Predicting The Future: Tech Trends for 2020 and Beyond


As eLearning professionals, our field is linked with technologies. While practice is grounded in learning theory, the implementation of our tasks requires the execution of several different kinds of technologies –and those technologies often progress quickly.
I’m going to examine a number of the larger trends and how they can impact eLearning. Keep in mind, I’m no soothsayer to where all this is going, your guess might be greater than mine!

You’ve probably heard of Moore’s Law: Processing bandwidth and power will double every 2 decades. Moore’s Law enhances availability of technologies and drives down prices. While the growth in power and processing are slowing down, the advances affect what we do.
More processing power means we add more factors could make complex simulations, add pictures that are more realistic, and send it to more people. Moore’s Law influences everything that happens in a computer and on a community. Since that’s where we as eLearning developers live, we will continue to get impacted.
Want to find? At the version of the software, you will likely be able to see your house.

Moore’s Law makes Microsoft’s 2020 Flight Simulator potential

This is all but “official” at this point. JavaScript is a language. With origins back to the Netscape Navigator of 1995, JavaScript has become the go-to language for producing digital interactions. Utilizes JavaScript. JavaScript is xAPI’s engine. Underneath the hood, all authoring tools are writing JavaScript code that’s interpreted from the LMS.
The inclusion of JavaScript code will probably be critical — and understanding JavaScript will eventually become an important skill for eLearning developers as the delivery of eLearning gets like the delivery of additional web-based content.
A push for standardization and protocols impacts “under the hood” delivery technologies
Can you imagine if every new computer required its proprietary software to run? This was the case at the start of the microcomputer era. There have been a dozen or so brands of computers, each running software written specifically for this. Now, we’re pretty much down to Mac and PC.
Users and consumers need standardization. In some fields it’s needed. The present cell infrastructure can be used by every telephone. Every type of plane can use a typical runway at La Guardia. You understand how to drive a car, even if you’ve never been in that specific model. Standardization allows for expansion and consumption.

The eLearning market has learned material with SCORM. SCORM has limits that we are bumping up against. Display sizes devices and non-computer apparatus are wholly integrated into the learning milieu and SCORM is not sufficient for the era. I anticipate so any learning material can run on almost any device without 21, a new standardization effort to show itself. Learning content will be able to talk to other devices in a learning ecosystem. Courses will socialize with learning experiences and one another will be tracked together with formal practice.
XAPI takes us a part of the way there, but, there’s still a need for the usage of material and greater standardization with protocols that provide true interoperability and apparatus.

ELearning developers are coding and more coders are part of eLearning teams

Since I teach people this is personal for me personally. However, men and women who work beyond the conventional model of tools to do some of the best work I find has been done in our field. They’re developing material using CSS, HTML, and JavaScript. Why? Because it frees them within conventional authoring tools. As an increasing number of developers attempt to push the limitations of eLearning, and use simulation, AR, VR, along with other technologies, they are likely to need to code–or work with coders who will transform those ideas into a working digital experience.

ELearning does not happen in a vacuum

The current technological era has impacted many industries and media are undergoing the most dramatic shifts. From the disintermediation of content publishing to the access to content tools, there is no doubt the media landscape has been altered. Anyone –from PhDs with migraines –may produce educational media and distribute it.
As eLearning experts, what we produce, while perhaps better informed by learning theory, isn’t dispersed in a vacuum. Our media isn’t compared to other learning websites but to games, entertaining videos, and Jerry Seinfeld is driving old cars. The media ought to be best-in-class for education. In case the content we produce could be surpassed in quality with a guy making training material in his makeshift home office, it’s hard to confirm the significance of what we do.


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