Whenever, wherever and however

Horizon Report 2011
The New Media Consortium and the EDUCAUSE Learning Initiative, 2011.

“People expect to be able to work, learn, and study whenever and wherever they want.  This highly-ranked trend, also noted last year, continues to permeate all aspects of daily life. Mobiles contribute to this trend, where increased availability of the Internet feeds the expectation of access. Feelings of frustration are common when it is not available. Companies are starting to respond to consumer demand for access anywhere; in 2010, programs like Google’s Fiber for Communities sought to expand access to underserved communities, and several airlines began offering wireless network access in the air during flights.

The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured. This trend continues from 2010 and is being driven by the increasingly global and cooperative nature of business interactions facilitated by Internet technologies.  The days of isolated desk jobs are disappearing, giving way to models in which teams work actively together to address issues too far-reaching or complex for a single worker to resolve alone. Market intelligence firm IDC notes that some one billion people fit the definition of mobile workers already, and projects that fully one-third of the global workforce — 1.2 billon workers — will perform their work from multiple locations by 2013.

…Digital media literacy continues its rise in importance as a key skill in every discipline and profession. This challenge, first noted in 2008, reflects universal agreement among those on the Horizon Project Advisory Board. Although there is broad consensus that digital media literacy is vitally important for today’s students, what skills constitute digital literacy are still not well defined nor universally taught. Teacher preparation programs are beginning to include courses related to digital media literacy, and universities are beginning to fold these literacy skills into
coursework for students, but progress continues to be slow. The challenge is exacerbated by the fact that digital technologies morph and change quickly at a rate that generally outpaces curriculum development.”

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