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Official slide deck for the NMC's 2010 Horizon Report (http;//horizon.nmc.org/), the annual report on emerging technologies in higher education. ...

Official slide deck for the NMC's 2010 Horizon Report (http;//horizon.nmc.org/), the annual report on emerging technologies in higher education.

This deck includes general purpose slides that can be modified for your own presentations, includes three example projects for each horizon.

You are welcome to use these slides as long as you provide direct attribution to the NMC and the Horizon Project.

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  • The Horizon Project began in 2002, and has produced this annual report every year since the first one came out in 2004. They are all still available for download at http://www.nmc.org/publications/horizon
  • The 2010 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative The annual Horizon Report describes the continuing work of the NMC Horizon Project, a long-running qualitative research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within learning-focused organizations. The 2010 Horizon Report is the sixth annual report in the series. http://horizon.nmc.org/ http://wp.nmc.org/horizon2010
  • First, a brief overview of the process of creating the annual report.
  • The Advisory Board is convened in the summer. There are usually between 40 and 50 members on each advisory board, from different countries and areas of expertise. Their job is to review and select the technologies, trends, and challenges that will appear in the report. http://wp.nmc.org/horizon2010/advisory-board
  • The advisory board does all its work on the Horizon Project wiki. The process begins with a review of press clippings related to emerging technology. Next, the board reviews a list of topics, adding notes about the current state of those technologies, new themes that might be missing from existing descriptions, and the particular relevance of each technology to their area of expertise. The advisory board also makes note of new technologies that may not be covered. Finally, the board discusses trends and challenges that affect educational technology. Once this work is complete, the board participates in two rounds of voting that narrow the list of topics to 12 and then 6. The trends and challenges are also voted on, and the full list of each is narrowed down to 7 and then to 4 or 5. http://horizon.wiki.nmc.org/
  • The key trends are forces that affect higher education, especially as regards the adoption and use of emerging technologies. They form part of the context within which any emerging technology is used.
  • • The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing. • People expect to be able to work, learn, and study whenever and wherever they want to. • The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized. • The work of students is increasingly seen as collaborative by nature, and there is more cross-campus collaboration between departments. http://wp.nmc.org/horizon2010/chapters/trends/
  • The following critical challenges are facing higher education and will affect the adoption and use of emerging technologies in the next five years. They form part of the context within which any emerging technology is used. • The role of the academy — and the way we prepare students for their future lives — is changing. • New scholarly forms of authoring, publishing, and researching continue to emerge but appropriate metrics for evaluating them increasingly and far too often lag behind. • Digital media literacy continues its rise in importance as a key skill in every discipline and profession. • Institutions increasingly focus more narrowly on key goals, as a result of shrinking budgets in the present economic climate. http://wp.nmc.org/horizon2010/chapters/challenges/
  • • The role of the academy — and the way we prepare students for their future lives — is changing. • New scholarly forms of authoring, publishing, and researching continue to emerge but appropriate metrics for evaluating them increasingly and far too often lag behind. • Digital media literacy continues its rise in importance as a key skill in every discipline and profession. • Institutions increasingly focus more narrowly on key goals, as a result of shrinking budgets in the present economic climate. http://wp.nmc.org/horizon2010/chapters/challenges/
  • After all the review and selection, six technologies emerge as those the advisory board feels will have a significant impact on teaching, learning, and creative inquiry over the next one to five years. These are not the only important technologies, and may not be the most important of all, but they are significant in their potential to affect education. The report is not meant to be predictive. Instead, it is a snapshot of the intersection of emerging technology and education at the time it is prepared. http://wp.nmc.org/horizon2010/chapters/technologies/
  • When the topics are first announced, the news is often picked up by sources like the Chronicle. The Twitter stream is also quite active. These actually occurred before the official release because the pre-release PDF that was sent to the advisory board gets distributed quite widely. http://chronicle.com/blogPost/Horizon-Report-Highlights-6/20525/ Twitter http://twitter.com/#search?q=%23hznmc http://search.twitter.com/search?q=%22horizon+report%22
