Friday, November 15, 2013

Google Glass

Photo Credit:  Ted Eytan
ATSU and I will soon officially join the ranks of Google Glass Explorers.  I found out I was fortunate enough to have my proposal selected by MOREnet to get an invitation to the second round of this project.  MOREnet was looking for "highly motivated people" within the MOREnet membership who can contribute and share ideas on how Google Glass might be used to improve teaching and learning. I'm pretty excited to be able to participate.

For those of you not so tuned into the tech world, Google Glass is a very ambitious project from Google to develop wearable computers in the form of eyeglasses.  The initial group of beta testers, affectionately known as Glass Explorers, started back in February 2013.  Approximately 8000 people shelled out $1500 to try these miniature computers on your face. The original group was heavily weighed toward developers. The thinking was that developers could help expand the number of applications before additional rounds of testers had a chance to try the product.  This next round of invitations is thought to be significantly greater in number than the original 8000 and Google is expected to be ready to roll out the first widely available consumer version sometime in 2014.

To be selected for the explorers program requires a willingness to share thoughts and ideas about how this type of device can improve people's lives.  My list includes a variety of use cases.I'll share a couple now and others as I get to better know the capabilities and limitations of the device.

There were two use cases I submitted in my proposal to MOREnet.  First is a project that was suggested by KCOM OMM staff and academic technologies staff.  The idea is to record the delivery of OMM through a first person view using the video camera in glass.  The hope would be that this view would make it easier for students to see the hand and finger positions, and any movement during techniques.  An similar but alternative idea is to have students wear the Google Glass and use it to record their execution of various OMM techniques.  Faculty could then view the recordings and provide feedback.  The second use case is very similar tho the first.  In this case however, Glass would be used by Dental faculty and/or students.  The goals of the two use cases would be similar; namely improving existing instructional video and providing more detailed feedback to students.

I am very excited to experience Glass first hand and investigate its applications to healthcare education and even to administration process improvement.  As a true believer in technology, this is an exciting start to a whole new world of wearable technology.  Stay tuned for more.

Wednesday, January 2, 2013

Forecasting for 2013

Happy New Year!!

The new year is a good time to practice prognostication, so here are a few thoughts on concepts, tools and topics that I believe will be important to the world of technology over the next year.

1) Enterprise Social Networking - Social Networking tools and concepts have matured quite a lot over the past couple of years.  The practice of social networking, however, is still heavily rooted within the consumer  side of technology.  While there are a few notable organizations that have adopted internal social networking tools, I believe that 2013 will be a watershed year for enterprises to grasp the power of using social network tools to enhance workplace productivity.  Get your business profile posted soon.

2) Windows 8 - Desktop operating systems are no longer hyped in the press as they once were, but the reality is that most organizations still rely on the desktop computer as the primary tool for getting work done. Microsoft has invested a ton of resources in trying to consolidate the next generation operating between desktop, tablet and smart phone devices, and Windows 8 is at the core of this effort.  No doubt that tablets and other mobile devices will continue to sell more and desktops will shrink, but in 2013 I still believe a large portion of high end workers will be experimenting with and adopting Windows 8 on their desktops.  I'm not, however, as confident that this desktop experimentation will carry over to Microsoft's mobile device operating systems.  I'm watching Microsoft this year as an indicator of broader shifts in the overall OS marketplace... or perhaps a better term would be Ecosystem.

3) Analytics - Data will soon (if it is not already) be considered a commodity.  Everyone will have it, but not everyone will be creative and pro-active in turning it into actionable information.  Using data may sound simple, but it is deceptively difficult.  There is a steep learning curve to filtering, massaging, and formatting data to make it useful.  Analytics tools will help this process along, but human skills will need to expand faster to keep up.

Twelve months is a good time frame for these types of trends to play out.  We'll come back in a year and see how deeply these concepts have changed the organizational and technology landscapes.

Wednesday, July 13, 2011

Blackboard World #2 - Blackboard Mobile

One of the really exciting topics at Blackboard World 2011 is Mobile.  This is an area where Blackboard has invested and is showing early returns in the form of great functionality and even greater promise.  The Blackboard Mobile Platform is made up of two modules;  Mobile Learn and Mobile Central.  The company presents lots of (probably unnecessary) evidence that the mobile space is taking off rapidly on college campuses.  There are already more smart phones being sold than workstations and laptops.  Moreover, the evidence is mounting that individuals spend more time connecting to the internet on their mobile devices than they do on other land-based devices.  There is no doubt that mobile will make a major impact on how educational content and student services are delivered to and consumed by learners.

The Mobile Learn module is in many ways simply an extension of the Blackboard Learn Platform.  The tool provides access for students as well as faculty and designers to their Blackboard course content.  While not all content can be automatically formatted for mobile devices, (and some content, like large charts or tables for example, lends itself to small screen real estate), a surprising amount of content and course features have been adapted from the traditional blackboard course.

