The New Media Consortium (NMC) Horizon Report: 2016 Higher Education Edition is learning initiative research conducted by New Media Consortium and EDUCAUSE Program. The report is the 13th edition which describes annual findings from the NMC Horizon Project. The project is an ongoing research project which was designed identify and describe emerging technologies likely to impact on learning, teaching, and creative inquiry in education (Johnson et al., 2016).
The report is the outcome of research conducted regarding technology adoption and educational change. The report was produced through a collaborative research and discussions of a body of 58 experts. The authors mentioned that the report is regarded as the world’s longest-running exploration of emerging technology trends and uptake in education which impact is emerging technologies in colleges and universities across the globe (Johnson et al., 2016).
The study draws on the expertise of an international expert panel that considers set of important trends, challenges, and developments in educational technology. The panel explores and selects the final listing of trends, challenges, and technology developments. The process takes place online, where it is captured in the NMC Horizon Project wiki. The participants are 58 education and technology experts from 16 countries on five continents. The research was conducted using modified Delphi. The reason for using modified Delphi method was to share a consensus view on topics which have a significant impact on the practice of higher education around the globe over the next five years (Johnson et al., 2016).
Technology: Bring Your Own Device (BYOD)
One technology considered by NMC Horizon Report: 2016 Higher Education is BYOD, which is referred to as BYOT (Bring Your Own Technology). This is the practice of people bringing their own laptops, tablets, smartphones, or other portable devices with them to learning or work environments.
|Example of a BYOD Seminar Room: John Woolley Building N208|
The BYOD movement addresses the same reality in higher education. Many students go to class with their own devices to connect to the school networks. The BYOD is a policy that reduces overall technology spending of students . A study indicates that about 42% percent of colleges and universities in the US had implemented a BYOD strategy in 2014 (Johnson et al., 2016).
The BYOD movement enables students to learn using the technology with which they are already familiar and comfortable than what is provided by the school. It also provides students with a greater sense of ownership over their learning. It is reported that about 86% of undergraduate students owning a smartphone or tablet are expected to use these devices to access learning content, take notes, gather data and frequently communicate with their peers and instructors (Johnson et al., 2016).
Trend: Advancing cultures of innovation
I will like to discuss the Advancing cultures of innovation which is a long term trend. The title of the study is “Advancing Cultures of Innovation Long-Term Impact Trends: Driving Ed Tech adoption in higher education for five or more years” (Johnson et al., 2016).
The research is based on a theory that universities are generally perceived as institutions which have the ability to start new discoveries and innovations that directly impact their local communities and even the global landscape (Johnson et al., 2016). The study argued that in order to embark on innovation and adapt to economic needs of the communities, the higher education institutions must be structured in ways that allow for flexibility while spurring creativity and entrepreneurial thinking.
The report cited graduates from Stanford University in the USA and Cambridge University in the UK which adopted the trend and incorporate entrepreneurship initiatives into the education curriculum making a considerable impact on the job market. Many of graduates these universities became successful entrepreneurs because of the experience they gain developing business strategies through hands-on education curriculum.
According to the report, the number of formal entrepreneurial courses in higher education has grown in the USA has increased exponentially for two decades and nearly 25% of today’s college students aspiring to be entrepreneurs. Stanford alumni entrepreneurs were able to help to generate revenue of $2.7 trillion annually globally, and Cambridge University Entrepreneurs group in the UK has helped generate companies with approximately £100 million of investment over a 15-year period (Johnson et al., 2016).
The positive impact of the trend is evident in a study prepared for European Commission which revealed that university alumni who engaged in entrepreneurial programs were able to secure jobs more quickly. They are also more confident and able to innovate in the workplace and capable of starting new businesses. Another impact of the trend is that students improve in self-awareness, self-management, and creativity.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
The interesting thing about NMC Horizon Report for Higher Education that is that the panel represents people from a wide range of backgrounds and from different countries. These panel of experts brings a relevant expertise to educational innovation. Over the years the NMC Horizon Project research has bee conducted by nearly 2,000 internationally recognized practitioners and experts, and in any given year, a third of panel are new members. This is to ensure a flow of fresh perspectives each year.