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Part eight






FUTURE TRENDS IN BLENDED LEARNING

T

his final part of the Handbook of Blended Learning contains three exciting chap­ters on future directions of blended learning. Here, emerging technologies are showcased: simulations, mobile technologies, augmented reality, and reusable content objects. Without a doubt, dozens of emerging technologies will dramati­cally expand blended learning options and opportunities. As online learning tech­nologies continue to evolve and bandwidth increases while becoming more affordable, a handbook of blended learning a decade from now (assuming handbooks still exist) will have chapters vastly different from those presented in this book. Of course, the pedagogies and instructional frameworks that are ultimately selected in conjunction with these technology tools will determine the overall learning results.

Chapter Thirty-Seven by Robert A. Wisher, of the Advanced Distributed Learning Initiative within the Department of Defense, provides interesting insights into a wide range of blended learning environments that are emerging in the U.S. military. Wisher addresses the use of intelligent tutoring systems, simulations, and the use of electronic collaborative learning tools in the context of individual train­ing. In the area of training collectives or groups of individuals, this chapter provides examples of distributed simulations as well as Live-Virtual-Constructive simula­tions: large-scale operations that involve the interaction between forces operating in live fire ranges with forces using virtual simulators and constructive simulations

 


The Handbook of Blended Learning

to help combine the parts together in a way that the participant cannot tell the difference between them. This chapter also addresses the Advanced Distributed Learning vision and the importance of standards such as the Sharable Content Object Reference Model (SCORM) for facilitating the interoperability and use of learning objects.

Chapter Thirty-Eight by Jamie Reaves Kirkley and Sonny E. Kirkley intro­duces the concept of mixed-reality training that blends elements of real-world and virtual reality training experiences. Three types of mixed reality are introduced with examples: (1) augmented vision (adding visual information into the learners' context), (2) augmented reality (overlays virtual information onto the real world), and (3) augmented virtuality (places some real objects in a mostly virtual world). In addition to providing two example cases, the authors introduce a model of prob­lem-based learning (called problem-based embedded training) for use in mixed reality training environments.

In the last chapter, Curtis J. Bonk, Kyong-Jee Kim, and Tingting Zeng recap many aspects of this handbook, while also pushing ahead with new data and predictions related to blended learning. They begin by sharing the results of two studies conducted on the future of online teaching and learning—one in higher education and one in corporate training. The data show a perceived shift over the next decade toward the use of blended approaches in both higher education and workplace environments. Results are also presented regarding survey re­spondent perceptions of what pedagogical techniques and technologies will be most widely used within e-learning. Importantly, similar data are shared from the perspective of corporate managers and higher education instructors, instructional designers, and administrators. To conclude this chapter, Bonk and Kim provide an insightful list of ten major trends and predictions for the future direction of blended learning.



CHAPTER THIRTY-SEVEN






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