  • The story of mobiles is no longer about the devices themselves, but about the blurring of the boundary between the cellular networks and the Internet. Increasingly, and more so in the developing world, the Internet is accessed from mobile devices using a cellular network that extends significantly beyond even the electric grid. Mobiles go beyond phones, and the services they can access are as fully-featured as their desktop counterparts. Mobiles include smartbooks, netbooks, and specialized devices like the Peek email reader. Mobiles are so capable that in some places, they are actually the primary computing device of choice. They're smaller and cheaper than even laptops, and easier to get hold of and use. If you are carrying a non-computer computing device, would you hold it up, please? They also tie in with almost all of this year's other key technologies. Simple augmented reality apps for mobiles are huge, and there are several mobile tools for visual data analysis. And of course electronic book readers are mobile devices. For education, we're seeing lots of use of mobiles for fieldwork. Teachers are taking labs outside for subjects like chemistry, geology, and meteorology. Mobiles make it easy to record and track readings, ask questions of the teacher while out in the field, communicate with study partners, and look up information, and the cell network is everywhere — it covers more area than even the electric grid around the world. We're also seeing a huge number of pilot projects and studies, like the one at Abilene Christian University. http://wp.nmc.org/horizon2010/chapters/mobile-computing/
  • The Edinburgh College of Art, the University of Edinburgh, and the EDINA Data Centre collaboratively developed a mobile app called Walking Through Time. The app overlays historical maps onto current maps of the viewer's location, showing street views and areas of interest from prior times. http://walkingthroughtime.eca.ac.uk /
  • iPhone the Body Electric http://www.unews.utah.edu/p/?r=092409-2 At the University of Utah, researchers have developed a suite of mobile apps to allow scientists, students, doctors, and patients to study human anatomy, visualize large data sets in 3D, manipulate and analyze large numbers of high-resolution images, and evaluate medical problems.
  • San Francisco Museum of Modern Art Mobile Tours http://www.sfmoma.org/events/1556 The San Francisco Museum of Modern Art is offering two new mobile applications: Making Sense of Modern Art Mobile and the Rooftop Garden iPhone Tour. MSoMA Mobile is available on iPod Touches that may be borrowed by museum visitors and includes interviews with architects, artists, and curators; video footage; and music and poetry related to the collection. The Rooftop Garden tour is available at no cost as an application in the iTunes Store.
  • There is now so much open content that any new course design work should include a review of what is available and might be reused. The key stumbling block is that education is not yet a culture that rewards sharing — the reward systems promote new work and new thinking, and a "not invented here" mentality infuses decisions about the use of open content all to often. Nonetheless, there is now too much good stuff to ignore. The open content movement has been growing for almost a decade. It has its roots in work done at MIT, OCW, and others; until recently, the focus has been on OCW initiatives to create collections of content and work out licensing issues. Now, we're seeing new models for publishing and lots more authors taking advantage of the licensing options offered by Creative Commons and others. There's more content available, and a lot of it is very good content. More teachers are comfortable with students using open content sources than before. Using open content helps develop the skills to find, evaluate, and use information, which are valuable for any discipline or practice. Students get experience finding source material and learning about how to decide what's a good source and what isn't. The availability of open content changes the dynamic between the student and the teacher, too. Students can find authoritative sources on their own, working with the teacher but not receiving all possible information from the teacher, so the learning experience becomes more of a partnership. http://wp.nmc.org/horizon2010/chapters/open-content/
  • Looking for Whitman (http://lookingforwhitman.org) is an open-access, multi-institutional experiment, dedicated to the study of the life and works of Walt Whitman.
  • Many sources of open content can easily be found in Creative Commons ( http://creativecommons.org ), Teachers Without Borders ( http://www.teacherswithout borders.org ), and other online commun ities, while portals like Folksemantic ( http://www.folksemantic.com ) offer a single point of entry to m any open content offerings. Learning communities associated with services like Diigo or Twine can point educators in the right direction via the social networking equiva lent of “word of mo uth.”
  • OTTER http://www.le.ac.uk/otter The University of Leicester's OTTER project (Open, Transferable and Technology-enabled Educational Resources) pilots and evaluates systems for releasing educational content under an open license.
