White paper

The next-generation digital

learning environment and a
framework for change
for education institutions

Framework and roadmap to digitally transform learning environments for greater student
success and campus services cost-effectiveness
A white paper by Renee Patton, Cisco Education Lead, Americas, and Ricardo Santos,
Cisco Education Lead, Latin America

© 2018 Cisco and/or its affiliates. All rights reserved.

White paper

Table of contents
> Evolution of digital learning environments ......................................... 03

> The potential impacts of the digital disruption wave in

education ............................................................................................. 05

> Key challenges observed in most traditional learning

environments ........................................................................................ 07

> The role of technology in the digital transformation of

education .............................................................................................. 08

> Expected benefits from digitally transformed learning

environments ........................................................................................ 08

> Proposed framework for digital transformation in education ........... 09

> Conclusions .......................................................................................... 19

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White paper

“To realize success, educational

organizations must address how
Evolution of digital learning environments
they teach and what they teach Education institutions, like all service organizations in the digital information
to better engage students, create era, must seek every means to enhance quality of service delivery and
a great learning experience, and drive efficiency and cost-savings. In other words, the journey for the digital
drive innovation for the future.” transformation in education should lead to a broader vision that enables
constant innovation and enhancement of teaching and learning; it must
Santos and Patton also improve the operational efficiencies of administrative and management
services for students, educators, and the community.

Our observations of forward-thinking education institutions show that the

right integration of pedagogy and technology with the strategic vision of the
school or university is essential for the return on investment and continued
success of digital initiatives. This type of approach can help the institution
ensure all digital learning environments—both physical and virtual—can meet
the changing needs of education, the labor market, and citizenship in the
21st century.

Historically, education institutions adopted digital technology to realize

improvements in the efficiency of school administrative processes such
as scheduling classes, managing budgets, tracking students, reducing
operational costs of energy in buildings, enhancing safety and security, and
providing information tools for staff, academics, students and researchers.

Forward-thinking educational institutions are now seeing the power of

technology to transform the learning environment, merging the physical
with the virtual, and realizing better student outcomes. These institutions
understand the current change dynamics and are moving rapidly to innovate
and transform their business models, acknowledging the evolving role of
faculty, understanding the requirements of the students of the future, and
examining their educational delivery methodologies.

Those leaders who are still of the mind that only modest incremental shifts
are necessary could miss the next generation of teaching and learning.

To better understand the process of evolution and the adoption of digital

technologies for pedagogical purposes, we can look back in time and point out
important technology milestones that have transformed learning environments,
and see how this evolution has positively influenced student success:

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The latest shift in the adoption

of digital technologies for
• In the 1980s, digital technologies were primarily used to support
pedagogical purposes has
access to remote databases and computer programs. These
enabled next-generation learning
technologies helped learners achieve specific learning goals,
environments—both physical and
but were limited to only a few students, faculty members,
virtual—with better connections,
and researchers.
easier communication paths,
and more robust collaboration
• In the 1990s and early 2000s with the rapid growth of the In-
capabilities.
ternet, the potential for collaborative learning networks grew
exponentially, generating new ways to access to information,
academic digital resource sharing, web-based discussion, idea
sharing, and collaboration. However, all this potential innovation
was limited to course web pages with hyperlinked resources.

• Relevant changes to teaching and learning began after the

second decade of the new millennium. This was thanks to the
growing availability of broadband infrastructure and the massive
adoption of mobile devices like smartphones connected to the
Internet. What some call the “consumerization of technology”
triggered the ubiquity of personal computing for every learner
and teacher.

Very simply put, this latest shift has enabled next-generation learning
environments—both physical and virtual—with better connections, easier
communication paths, and more robust collaboration capabilities.

The adoption of these new capabilities, and their subsequent integration

into pedagogical projects, has generated benefits such as:

• Ubiquitous connectivity and collaboration among students and

teachers enables people to share ideas, discuss the latest
developments in their areas of study, and develop increasingly
connected communities of practice.

• Faculty and mentors in a specific field can teach classes—from

anywhere in the world—and share information anytime, anywhere,
and on any device.

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Education as an industry is
poised for a monumental shift • Teachers can now be more innovative, accelerating the
that will leave some wondering implementation of modern learning methods such as the
what happened to the traditional flipped classroom, project-based learning (PBL), and
school and college campus. personalized learning.
The potential for disruption in
this community is high as new • For governments, borderless access to information ensures that
technologies, as well as a new people have more learning opportunities that meet their needs.
generation of students, come They can also deliver education more efficiently with resources
onto the scene. for digital curriculum and information databases, digital libraries,
academic software, gaming, and a variety of knowledge sources.