At ATSU, we have installed a free version of the Blackboard Mobile Learn module for testing on our Blackboard Learn 9.1 environment.  It includes all of the same functions and features as the paid version, however, it can only be accessed on Wi-Fi or via the Sprint network.  Faculty and students who have courses on 9.1 are welcome to try it out.  You can download the app from either the iTunes App Store or the Android Market.  After downloading, you will need a special code (use 5DJZWX) in the search area to access A.T. Still University.  Remember though, this tool is still in test mode at ATSU.

The Blackboard Mobile Central app may prove to be even more exciting than Learn over the long term.   This tool allows Universities to develop their own mobile content.  While many schools rave about mobile campus maps and smart phone links to athletic information, these applications don't have much appeal for the ATSU community.  The tool, however, can be used to link to institutional systems outside of Blackboard to create features like student directories, access to library resources, or student grades.  As other third party systems like Google Apps for Education also expand into mobile formats, this tool may be a way to organize mobile development and official apps.  As an example, take a look at what the Medical College of Georgia has done with their mobile app.

I believe these tools have significant potential for ATSU and we are gathering information on how both tools can be implemented with our systems and how they match up with the mobile application strategy under development.  Let me know what you think and what features you would like to see in the mobile space.

Tuesday, July 12, 2011

Blackboard World #1 - Blackboard Analytics

I am in Las Vegas this week participating in Blackboard World 2011, the Blackboard User Conference.  I should have several posts this week about the conference and the various product announcements by Blackboard, not to mention the miscellaneous rumblings related to the announced purchase of Blackboard by Providence Equity Partners for ~$1.6 Billion.

On Monday and Tuesday, I am attending a Blackboard CIO Symposium event.  This event is targeted to CIOs and allows for some candid conversations about where Blackboard and the education software industry in general are headed.  The first session on Monday was about the Blackboard Collaborate Platform and the recently purchased iStrategy product.  This product is a BI (Business Intelligence and Analytics tool) that I have previously blogged about.  Not a whole lot has changed, so I won't say much more other than the fact that Blackboard has formally announced the addition of a Blackboard Learn Analytics module to this platform.  This module is the 6th module within the Analytics platform.

There session contained a very interesting conversation around the entire Analytics and Business Intelligence areas for education.  Several comments revolved around how the barriers to better use of analytics within our industry are not simply technical.  Many of my peers felt that administration within higher ed have been cautious about sharing data with faculty and other stakeholders and the culture in several organizations was perceived to lack transparency.  Thus, a culture shift may be needed as part of an Analytics and BI implementation.  Another barrier to immediate use of metrics is the fact that many organizations have not contemplated what data structures are necessary to get the desired metrics.   And for those organization which have defined their data, it was noted that there is a significant lack of expertise and even training for the types of skills needed to make analytics a fundamental part of the culture.  The best advice was to get data in many people's hands and then iterate repeatedly to improve both the usefulness and the skills.

Sunday, April 24, 2011

Is Blackboard for Sale?

This week Blackboard, the LMS/CMS used by A.T. Still University, announced the company had retained  investment banking firm, Barclays Capital, as an advisor regarding an unsolicited proposal to purchase the company.  So does this mean that Blackboard is for sale?  Absolutely, it does.

To be fair, businesses are always for sale, but the receipt of an unsolicited bid puts the company "in-play" and sets some structure around the timing and pricing of any possible sale.  The fact that a purchase offer has been made is evidence that some outside party believes they can manage the assets of the company to provide more value (i.e. they can make more money) than the existing management is currently providing.  The consequences of this scenario are difficult to avoid, because an unsolicited offer changes not only the company, but also the company's industry.  Rarely can companies go back to business as usual after this type of development.  I suspect there will either be a change of ownership within 6 months, or the company will begin a slow and long downward spiral.

As a Blackboard customer, ATSU has first hand experience of the pain associated with the company's growth.  Our history includes a very difficult transition from WebCT after Blackboard acquired the company in 2005.  As the two companies merged, there was a great deal of product confusion and precious little product support.  Frustration was high.  That said, Blackboard was able, over time, to execute on their vision of integrating the Blackboard and WebCT LMS/CMS products.  The current version of the Blackboard Learn Platform includes many of (but not all) the best features from both products.  I would say that it is now a mature product.

But that may just be the problem.  Blackboard matured during a period when the education "business" was able to spend a lot of money on the promise of new technology.  Its business model depends on the revenue generated from sales of license rights and annual maintenance for the software.  The mature nature of the Blackboard product and its related business model may make it difficult for the company to compete with open source projects and cloud based software initiatives which many students and faculty increasingly see as more intuitive, responsive, and cutting edge.  To continue to grow and to be relevant, Blackboard needs ownership that constantly delivers new functionality in a way that customers can instantly experiment with, at no cost, and with no negative impact to existing features.  While Blackboard has shown signs of recognizing this need, so far they continue to expand and sell software features via a traditional platform model.

Perhaps new ownership (or simply the threat thereof) will be exactly what the company needs.