  • Publishing is undergoing a shift very similar to the one that took place in the music industry in the last decade. Not only is the media itself morphing into digital forms, but new business models and methods of distribution are appearing as well. While there is no clear winner among the available and emerging formats, the acceptance and widespread use of electronic books has enabled the industry to see a potential path through these wrenching changes. Electronic books and readers have hit the consumer mainstream (Kindle was a top selling  Christmas gift this year); there have been 3 obstacles to adopting them for education, which are now falling away. First, the availability of titles used to be an issue, but now there are a huge variety of titles, both academic and consumer titles. Second, reader technology has developed to the point where it can support illustrations, graphs, and other supplemental material that's important in textbooks, which didn't used to be the case. And third, the economic model has evolved. It's very easy to buy them, as anyone knows who has browsed the Kindle store from their iPhone while waiting for a flight. Too easy, maybe! They're easy to read, too; the books remember where you were with no bookmarks, and it's easy to pull out your reader when you have a few minutes. Many readers let you  annotate, highlight, and bookmark sections, making it easier to study from them. Lots of universities are deploying pilot programs to experiment with different readers and different purposes -- using them to deliver textbooks, course readers, supplemental resources, and even leisure reading selections. The results are just starting to come out, and we're looking forward to seeing what worked and what maybe didn't. A pilot that recently concluded at Princeton found that having a Kindle meant that students printed almost half as much material out as without a Kindle. However, students and teachers alike found that the Kindle isn’t quite ready to support the full range of coursework. Issues ranged from the difficulty of marking up the text to the lack of page numbers and the inability to open two or more resources at once. They did like the ability to save and transfer notes to a personal computer, and the ability to carry a lot of books in one device was also noted as a plus. http://wp.nmc.org/horizon2010/chapters/electronic-books/
  • The library at Fairleigh Dickinson University offers a selection of electronic readers that students may check out, including Amazon Kindles, Sony Readers, and iPod Touches. Each reader includes a selection of reference books, popular titles, literature, and more. http://view.fdu.edu/default.aspx?id=7467
  • MIT, in conjunction with Ball State University, produced an electronic book to visually demonstrate the principles of electricity and magnetism. http://view.fdu.edu/default.aspx?id=7467
  • Sophie http://sophiecommons.org Sophie is an open source tool, maintained by the University of Southern C alifornia's School of Cinematic Arts , for creating and readi ng rich media documents in a networked environment. Sophie authors can easily combine a variety of media — text, images, video, and audio — to develop sophisticated multimedia works.
  • The convergence of three technologies — GPS, video, and pattern recognition — has made alternate reality something anyone can use, and the applications seem endless. When combined with mobile technology, AR is portable, in your hand and on the go. Augmented reality has become simple: it doesn't require any geekwear -- just a mobile device like a phone. As you can imagine, this makes it much more approachable by people who don't want to look nerdy. Augmented reality is digital information overlaid onto the real world. Today's apps make it easy to see what information is already available for a given location, and even to add your own notes and annotations, which can be public or private. Place-based applications like Layar show you what's nearby and help you find places, landmarks, and people. For instance, Layar's Eat layer shows you where restaurants are when you hold up your phone and pan it around. There are also people-based apps in development that will overlay selected information about the person you're looking at, like their name and title, twitter name, blog URL, and so on. Toys and games are starting to use augmented reality. There's a board game, not commercial, just a prototype, called ARhrrrr, that uses a physical board, but all the action happens in AR on the screen of a phone you point at the board. You tap the phone to shoot zombies, or you can plant bombs by placing Skittles candies on the board. Augmented reality is also being used for 3D modeling in architecture, engineering, medicine, and many other fields. Students can see what their designs will look like and quickly create scale models that can be manipulated. And there are AR books where you point a webcam at a page in a book and see a pop-up globe, graphs and charts, or any kind of information. There's a company adding AR information to regular books, so they don't need to be printed specially. http://wp.nmc.org/horizon2010/chapters/simple-augmented-reality/
  • Mirror Worlds http://www.augmentedenvironments.org/lab/2009/10 Students at Georgia Tech have created a tour of campus that switches between a view of an avatar in a virtual world and augmented reality superimposed on the real world. Users choose their view and can move back and forth between the two.