While these resources can transform teaching and learning, they represent
only a modest return on investment due to the very slow and gradual
adoption of technology to change teaching methodologies. As a result, we
still see that most school, college, and university classes are taught largely
the way they were before the computer age.

The potential impacts of the digital

disruption wave in education
It should now be clear that education as an industry is poised to go through
a monumental shift that will leave some wondering what happened to the
traditional school and college campus. The potential for disruption in this
community is high as new technologies, as well as a new generation of
students, come onto the scene.

Some of the impacts of digital disruption in education are seen through

student demand for changes in traditional processes of teaching and
learning, such as:

• Do students really need to attend lectures in person?

• Should mobile devices really be banned in class?

• Why aren’t video-recorded lectures and other course materials

readily available to help students learn more effectively and reach
those who may not be able to attend class?

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It is not a secret that our young Other questions show the level of vulnerability that the education industry
learners, the millennial generation, faces with the digital disruption wave, such as:
are constantly connected—
except when in class. For this • How can traditional modes of classroom instruction engage and
generation, class time might be inspire students when life outside the classroom has changed so
the only time in their day when dramatically?
they completely “disconnect.”
This reality is critically important
• What happens when students stop coming to class?
when considering the mismatch
between potential employer
expectations and the ways • What does it mean when students are not receiving an education
schools, colleges, and universities that prepares them effectively for a job market that is changing so
are preparing students for the rapidly?
future workforce, a disconnect
that has been well documented The risk and potential deleterious effects of disruption should be clear. Most
in the press and in academic schools, colleges, and universities have still not completed a transformation
studies. of their physical learning environments. Classrooms, libraries, study spaces,
auditoriums, cafeterias, and campuses overall are still largely based on dated,
traditional models. Not only are virtual teaching and learning nonexistent, but
also many schools and campuses are far from conceptualizing and merging
the physical with the virtual.

It is not a secret that our young learners, the millennial generation, are
constantly connected—except when in class. For this generation, class time
might be the only time in their day when they completely “disconnect.”

This reality is critically important when considering the mismatch between

potential employer expectations and the ways schools, colleges, and
universities are preparing students for the future workforce, a disconnect that
has been well documented in the press and in academic studies.

Business leaders complain that schools, colleges, and universities are not
producing adequately prepared job applicants; studies show a delta between
the capabilities recent graduates believe they bring to the workforce and the
capabilities employers find in their applicants.

As with other segments of the economy, education industry disruption is

driven by a convergence of forces: the availability of digital technologies, the
capabilities of these technologies, the changing demands of customers—in
this case, students—and the rapidly evolving practices of competitors. In
education, these competitors might be emerging online learning providers
or colleges and universities expanding their reach and footprint outside of
their home countries, e.g., U.S. schools offering degrees to students in Latin
America or China.

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The digital transformation of Digital disruption in the industry will force schools, colleges, and universities
learning environments should be to transform their learning environments, both physical and virtual, as part
viewed as one component of the of the way courses and classes are taught. This change is required to meet
institution’s larger strategy and the expectations and needs of the student, citizen, and employer of this
vision. Importantly, technology milleneum.
must be used to transform
To survive and realize success in the future, forward-thinking schools,
instructional pedagogy and
colleges, and universities need to find new and innovative ways to attract
transcend traditional learning
and retain students and faculty, differentiate themselves from their peers,
environments.
and effectively demonstrate the value of a degree from their institution,
while simultaneously evolving the institution’s business model.

Key challenges observed in most traditional

learning environments
Educators and administrators share a common crisis in the delivery of
learning. They suffer many of the same challenges, such as:

• Access to quality educational experiences

• The need to evolve outdated teaching methodologies

• The imperative to prepare students to become part of the

workforce of the future

• Skyrocketing operational costs

• The need to keep tuition rates down

• A generation of students who are increasingly tuning-out

and turning-off from the traditional approach of age-old
instructional methods

The digital transformation of learning environments should not be seen only

as adding new technologies, or as allocating resources in the maintenance
of the traditional learning environment. The digital transformation of learning
environments should be viewed as one component of the institution’s larger
strategy and vision. Importantly, technology must be used to transform
instructional pedagogy and transcend traditional learning environments.

