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.
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| 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).
Impact
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.
References
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.
