouTube, Vimeo, and others for video; Drop.io for storing and geocaching any kind of material) to browser- based authoring applications like VuVox, VoiceThread, Prezi, and others, cloud-based media tools use remote servers to store data and provide service to users. The result is shared content that is less expensive to store, easier to manage, access and share, and often more true to the dynamic nature of knowledge that emerges from university settings.

Cloud computing also allows smaller institutions to contribute their own research data to the broader field, formerly populated only by institutions large enough to afford a privately maintained computing infrastructure. One challenge facing universities, however, is the lack of skills they currently provide students to help them meet the demand that cloud-based computing is putting on information technology specialists. Private sector companies such as IBM, Google, and Amazon have initiated relationships within universities in an effort to bridge that knowledge gap.

=== Relevance for Teaching, Learning & Creative Expression ===

* Photography classes use Flickr to review student work, providing an easy way to discuss not only the final image but also camera settings used.

* Browser-based applications allow university researchers to host, share and refine findings in cooperation with one another in real time without the constraints of working with locally stored data.

* Universities use cloud-based media storage space and applications, which are often free, so that students may create web-based portfolios not subject to the limits of students’ personally owned software utilities.

=== Examples ===

* Marian College, in Indianapolis, Indiana, with a student body of 2,100, has made virtual servers available over the network on demand and created volume flexibility for its internal operations: http://www.informationweek.com/news/services/saas/showArticle.jhtml?articleID=214400399

* Oxford University professors use cloud computing to host, share and analyze information for the Malaria Atlas Project, which tracks the prevalence and spread of the disease: http://www.map.ox.ac.uk/

* The University of Melbourne addresses the issue of underdeveloped cloud computing skills among recent graduates by sponsoring research on the design and development of different cloud platforms for a range of applications: http://www.gridbus.org/megha/

=== For Further Reading ===

'''Above the Clouds: A Berkeley View of Cloud Computing''' http://www.eecs.berkeley.edu/Pubs/TechRpts/2009/EECS-2009-28.html (Michael Armbrust et al., Technical Report No. UCB/EECS-2009-28, February 10, 2009.) The authors posit that cloud computing has the potential to transform the IT industry by creating computing services with less risk of over- or under-provisioning based on fluctuating demand and by creating an elasticity of storage and processing resources.

'''A Genomic Clue to Cloud Computing''' http://www.newsdesk.umd.edu/scitech/release.cfm?ArticleID=1874 (Gwyneth Dickey, UM Newsdesk, April, 23, 2009.) Professors at the University of Maryland are researching how cloud computing can help small labs analyze DNA sequencing data.

Mobiles

Alan — Tue, 07 Jul 2009 16:04:54 GMT

New page: {{Shortlist2009Nav}} = Mobiles/Mobile Internet Devices = '''Time-to-Adoption: One Year or Less''' From phones to smartbooks, mobile devices with access to the Internet now make it...

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{{Shortlist2009Nav}}
= Mobiles/Mobile Internet Devices =
'''Time-to-Adoption: One Year or Less''' 

From phones to smartbooks, mobile devices with access to the Internet now make it possible to do all kinds of activities for work, study, and socializing — wherever one happens to be. In recent years, mobile phones have evolved to include innovative interfaces, GPS and wifi capability, and support for third-party applications. Small mobile Internet devices including netbooks and smartbooks offer another way to stay connected and work on the go: smaller than laptops but larger than mobile phones, these devices are compact and powerful.

Placed on the far horizon for Australia and New Zealand last year because of slow adoption rate and low availability of bandwidth, mobiles are moving toward adoption more quickly thanks to reduced costs for bandwidth and new plans that offer alternatives to hefty overage charges. Bandwidth and coverage is still a concern for consumers, however, and outside of urban centers, finding a signal is often difficult. In many cases, while students may own mobile Internet devices, the cost and availability of bandwidth prevents them from taking advantage of the full range of applications available to them.

=== Relevance for Teaching, Learning & Creative Expression ===

* Culinary students can capture and replay difficult demonstrations using mobile devices, allowing them to review the lesson when and where they wish.

* A number of universities now provide event schedules, news, maps, course listings, campus directories, and multimedia content for mobile users.

* Often more accessible than computers, mobile phones can deliver continuing education to remote health care workers in developing countries.

=== Examples ===

* Professors at the Aoyama Gakuin University in Japan use college-issued iPhones to take attendance and diminish truancy: http://www.engadgetmobile.com/2009/05/22/japanese-college-giving-away-free-iphones-using-them-to-track-s/

* MobilAP is a web-based platform with a mobile component that includes polls and quizzes, discussions, scheduling, and link sharing features: http://daap.uc.edu/mobilap/

* Musicology students at Duke University use mobile Internet devices to capture field notes and reflections: http://cit.duke.edu/ideas/projects/2007/11/02/micro-computing-for-musicology/

=== For Further Reading ===

'''Mobile Learning: An Online Reflective Journal on Mobile Learning Practice''' http://mlearning.edublogs.org/ (Leonard Low, Mobile Learning, June 2009.) This award-winning blog, written by an e-learning designer from the University of Canberra, contains frequent posts on mobile learning technology, as well as relevant publications for further reading.