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Higher education CIOs and

leaders now have “dual
The role of technology in the digital
responsibilities of keeping the transformation of education
lights on, as well as innovating
Technology plays a key role not only in enabling new ways of teaching
for a new world. The CIO has to
and learning, but also in new business models required to drive the very
relentlessly identify and pursue
transformation that educational institutions are trying to effect.
the efficiencies and advantages
that new technology offers to Technology can support new learning approaches that engage learners,
the existing business model… driving new revenue streams, decreasing operational costs, and preserving
however, at the same time, the and expanding highly valued school and university brands.
CIO needs to think what nobody
yet has thought about that which Today, CIOs, IT professionals, and the technology they support and deliver
everybody sees” in order to stay can no longer be left alone in a silo. They are literally the lifeblood of a
competitive. successful university or school. According to industry analysts, higher
education CIOs and leaders now have “dual responsibilities of keeping the
lights on, as well as innovating for a new world. The CIO has to relentlessly
identify and pursue the efficiencies and advantages that new technology
offers to the existing business model…however, at the same time, the CIO
needs to think what nobody yet has thought about that which everybody
sees” in order to stay competitive.

Expected benefits from a digitally

transformed learning environment
The positive impact of digitally transformed learning environments will not
come by simply arranging and presenting content in virtualized or even
in more personalized ways. Rather, it will come through the synergistic
combination of benefits for different stakeholders: leadership, teachers, staff,
and necessarily, students and the community.

Digitally transformed learning environments—properly designed and

implemented according to strong pedagogical practices—can indeed function
as a set of tools and processes that augment human learning and intellectual
capability.

For students:
Students will benefit from the “on-line component” of collaborative and socially
networked learning, and they will be able to choose and build an approach
based on how they best learn, through a smart curriculum path that is more
relevant to their personal context and areas of interest. Students will be more
actively engaged, have a better learning experience, be better prepared for the
careers of the future, and find new, innovative ways to solve problems.

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From helping to define a vision,

For teachers:
identifying gaps to providing a
unifying technology architectural Teachers will be able to innovate their teaching methods—and make their
design—and a comprehensive classes more interesting, engaging, and effective. Whether working with a
set of solutions that address single student or large numbers of students face-to-face or on-line, they
these gaps—the framework for will be able to make timely, targeted interventions and provide personalized
digital transformation in education feedback to individuals along the way.
will help education institutions
transform four major dimensions:
For the curriculum:
teaching and learning,
administration and management, The curriculum will be more interesting and relevant. New advances in
safety and security, and research technology make it possible to use digitally based personalized learning
and knowledge. programs that are aligned with articulated goals and competencies required
to meet the needs of students with different learning styles, regionally based
requirements, and socio-economic realities.

Learner progress toward these goals will be dynamically supported

through learning analytics, individual progress reports, rich interaction, and
personalized learning paths.

For the institution:

The adoption of new learning technology will enable innovative solutions
that promise to improve learning processes while enhancing the cost
effectiveness of campus services.

Integrated information systems based on a connected and secure

environment will help leaders identify and manage key “impact areas” that
they would like to prioritize for focus and investment, and to determine the
type of experience they would like to deliver across all constituents: faculty,
administrative leaders, students, and staff.

Proposed framework for digital

transformation in education
While there are many paths education institutions can take to transform,
there are some key design principles that are critical for all leaders to
consider as they look to build a more effective plan and ensure successful
implementation through the major market transitions they are experiencing.

From helping to define a vision, identifying gaps to providing a unifying

technology architectural design—and a comprehensive set of solutions
that address these gaps—this framework will help education institutions
transform four major dimensions: teaching and learning, administration and
management, safety and security, and research and knowledge.

© 2018 Cisco and/or its affiliates. All rights reserved.

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A strong vision will help all

stakeholders align around a
key theme, in this case, the
transformation of traditional Vision &
and physical learning to robust, Culture
Leadership
engaging, virtual learning
environments, where the physical
and virtual converge for maximum
benefit of students, faculty, staff,
and the community.

Process &
Technology
Methodology

We have found, in fact, that this framework increases the likelihood of

success for major change initiatives, as it consolidates most of the best
practices of forward-thinking education institutions from around the world.

Vision and leadership

The starting point is the digital vision building process, to establish a strategy
for the future of the institution and a clear understanding of the direction to
take, in terms of digital initiatives.

The digital vision should articulate the institution’s future state: What are the
most important and relevant areas of focus? What type of experience would
you like to deliver for students, faculty, and staff, both on and off campus?

