On the Horizon

Marc Prensky

2002 On the Horizon

doi: 10.1108/10748120210431349

Many academics prefer to think of education as "work" rather than "fun". As a result, motivation in higher education rarely comes from the process itself. The author predicts this will change as the generation raised on the engagement of games no longer accepts the historical but unnecessary separation of fun and learning. The author offers the games world as an example of the process itself being motivating to the user. He ascribes this to "gameplay", the techniques used by game designers to keep players engaged. The author suggests several ways to bring the motivation of gameplay into education, and predicts that gameplay will eventually become the criterion by which students choose their courses.

Roger Ottewill

2002 On the Horizon

doi: 10.1108/10748120210431358

One of the defining characteristics of higher education is the expectation that undergraduates will exercise some responsibility for the management of their learning. In the UK and elsewhere student self-managed learning has become more salient due to resource constraints and the increasing emphasis on equipping students with what they need to become lifelong learners. At the same time, as a result of widening access policies, developments in compulsory education systems and changing lifestyles, undergraduates appear less well prepared to cope with the demands of self-managed learning than might have been the case in the past. The problem is further compounded by the diversity of view amongst academic staff concerning the extent and nature of the support, which they should provide in this respect. Although the need for support will vary between institutions, all are faced, to a greater or lesser extent, with the challenge of ensuring that their learning and teaching strategies take account of the contingencies of self-managed learning

Arthur Harkins; John Tomsyck; George Kubik

2002 On the Horizon

doi: 10.1108/10748120210431367

This paper projects a positive future for America and the globe within an emerging "innovation economy". The innovation economy is supported by knowledge workers and by emerging innovation workers. The authors offer examples in support of an innovation economy, stressing the development and application of strategic capital in selected areas: education; culture; the individual; society; and technology. The authors suggest that education services take the lead through a new "prospective" service mission. Prospective education would undertake continuous strategic projections and mine the most promising of these. Both services would help support the innovation economy and its innovative individuals and organizations.

John Sener

2002 On the Horizon

doi: 10.1108/10748120210431376

Although online learning in American higher education is growing rapidly, online degree and certificate programs are usually either general or career-oriented. Notably lacking are fully online bachelor degree programs in the traditional liberal "arts and sciences" disciplines; a recent research inquiry found only a very few such programs are currently available. The availability of fully online degree programs is important for providing maximum access to education for geographically dispersed, highly mobile, and other learners. Available programs in liberal arts disciplines may also be an indicator of online learning as a well-regarded degree pathway. There may be several possible explanations for the current lack of these programs, such as lack of market demand, logistical obstacles, and greater focus on blended learning delivery approaches. Despite current obstacles, rising demand for online courses, increased partnership ventures, and other factors suggest an emerging market which will result in greater future availability for such programs.