'''New Technologies, New Pedagogies: Mobile Learning in Higher Education'''>br /> http://ro.uow.edu.au/edupapers/91 (Herrington et. al, University of Wollongong, April 2009.) This faculty-authored ebook explores the use of mobile devices in education, including a number of examples.

'''Qualcomm, Freescale say 'smartbooks' to rival Netbooks''' http://news.cnet.com/8301-13924_3-10251841-64.html (Brooke Crothers, cnet, 29 May 2009.) This article describes a new breed of laptops, called smartbooks. Lighter, cheaper, and more connected than notebooks, smartbooks are the computer versions of smartphones.

2009 Shortlist

Alan — Tue, 07 Jul 2009 15:59:28 GMT

New page: __NOTOC__ {{Shortlist2009Nav}} The Short List of Horizon topics, four in each Horizon, emerged from the first round of discussions and voting by the 2009 Advisory Board. The links on the ...

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__NOTOC__
{{Shortlist2009Nav}}

The Short List of Horizon topics, four in each Horizon, emerged from the first round of discussions and voting by the 2009 Advisory Board. The links on the right lead to the descriptions of the 12 topics.

This is available as a PDF 
[http://horizon.nmc.org/audata/xdocs/2009-horizon-anz-shortlist.pdf 2009 Horizon Short List] http://horizon.nmc.org/images/pdf.gif

Further voting by the Horizon Project Advisory Board has narrowed the list to the final six topics for the report.

[[Image:2009-shortlist-au.jpg]]

Special:Log/upload

Alan — Tue, 07 Jul 2009 15:59:13 GMT

uploaded "Image:2009-shortlist-au.jpg"

Geolocation

Alan — Tue, 07 Jul 2009 15:55:28 GMT

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Template:Shortlist2009Nav

Alan — Tue, 07 Jul 2009 15:54:57 GMT

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__NOTOC__

{|style="width:300px; float:right; margin-left:1em; padding:2px; border:1px solid #999; background-color:#f9f9f9"
|

=== [[2009 Shortlist|2009 Short List]] ===
[http://horizon.nmc.org/wdata/xdocs/2009-horizon-anz-shortlist.pdf 2009 Horizon.au Short List] http://horizon.nmc.org/images/pdf.gif

====Time-to-Adoption Horizon: One Year or Less====
* [[Mobiles]]
* [[Cloud Computing/Media in the Cloud|Cloud Computing]]
* [[Collaborative_Environments|Collaborative Environments]]
* [[Geolocation]]

====Time-to-Adoption Horizon: Two to Three Years====
* [[Semantic Web & Applications|Semantic Web and Applications]]
* [[Virtual Worlds|Virtual Worlds]]
* [[Open Educational Resources|Open Educational Resources]]
* [[Layered Information|Layered Information]]

====Time-to-Adoption Horizon: Four to Five Years====
* [[Smart Objects, Smart Tools|Smart Objects]]
* [[Device-Independent Media|Device-Independent Media ]]
* [[Location-Based Media|Location-Based Media]]
* [[Augmented Reality|Augmented Reality]]

====[[Horizonau2008:Critical_Challenges|Critical Challenges]]====

====[[Horizonau2008:Key_Trends|Key Trends]]====

|}

Template:WhatsNew

Alan — Tue, 07 Jul 2009 15:44:54 GMT

What's New? -

←Older revision		Revision as of 15:44, 7 July 2009
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	=== What's New? ===		=== What's New? ===
-	* The Advisory Board ~~is currently~~ voting on the Research Questions.	+	* The Advisory Board completed the final round of voting and the final six topics have been identified. The writers are working on the first draft of the final report.
		+	* The [[2009_Shortlist\|2009 Short List]] has been produced.
		+	* The Advisory Board completed voting on the Research Questions.
	* The [http://horizon.nmc.org/audata/xdocs/2009-Horizon-ANZ-Advisory-Board.pdf 2009 Australia-New Zealand Advisory Board] has been selected and work is underway!		* The [http://horizon.nmc.org/audata/xdocs/2009-Horizon-ANZ-Advisory-Board.pdf 2009 Australia-New Zealand Advisory Board] has been selected and work is underway!
	* We are actively tagging resources for the 2009 Horizon.au project [http://delicious.com/tag/hzau09 hzau09]. Use the '''hzau09''' tag to add your own!		* We are actively tagging resources for the 2009 Horizon.au project [http://delicious.com/tag/hzau09 hzau09]. Use the '''hzau09''' tag to add your own!
-	* The [http://www.nmc.org/pdf/2008-Horizon-Report-ANZ.pdf 2008 Horizon Report Australia-New Zealand Edition] pdf.gif was released Dec 1, 2008, and announced at [http://nswinnovations.wikispaces.com/elearning08 eLearning08 in Sydney]. See the [http://www.nmc.org/news/nmc/nmc-releases-horizon-report-focused-emerging-technologies-australia-new-zealand NMC News announcement].
	* Not on the Advisory Board, but want to participate in the Horizon.au Project?		* Not on the Advisory Board, but want to participate in the Horizon.au Project?
	** Tag resources in delicious.com for the 2009 Horizon.au Report as [http://delicious.com/tag/hzau09 hzau09]		** Tag resources in delicious.com for the 2009 Horizon.au Report as [http://delicious.com/tag/hzau09 hzau09]