A strong vision will help all stakeholders align around a key theme, in this
case, the transformation of traditional and physical learning to robust,
engaging, virtual learning environments, where the physical and virtual
converge for maximum benefit of students, faculty, staff, and the community.

Secondly, leadership, financial engineering and accountability are essential

components of digital transformation success.

After the vision is set, the work to deliver on the vision begins, and the
tracking of results and returns on investment starts.

The assigned leader or champion will work to firmly establish the vision
created by the broader team and set it into motion. He or she will help to
propagate understanding of the need to change across multiple departments,

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A champion works to establish breaking down silos and identifying other like-minded individuals. The
the vision created by the broader champion will drive the initiative until it is complete.
team and sets it into motion,
Finally, involving the right people in the visioning process is highly important;
instilling an understanding of
many of these individuals will naturally become standing members of task
the need to change across
forces that implement the strategy and plan. A collaborative effort among
multiple departments, breaking
senior management, educators, and IT experts is essential to build an
down silos, and identifying other
adequate plan and begin implementation.
like-minded team members. A
champion drives the initiative until We recommend these stakeholders are involved in the vision-building
it is complete. process:

Decision and Opinion Makers:

• The school leader, university president, and provost who normally

have a clear vision of the future (although this vision may not
include a fully technology-enabled environment)

• CIO and IT personnel who can provide insights into what is

possible and provide information on the state of the current
technical environment

• CFOs and chief business officers who will help identify the resources
for the change and assist with business case development

• Department chairs, vice-provosts, and chancellors of academic

and student services

Influencers:

• Educators who are using technology today and educators who

would like to use technology but have not made the jump

• Facilities managers and safety and security officers who can help
identify opportunities for technologies

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It is important to note the

critical nature of teaching the • Key technology partners who can share future trends, current
teachers; the development of technologies, and ways to leverage technology investments
front-line capabilities must be across the operation
pervasive, extending far beyond
a single ICT training course.
• Current students who are living in the existing environment
Many teachers are intimidated
by new approaches and may be
unconvinced of their value, but • Alums who have an interest in helping their school or university
the frequent use of technology survive and thrive into the future
tends to help them overcome
these hurdles and become
passionate advocates. Culture
To ensure the successful implementation of digital transformation initiatives
and the adoption of next-generation leaning environments by educators,
staff, and students, a deep and informed approach to digital culture must be
at the heart of the institution.

The starting point should be the creation and development of a culture where
educators, faculty, and staff use technology tools on a day-to-day basis to
gain the real benefits of collaboration-enabled processes and to role model
the use of these technologies for their peers.

Regular and persistent use of technology by educators and staff is the best
way to create and propagate a digital culture, and thus, to create a new
digital learning environment.

Changing culture is not easy. It requires that senior leaders and managers be
linked to programs for digital skills development and significant cultural and
process change.

The adoption of a digital culture by educators and institutional administrators

will eventually encourage all stakeholders to work in teams to solve problems,
deepen their understanding of various concepts, and increase their
knowledge. This experience, once integrated into pedagogical practices, will
generate the skills employers seek in new graduates, such as subject-area
expertise, creativity, strong communication abilities, interdisciplinary thinking,
and team-based problem solving.

Finally, it is important to note the critical nature of teaching the teachers;

the development of front-line capabilities must be pervasive, extending
far beyond a single ICT training course. Many teachers are intimidated
by new approaches and unconvinced of their value, but the frequent use
of technology tends to help them overcome these hurdles and become
passionate advocates.

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New social collaboration spaces Process and methodology

make it easier for educators
and students to connect before, The process of transforming learning environments should focus on creating
during, and after traditional or the right capabilities for educators to adopt effective teaching methodologies
virtual classes. These spaces and innovation that put the learner at the heart of learning process—whether
create persistent learning engagement is face-to-face, at a distance, or through blended learning
environments, with ongoing modes. These include collaborative knowledge and learning methodologies that
interaction that helps the educator foster innovative approaches to empower learners to develop key competences
serve as coach and mentor and succeed in the 21st century: flipped learning, adaptive learning,
to students, and that enables project-based learning, and personalized learning, just to mention a few. New
students to help one another. technology makes it possible to create environments where students get what
they need, when they need it.

New social collaboration spaces make it easier for educators and students
to connect before, during, and after traditional or virtual classes. These
spaces create persistent learning environments, with ongoing interaction that
helps the educator serve as coach and mentor to students, and that enables
students to help one another.

