by clicking on the page. A slider will appear, allowing you to adjust your zoom level. Return to the original size by clicking on the page again.
the page around when zoomed in by dragging it.
the zoom using the slider on the top right.
by clicking on the zoomed-in page.
by entering text in the search field and click on "In This Issue" or "All Issues" to search the current issue or the archive of back issues respectively.
by clicking on thumbnails to select pages, and then press the print button.
this publication and page.
displays a table of sections with thumbnails and descriptions.
displays thumbnails of every page in the issue. Click on a page to jump.
allows you to browse through every available issue.
GCN : March 2013
Augmented Reality Augmented reality blends informa- tion about the user 's real-world environment with additional information --- think of battlefield data on a soldier 's goggles --- cre- ating an interactive environment for learning or decision-making. Combining 3D imagery with inter- active response provides powerful contextual, situational learning experiences. Game-Based Learning Game-based learning integrates gaming principles and mechanics --- goals, problem-solving, interac- tive experiences --- to reinforce subject matter and/or allow users to experiment in a risk-free envi- ronment. They can help develop soft skills such as collaboration, communication, problem-solving, and critical thinking. The Internet of Things When objects have unique identifiers and IP connectivity, they can become participants in the learning process, informing students and teachers with information such as descriptions, instructions, war- ranties, tutorials, photographs and connections to other objects. In the Internet of Things, these smart objects can be as easy to access as anything on the Web. Learning Analytics Learning analytics gathers a wide ranges of data on a student's progress and uses data mining, analysis, and modeling to improve understand- ing of teaching and learning. By helping assess academic prog- ress, predict future performance, and spot potential issues, learn- ing analytics will help e ectively tailor education to individual students. 3D Printing The ability to make a three- dimensional solid object from a digital model allows for more authentic exploration of objects that may not be readily available, in fields from anthro- pology to zoology. The process of designing an object in 3D and taking it through the printing process opens new possibilities for learning activities. Flexible Displays Thin, flexible screens that can be rolled or bent while remaining operational are being considered for e-texts, e-readers and tablets. Because organic light-emitting diode (OLED) displays can be attached to objects, furniture or even fab- ric, they will be more adaptable and portable than current com- puter screens and mobile devices. Next-Generation Batteries Smaller, lighter bat- teries that con- sume less power, recharge faster and last longer will energize mobile learning by making students less dependent on power supplies, and therefore more mobile. Longer-lasting bat- teries also can be used to power portable sensors, recorders and other devices for field studies where solar energy is unavailable. Wearable Technology Wearable tech- nology --- such as in jewelry, sunglasses or a jacket --- creates frictionless connectivity between a user and his environment, enabling hands-free computing, monitoring and real-time feed- back. Wearable devices can alert a user of hazards, collect streams of images and data, and com- municate automatically via text, e-mail, and social networks. Flipped Classroom A flipped class- room uses tech- nology (video lectures, podcasts, e-books, online collaboration) to help students learn actively and independently. A teacher can then use class time for more active, project-based learning and work as a tutor and facilita- tor, becoming "the guide on the side," rather than the "sage on the stage." Massively Open Online Courses A MOOC aims at large-scale participation and open access via the Web, typically without regis- tration, fees or academic credit. MOOCs often use blended learn- ing, video lectures, and badges and rely on online quizzes and exams for large-scale feedback, and on crowdsourcing and col- laboration for interaction. Mobile Apps Mobile apps lever- age the cameras, microphones, touch screens, sensors, maps and other tools in smart phones to actively engage students and allow for deeper exploration of a specific subject, regardless of the student's location. Mobile learn- ing apps are specifically designed to be short, social and optimized for mobile devices. Tablet Computing They have most of the features of smart phones, but tablets' larger screen size, ease of use and por- tability make them a good alter- native to laptops and desktops, especially for training that requires long stints of screen time. Already popular in education circles, tab- lets also have a growing number of educational apps. LEARNING TECHNOLOGIES: TIME TO ADOPTION l hf FOUR TO FIVE YEARS TWO TO THREE YEARS ONE YEAR OR LESS GCN MARCH 2013 • GCN.COM 25