  • ARSights is a website and tool that allows users to visualize 3D models created in Google's SketchUp. Pointing a webcam at a 2D printout causes a 3D model to appear on the screen. It can be turned and manipulated by moving the sheet of paper http://www.inglobetechnologies.com/en/products/arplugin_su/info.php
  • Emerging applications of gesture-based computing show promise, especially in the consumer sector; nonetheless, its adoption and use for education remains several years away. Heralded by accelerometer-based devices like the Wii and the iPhone that can sense movement, yet different from these early examples, gesture-based computing will lead to devices with the ability to sense not only movement but also the meaning conveyed by human gestures. Gestural devices are things like Apple's magic mouse, the Nintendo Wii, or the iPhone and the Surface. There's a remote control now that looks like a magic wand, and you swish it around to change channels and so forth. All kinds of devices that accept input in the form of natural gestures. These kinds of devices that accept input in the form of natural gestures provide a more intuitive way to interact with games, simulations, and other content. Combined with AR, this can be very powerful; Sixth Sense combines camera recognition of color, position, and motion with display of information. True gesture-based computing like the famous example from Minority Report is still a ways off, but we're heading that way. Gesture-based computing is becoming more common for consumer and gaming applications and for social applications. Two new gaming systems are due out this year, the Natal from Microsoft and the new PS3's motion controller from Sony. Both of these let players make natural gestures, like swinging a bat or driving a car, to interact with the game system. The Natal doesn't even require a controller. http://wp.nmc.org/horizon2010/chapters/gesture-based-computing/
  • Digital Lightbox by BrainLAB is a multi-touch screen that allows doctors and surgeons to view and manipulate data from MRI, CT, x-ray, and other scan images. The system integrates with hospital data sources to enable health professionals to collaborate throughout the cycle of treatment. http://www.brainlab.com/digitallightbox/
  • The Virtual Autopsy Table http://www.visualiseringscenter.se/1/1.0.1.0/230/2/ Researchers at Norrkoping Visualization Center and the Center for Medical Image Science and Visualization in Sweden have created a virtual autopsy using a multi-touch table. Detailed CT scans are created from a living or dead person and transferred to the table where they are manipulated with the hands, allowing forensic scientists to examine a body, make virtual cross-sections, and view layers including skin, muscle, blood vessels, and bone.
  • Pranav Mistry, while at the MIT Media Lab, developed a gesture-based system called Sixth Sense that uses markers to allow interaction with all sorts of real-time information and data in extremely intuitive ways. He recently announced the release of the platform into open source (http://www.youtube.com/watch?v=YrtANPtnhyg), which is likely to stimulate a raft of new ideas. http://www.pranavmistry.com/projects/sixthsense/
  • Visual data analysis has been around for a while, but working with huge datasets used to be difficult and time-consuming, something for experts only. Now, not only is it easier to create visualizations, new forms of analysis are making use of the visual centers in our brains (eg, the ways of thinking described in "Blink"), and taking advantage of the tremendous human capacity to discern and recognize patterns. Things that are not obvious in traditional tables of numbers, or in standard forms of quantitative study like correlations become obvious when portrayed visually using new techniques derived from the study of fluid dynamics and other complex systems. This opens the doorway to finally understanding complex social processes, especially things that have both an individual and a group component, like learning, that have eluded more traditional methods. Visual data analysis is emerging a field in its own right, derived from data mining, statistics, and visualization. It's more about interpreting and understanding statistics than visual design of information; it's about seeing patterns in the display of data using techniques like cluster analysis that once were available only to professional statisticians. Visual data analysis brings statistical research and data interpretation within the reach of even introductory-level courses by simplifying the process, and makes it easier to intuitively grasp the meaning hidden in large datasets. Tools like Wordle, Many Eyes, Gapminder, Roambi, and Flowing Data also accept user data, and in some cases allow users to play with public data already in the system; users can create custom visualizations very quickly and easily. http://wp.nmc.org/horizon2010/chapters/visual-data-analysis/
  • Marine Geology. Published by the Lamont-Doherty Earth Observatory at Columbia University, the Virtual Ocean, similar to Google Earth, offers students a three-dimensional view of the Earth's oceans http://www.virtualocean.org/
  • Best Science Visualization Videos of 2009 http://www.wired.com/wiredscience/2009/08/visualizations/all/1 (Hadley Legget, Wired, 19 August 2009.) From simulating the way waves break against a ship to visualizing seasonal carbon dioxide accumulation in North America, these videos demonstrate the diversity of data visualization.