This is why the process of defining how transformed learning spaces will look
must consider the teaching methods that will provide the types of experiences
we want to deliver to educators, staff, and students:

• For students to take classes anywhere, anytime, on any device

• To deliver a range of learning models, including online, hybrid,

and flipped learning

• To connect with outside experts and bring them into courses as

lecturers or guest educators

• To work with other schools and universities in the area, state, or

nation to share courses, content, and educators, thus increasing
the number of courses offered and the number of students served

• For faculty, staff, and students to connect seamlessly to

the network

• To ensure a safe, secure, and reliable network

• To help ensure student safety across the campus

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Technology plays a key role not

only in enabling new ways of • To easily obtain cost-effective storage, compute, and processing
learning, but also in establishing resources for researchers
new business models required to
drive the very transformation that
• For educators, staff, and students to connect and collaborate,
education institutions are trying to
regardless of location
effect.

Technology
Technology plays a key role not only in enabling new ways of learning
but also in establishing new business models required to drive the very
transformation that education institutions are trying to effect.

Today’s students demand always-on access to the network, resources,

and information needed to realize success.

• They expect speed in their wireless access and a simple and seam-
less online interface to their courses, academic and administrative
information, and student services.

• They want access to information when they need it and where they
can most easily find it.

• They want to attend classes anytime, anywhere. They don’t neces-

sarily want to physically attend every class.

• They want a persistent social environment that is easy to find and

that creates a continual learning environment, before, during, and
after class.

Some of the key success factors of a digital education platform rely on

the core network infrastructure: wired and wireless connectivity and the
underlying cybersecurity solutions that enable what is essentially the
heartbeat
of an institution.

Everything that follows is dependent on a strong, reliable core network

that ensures:

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A digital education platform

is dependent on four key • The network: ubiquitous campus connectivity
elements: ubiquitous campus
connectivity through the network, • Cybersecurity
comprehensive cybersecurity,
virtualization of the digital
campus, and collaboration and • Virtualization of the digital campus
personalization for distance and
blended learning. • Collaboration and personalization for distance and
blended learning

Each of these layers of technology delivers specific roles and benefits to

ensure the success of a digital transformation roadmap implementation.

The network: ubiquitous campus connectivity

The infrastructure must be stable, scalable, reliable, and capable of handling
an increased rate of traffic from the explosion of mobile devices, the use of
video, and the implementation of new applications for communications and
collaboration.

The network represents the confluence of multiple technology trends:

• Mobility (ubiquitous, high-speed mobile networks, smart devices,

and apps)

• Cloud computing, social networks, instant collaboration with anyone,

anywhere

• Data analytics

• An explosion in connected “things,” including mobile devices,

sensors, and cameras

Additionally, the network must be safe, secure, wired, and wireless, easy to
manage and administer, and designed to meet future growth requirements
for the connection of people, processes, data, and things.

Cybersecurity
Cybersecurity has become an enormous issue across all markets—but
particularly in education. The education sector is among the top three most
vulnerable targets for cyberattacks.

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Schools, colleges, and The expected academic culture of open access to knowledge and
universities are among the top information for better research innovation and learning has created a unique
three most vulnerable targets and growing challenge, not only for IT but also for senior management
for cyberattacks. The expected protecting confidential and sensitive information against threats and attacks
academic culture of open access over the Internet.
to knowledge and information for
Best practices from education institutions highly recommend a strategic
better research innovation and
and holist cybersecurity plan that combines a robust technology architecture,
learning has created a unique and
people awareness and training, and security policies and data management
growing challenge, not only for IT
processes.
but also for senior management
who are both charged with An effective cybersecurity architecture should make information available—
protecting confidential and yet segmented and secure—with the owner of the information deciding which
sensitive information against people, groups, or organizations should have access to it based on user profiles.
threats and attacks over the
Internet. Virtualization of the digital campus
An intelligent digital campus allows for the connection of people, data,
and things. It incorporates a wide range of applications operating over the
platform to support the business of the school, college, or university; enables
“outdoor” teaching and learning activities; and delivers a good student
experience, such as:

• Student services

• Campus Wi-Fi

• Smart buildings

• Smart parking

• Smart lighting

• Smart transportation

• Admissions and recruiting

• Campus security systems

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Collaboration is already the tool of Within the campus, enabling location-independent work is a top priority
today’s learners and employers, in creating a next-generation learning environment. Having a virtualized IT
and should logically become the infrastructure can accelerate productivity of expensive and often scarce IT
tool of today’s teachers, schools, resources; generating benefits such as:
and the education systems as a
whole.
• Better financial efficiency and business agility for dynamic allocation
of ICT resources.

