Bigfoot, Goldilocks, and Moonshots: A Report from the Frontiers of Personalized Learning (EDUCAUSE Review)

Bigfoot, Goldilocks, and Moonshots: A Report from the Frontiers of Personalized Learning (EDUCAUSE Review)

by Josh Jarret

“The creativity of higher education innovators has produced three categories of solutions with the potential to break the “iron triangle” of cost, quality, and access.”

The shifting sands of learning technology and design requirements

Entering the Interaction Age: Implementing a Future Vision for Campus Learning Spaces

Andrew J. Milne

EDUCAUSE Review, vol. 42, no. 1 (January/February 2007): 12–31


Learning space design for higher education has become a popular topic of discussion as institutions attempt to chart a course for the future of their campuses. Several authors in EDUCAUSE publications have forecast the future for such spaces, a future infused with new and sometimes exotic-sounding technologies.1 Indeed, some discussions in the literature may cause readers to infer that the future campus will be populated largely with technologies that have yet to be invented. However, noteworthy elements of these future visions are already emerging, in the form of new technologies. The changing character of the product options, coupled with a lack of actionable research findings regarding the impact of particular technology solutions, can make it difficult for institutional planners to predict which of these ideas might yield the greatest near-term benefit and which might be best left for future work. But with directed effort, some ingenuity, and a future-focused vision, colleges and universities should be able to identify and leverage existing technologies with which to build aspects of the “future” campus learning space—today.

Replacing ye olde classroom

Future of the Learning Space: Breaking Out of the Box

Phillip D. Long and Stephen C. Ehrmann.

EDUCAUSE Review, vol. 40, no. 4 (July/August 2005): 42–58.

“For many people, the public image of higher education is the classroom: faculty talking, with students intently listening and taking notes. Students’ progress toward a degree is measured by time spent in classrooms. The daily pulse of a college or university is largely dictated by the classroom schedule as bells ring and the halls fill with students and faculty rushing to the next class. Many educators, however, increasingly argue that such classrooms are largely ineffective as learning environments and that they should not continue to be built.1 But what should take their place? In considering the future of the learning space, we will discuss (1) a few of the reasons why traditional classrooms are inadequate and need to change, (2) some ideas that break with these traditions, and (3) suggested areas for the planning team to keep in mind so that the team can come up with ideas for future learning spaces that are pioneering rather than imitative.”

Value of IT=support

From the Campus to the Future.
Diana G. Oblinger
EDUCAUSE Review, 45(1), 42-44. 2010.

The purpose of higher education is to equip students for success in life–in their workplaces, in their communities, and in their personal lives. Yet though this purpose has remained constant for centuries, colleges and universities themselves are undergoing major changes. The campus, the library, the refereed journal article, the classroom, and the traditional-age student–common features of higher education today–may be inadequate in describing higher education tomorrow. Although the purpose of higher education has not changed in centuries, information technology–with its drive for innovation and entrepreneurism–has increased the options for widening that purpose from the campus of today to the future of society worldwide. The value of information technology lies in the activities it supports, which span virtually every college and university system–for managing finances, learning, research, security, sustainability, and more. Information technology professionals thus need to understand the larger issues faced by their institutions: the drivers of change and the enablers, themes, and questions for the future.