  • Visual, interactive principal components analysis is a technique once only available to statisticians that is now commonly used to identify hidden trends and data correlations in multidimensional data sets. Gapminder ( http://www.gapminder.org/ ), for example, uses this approach in its analysis of multivariate datasets over time.
  • http://horizon.nmc.org/ http://www.nmc.org/publications/horizon
  • The Horizon Project Navigator is a dynamic multi-language social media platform overlying an innovative set of intelligent search tools and a comprehensive collection of resources. The platform will build on the NMC’s existing base of contributors and users, and is a natural extension of the global Horizon Project community that will stimulate even more interest in the project. 1. Users will be able to fully exploit the Horizon Project’s extensive and expanding collection of relevant articles, research, and projects related to emerging technology and its applications worldwide, as well as the NMC’s expert analysis and extensive catalog of sharable rich media assets. 2. Users will be able to manipulate and customize information in real time, contribute new information, add their own commentary and analysis, and rate the quality and usefulness of the ideas, models, and content shared by the community. 3. A variety of levels of access will allow anyone anywhere broad entree to the resources, yet also meet the needs of advanced users willing to pay for up-to-the-moment information that is clear, credible, and extremely timely. 4. The most advanced users will have access to the latest research produced by the NMC — critically useful information that is organized and updated daily almost in real time — as well as standard and custom reports, in addition to advanced tools and features not available in the public version. 5. A variety of conceptual points of entry, enabled by highly visual and fluid tools as well as geolocation, will enable up-to-the-moment information to be dynamically assembled by discipline, location, technology, adoption rates, hype status, user and expert rankings, and more than 50 other factors, in addition to user-generated search criteria. 6. Non-textual searching will be extensively used to facilitate finding based on “fuzzy” criteria such as interestingness, relevance, user-activity, geolocation, and more. 7. Crowd sourcing strategies will provide resources for users to effectively communicate that information to their constituencies via talking points; sharable imagery; custom graphs and charts; practitioner focused video interviews; and ready-to-use PowerPoint decks. This platform will help the field in six meaningful ways: 1. Highlight the best practices captured in the NMC’s long-running and globally recognized Horizon Reports; 2. Build on them with detailed and continuous supporting research; 3. Add a collection of rich media to foster and encourage effective communication; 4. Enable change makers in education to build on proven models; 5. Reduce the risks of innovation; and 6. Most critically, provide Hewlett Packard with a highly credible and dynamic source of information on the intelligent uses of new technologies in education worldwide that can inform its grant-making programs. Currently, more than a half million educators currently use Horizon Project Reports and resources each year. We anticipate even more significant growth, and given the scaling capabilities inherent in the design of the Navigator platform, we expect the Navigator platform to become the premier place for projects around emerging technology and learning to be listed, found, modeled, and in the most promising cases, scaled. http://navigator.nmc.org/
  • See also, How to Participate in the Horizon Project http://www.nmc.org/horizon/participate http://twitter.com/#search?q=%23hznmc
  • Photo credit http://flickr.com/photos/mybigtrip/74665861/

NMC Horizon Report > 2010 Higher Ed Edition Presentation NMC Horizon Report > 2010 Higher Ed Edition Presentation Presentation Transcript

  • The New Media Consortium | horizon.nmc.org The 2010 Horizon Report: Key Emerging Technologies