• Maximize return on assets and investments in IT resources (e.g.,

HPC, storage, applications, etc.)

• Reduce under-utilization of expensive IT resources among different

faculty and research departments

• Reduce total cost of ownership (TCO) of maintaining data center

(DC) infrastructure (e.g., energy, IT management, etc.)

Virtualizing IT infrastructure with such capabilities increases business agility

and financial efficiencies of on-line administrative services to educators, staff,
students, and the community.

Collaboration and personalization

Collaboration is already the tool of today’s learners and employers, and
should logically become the tool of today’s teachers, schools, and the
education systems as a whole.

Educators and students can adopt connected and collaborative technologies

to support online and blended learning. For example, connecting peers and
bringing experts, who are physically distant from the students, virtually
into the classroom will provide students with a unique, value-added learning
experience. Connected and collaborative environments (physical and
virtual) allow students, educators, and staff to use video and virtual
interactive spaces for cost-effective on-line distance and blended learning.

Technology can help to break down the walls that have traditionally existed
in education to make collaboration easier and more ubiquitous. The ability
to hold online meetings, deliver collaborative workspaces, and utilize video
across the campus helps people to connect and enables more frequent
sharing of best practices, course design approaches, and access to outside
expertise. Not having to travel across campus makes it easier for leaders

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Technology can help to break to meet, faculty members to hold office hours and other meetings, and
down the walls that have students to work with one another.
traditionally existed in education
These new collaboration technologies make it easier for students to engage
to make collaboration easier and
on their own terms, and receive the personalized attention they need to be
more ubiquitous. In fact, new
more successful in school or university. In support of that, new data analytics
collaboration technologies make it
programs make it possible for educators to have a better understanding of
easier for students to engage on
where students are in the learning process, and then provide customized
their own terms, and receive the
assistance for the student. This should also help institutions develop both
personalized attention they need
online and
campus-based programs to provide a more individualized
to be successful.
approach to teaching, and feedback on instruction, methodology, the
process of delivering courses, and best practices for incorporating
technology into learning.

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To make a real difference,

technology must be deployed
Conclusions
thoughtfully by IT leaders who The journey toward the digital transformation in education is dependent on
understand the pedagogical a broader vision and a structured framework for implementation of selected
goals of their faculty members, priorities to enhance the quality and innovation in teaching, learning,
cooperating with and receiving and research while improving operational efficiency of administration
professional guidance from and management.
education experts who can help
The effective adoption of new digital technologies and approaches will
them apply new technologies to
make education more relevant, engaging and motivating for learners,
learning.
enabling faster time to mastery.

However, educators must implement these new technologies in a way that

transforms learning environments, creating more virtual opportunities for
students, and merging the physical with the virtual.

We believe that technology can make a real difference, but it must

be deployed thoughtfully by IT leaders who understand the pedagogical
goals of their faculty members, cooperating with and receiving professional
guidance from education experts who can help them apply new technologies
to learning.

To realize the full benefits of digital technologies for education, a secure

and reliable connected network and failsafe collaboration tools must be
guaranteed.

Digital transformation is not a matter of technology only: it must

be supported by a combination of vision and leadership, culture,
and process and methodology, in addition to the technology itself.

For additional information, please contact:

Renee Patton,
Cisco Education Lead, Americas,
[email protected]

Ricardo Santos,
Cisco Education Lead, Latin America,
[email protected]

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Sources and
References • The Digital Journey in K-12: Overcoming Roadblocks & Embracing
Innovation, by Dr. Alan R. Shark

• The Digital Revolution in Higher Education: How and Why the

Internet of Everything is Changing Everything, by Dr. Alan R. Shark

• The “Next” Next-Generation Digital Learning Environment,

EDUCAUSE review paper, 2015

• The N2GDLE Vision: The “Next” Next-Generation Digital Learning

Environment, 2017

• NMC Horizon Report: HiEd Edition, The New Media Consortium,

http://www.nmc.org/publications/2013-horizon-report-higher-ed

• Building Your Roadmap to 21st Century Learning Environments.

A Planning Tool for Education Leaders, www.roadmap21.org

• School Connectivity for the 21st Century, study sponsored by Cisco

• Digitizing Higher Education to Enhance Experiences and Improve

Outcomes, Cisco

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