Main Page

Alan — Tue, 07 Jul 2009 15:42:34 GMT

←Older revision		Revision as of 15:42, 7 July 2009
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	{{WhatsNew}}		{{WhatsNew}}

-	{{clickpic\|2009 Report Timeline\|http://horizon.nmc.org/audata/ximages/au.~~process3b~~.gif}}<br /><br />For additional details on activities, see the [[2009 Report Timeline\|timeline]].	+	{{clickpic\|2009 Report Timeline\|http://horizon.nmc.org/audata/ximages/au.process5.gif}}<br /><br />For additional details on activities, see the [[2009 Report Timeline\|timeline]].


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	We round out the wiki with a special section related to the Horizon.au Advisory Board.		We round out the wiki with a special section related to the Horizon.au Advisory Board.

		+	== The Final Rankings ==
		+	'''STATUS:''' The Advisory Board has completed the final rankings and the final topics for the report are listed below. Follow the links below to summary pages for the each of the six topics, as well as the final Challenges and Trends.

-	== Horizon Report ~~Sandbox~~ -~~- ''where we~~ are ~~doing our work'' ==~~	+	The topics for the 2009 Horizon Report: Australia-New Zealand Edition are:

-	'''STATUS:''' The Advisory Board ~~is actively entering~~ responses to the five research questions ~~listed below~~. ~~Follow any~~ of the links below to ~~get started~~.	+	'''Time-to-Adoption: One year or Less'''
		+	* [[Mobiles]]
		+	* [[Cloud-Computing\|Cloud Computing]]
		+
		+	'''Time-to-Adoption: Two to Three Years'''
		+	* [[Geo-Everything]]
		+	* [[Personal Web\|The Personal Web]]
		+
		+	'''Time-to-Adoption: Four to Five Years'''
		+	* [[Semantic-Aware_Apps\|Semantic-Aware Applications]]
		+	* [[Smart Objects]]
		+
		+	'''[[Trends\|Key Trends]]'''
		+
		+	'''[[Challenges\|Critical Challenges]]'''
		+
		+	== Preparing the Short List ==
		+	'''STATUS:''' The Advisory Board has completed ranking the responses to the five research questions and NMC staff prepared the [http://horizon.nmc.org/audata/xdcos/2009-horizon-anz-shortlist.pdf 2009 Short List] http://horizon.nmc.org/images/pdf.gif a draft version of the report that was be used as input to the final rankings. Follow the links below to discussion pages for the twelve semi-finalist topics.
		+
		+	'''Time-to-Adoption: One Year or Less'''
		+	* [[Mobiles]]
		+	* [[Cloud Computing/Media in the Cloud\|Cloud Computing]]
		+	* [[Collaborative_Environments\|Collaborative Environments]]
		+	* [[Geolocation]]
		+
		+	'''Time-to-Adoption: Two to Three Years'''
		+	* [[Semantic Web & Applications\|Semantic Web and Applications]]
		+	* [[Virtual Worlds\|Virtual Worlds]]
		+	* [[Open Educational Resources\|Open Educational Resources]]
		+	* [[Layered Information\|Layered Information]]
		+
		+	'''Time-to-Adoption: Four to Five Years'''
		+	* [[Smart Objects, Smart Tools\|Smart Objects]]
		+	* [[Device-Independent Media\|Device-Independent Media ]]
		+	* [[Location-Based Media\|Location-Based Media]]
		+	* [[Augmented Reality\|Augmented Reality]]
		+
		+
		+
		+	== The Research Questions -- ''how we collected and ranked the data'' ==
		+
		+	'''STATUS:''' This phase of the project has been completed. Click on one of the links below for the raw data.

	* [[Research Question One]]		* [[Research Question One]]
Line 33:		Line 76:
	==Press Clippings & Reports -- ''technology news and reports to inform our work''==		==Press Clippings & Reports -- ''technology news and reports to inform our work''==

-	'''STATUS:''' The Advisory Board ~~has been reviewing~~ these resources as part of their background research and is ~~tagging~~ those they consider important references with their initials.	+	'''STATUS:''' The Advisory Board reviewed these resources as part of their background research and is tagged those they consider important references with their initials.

	* [[Emerging Technologies]]		* [[Emerging Technologies]]