  • The New Media Consortium | horizon.nmc.org
  • The 2010 Horizon Report
  • The New Media Consortium | horizon.nmc.org How We Do It cc licensed flickr photo by Alpha Auer, aka. Elif Ayiter: http://flickr.com/photos/alpha_auer/2276026448/
  • Advisory Board
  • The New Media Consortium | horizon.nmc.org horizon.wiki.nmc.org
  • Key Trends
    • Abundance of resources
    • Whenever / Wherever
    • The Cloud
    • Collaboration
    The New Media Consortium | horizon.nmc.org cc licensed flickr photo by itBox24: http://flickr.com/photos/28702899@N02/2678752578/ Key Trends
  • Critical Challenges
    • Role of the Academy
    • New Scholarship
    • Digital Media Literacy
    • Focus on Key Goals
    The New Media Consortium | horizon.nmc.org cc licensed flickr photo by Chronon6.97: http://flickr.com/photos/cheryl-j/3667786424/ Critical Challenges
  • Technologies to Watch HORIZON REPORT 2010:
  • The New Media Consortium | horizon.nmc.org
  • The New Media Consortium | horizon.nmc.org cc licensed flickr photo by rutlo: http://flickr.com/photos/rutlo/3646376308/ Time to Adoption: One Year or Less
  • Mobile Computing ONE YEAR OR LESS:
  • Mobile Computing in Practice ONE YEAR OR LESS:
  • Mobile Computing in Practice ONE YEAR OR LESS:
  • Mobile Computing in Practice ONE YEAR OR LESS:
  • Open Content ONE YEAR OR LESS:
  • Open Content in Practice ONE YEAR OR LESS:
  • Open Content in Practice ONE YEAR OR LESS:
  • Open Content in Practice ONE YEAR OR LESS:
  • The New Media Consortium | horizon.nmc.org cc licensed flickr photo by lrargerich: http://flickr.com/photos/lrargerich/3522236501/ Time to Adoption: Two to Three Years
  • Electronic Books TWO TO THREE YEARS:
  • Electronic Books in Practice TWO TO THREE YEARS:
  • Electronic Books in Practice TWO TO THREE YEARS:
  • Electronic Books in Practice TWO TO THREE YEARS:
  • Simple Augmented Reality TWO TO THREE YEARS:
  • Simple Augmented Reality in Practice TWO TO THREE YEARS:
  • Simple Augmented Reality in Practice TWO TO THREE YEARS:
  • The New Media Consortium | horizon.nmc.org cc licensed flickr photo by blueforce4116: http://flickr.com/photos/blueforce4116/1398244602/ Time to Adoption: Four to Five Years
  • Gesture-Based Computing FOUR TO FIVE YEARS:
  • Gesture-Based Computing in Practice FOUR TO FIVE YEARS:
  • Gesture-Based Computing in Practice FOUR TO FIVE YEARS:
  • Gesture-Based Computing in Practice FOUR TO FIVE YEARS:
  • FOUR TO FIVE YEARS: Visual Data Analysis
  • FOUR TO FIVE YEARS: Visual Data Analysis in Practice
  • FOUR TO FIVE YEARS: Visual Data Analysis in Practice
  • FOUR TO FIVE YEARS: Visual Data Analysis in Practice
  • The New Media Consortium | horizon.nmc.org Horizon Reports
    • The Horizon Report (2004-2010)
    • K12 Edition (2009, 2010)
    • Australia - New Zealand Edition (2008-2010)
    • Business & Economic Dev Edition (2009)
    • Ibero-American Edition (2010)
    • Singapore Edition (planned for 2010)
    • Museum Edition (planned for 2010)
    NASA image from http://www.nasaimages.org/
  • The New Media Consortium | horizon.nmc.org made with http://worldle.net Horizon Project 2004-2010
  • The New Media Consortium | horizon.nmc.org 2008 English Catalan Spanish 2007 English Catalan Spanish 2009 English Arabic Catalan Chinese German Japanese Spanish 2010 English Arabic Catalan Chinese German Japanese Spanish Portuguese cc licensed flickr photo by !borghetti http://www.flickr.com/photos/borghetti/37543204/ A Global Audience
  • The New Media Consortium | horizon.nmc.org Horizon Project Navigator cc licensed flickr photo by Kat...: http://flickr.com/photos/katphotos/2531894376/
    • Comment on the 2010 Report
      • http://wp.nmc.org/horizon2010
    • Tag Resources hz10
      • http://delicious.com/tag/hz10
      • http://horizon.wiki.nmc.org/Tagging
    • Tweet with #hznmc
      • http://twitter.com/#search?q=%23hznmc
    • Sign up for 2011 Advisory Board
      • http://bit.ly/horizon-nominate
    The New Media Consortium | horizon.nmc.org cc licensed flickr photo by Marina Cast.: http://flickr.com/photos/marinacast/3878053449/
  • The New Media Consortium | horizon.nmc.org horizon.nmc.org