Thursday, April 14, 2011

Blackboard Analytics

Today I participated in a webinar session on Blackboard Analytics with Jim Hermens, a Senior VP and General Manager of Blackboard Analytics (jim.hermens@blackboard.com) with Blackboard.  Analytics is marketed by Blackboard as a separate platform - this means it is independent of the Blackboard Learn tool and customers pay extra for it.  The product was integrated into the Blackboard portfolio after the iStrategy purchase (end of 2010).  The product is the base of the platform for education Analytics and Reporting and is Blackboard's newest platform.  The product is in use by over 100 education clients today.

Blackboard considers 3 components for Analytics

  1. Performance Measurement
  2. Reporting and Self-Service
  3. Decision Support
The tool can take information out of the SIS.  Existing ETL packages (Extract, Transfer, and Load)  include Banner, Peoplesoft and Colleague.   Integration with other SIS systems, like Campus Management, would require custom consulting work.

Blackboard Analytics is not what they would consider a reporting tool, but rather provides the platform for the data warehouse that could integrate with existing reporting tools (hyperion, cognos, sas).  The tool really provides the OLAP Cubes to analyze the Data warehouse.  Other database tables can also be integrated to the tool for additional reporting and analysis.

The product currently has the following Modules (priced individually):  
  • Student Management (Enrollment, Academic Affairs)
  • Financial Aid (Still in process)
  • Finance
  • Human Resources
  • Advancement (Still in process)
SUMMARY:  This tool would be an alternative to the eThority package that ATSU is considering testing.  Since eThority already has an ETL with Campus Management's database, ATSU would be able to get the eThority product up and running more quickly than with the Blackboard Analytics tool.

Saturday, March 12, 2011

App Review - Flipboard integration with Google Reader

This past week, Flipboard, a personalized, social magazine app for the iPad, released a new version (Version 1.2) causing me to take a deeper look at this app.  What I was hoping for was an alternative way of viewing the content I have set up in Google Reader through my Google Apps (for ATSU) account.  My hopes were not disappointed.  The combination of Flipboard and Google Reader is fantastic!  My personalized content feeds really come to life with the beautiful layouts provided by Flipboard.

Over the past few months, I have learned how much time I can save in my professional reading by using an RSS news reader like Google Reader (see previous blog post).  I have set up my Google Reader feeds into about 20 folders which are dedicated to a particular topic.  I think of them as sections of a newspaper.  I have folders for local news, humor, sports, and vendor news, just to name a few.  By organizing my online reading into these sections, I can more easily stay up to date on topics of interest from several different sources side-by-side.  I'm sure it saves me more hours per week.

With Flipboard, I can integrate the content from "folders" in my Google Reader configuration into "sections" within Flipboard.  Now I simply click on a Flipboard section like "Open Education Courses" and all of my content is displayed in Flipboard with enhanced graphics and beautiful formatting.  I can simply click on any article teaser (which usually is shown with a headline, source, date, and the first paragraph or so of the article) to get to the full content of the article.  The response time is nearly immediate and the interface is incredibly intuitive.  It is much easier than turning the Newspaper to page 4 to read the rest of a front page story.

Flipboard also uses the wonder of the iPad's page turning metaphor to go from page to page to see a new list of articles.  Clicking on an article, or simply turning to the next page, triggers the "read" flag on Google articles so that I don't have to look at them more than once...even if I go back to the desktop or smartphone interface for Google Reader.  All of my reading on Flipboard synchronizes back to my Google Reader account.

Another awesome feature is how easy it is to share articles from within Flipboard to the rest of my Google Reader followers.  A simple click of an icon and I can choose to share an article not only on Google Reader, but through a variety of social tools, or even via email.  I can also set up Flipboard sections for my other Social Network tools like Twitter, but the Twitter integration is limited in its ability to track which Tweets have been read.

All and all, I am VERY pleased with this new version.  Being able to comment on my Google Reader feeds and share them is a huge benefit.  I'd like to see a few more options for personalizing section names, etc. but I am hopeful these will be coming soon.  I highly encourage any iPad fans to check out Flipboard and integrate it with your Google Reader account.

Monday, February 7, 2011

Adding Content - Blasts from the Past

In a previous post, I have written about my various fits and starts with previous attempts at maintaining a blog.  As part of this newest effort, I am also going to consolidate some of the entries from my previous blogs.  Not only will this clean up my electronic footprints and provide a single place for me to store my work, but it can also serve as an example of how blogger allows the writer to manually set the date and times for each post.  Thus I can add content from several years ago and maintain the actual dates of those entries.

Another item to mention is how easy it is to export and import blog posts using blogger.  Several of my old posts were simply exported from the old blog and imported to this one.  In a matter of seconds, I was able to move my old content.   This provides me with a level of confidence that if I were to find a better tool for sharing thoughts in the future, I could easily move my content from this area.  This is not a trivial feature.  The more time, thought, and energy that goes into your work, the more confident you want to be that it will be able to adapt to future media.

Finally, I should mention that a quick perusal of some of these older posts will showcase how my thoughts on blogging have shifted over the years.  I am amazed at some of the ways I thought about using this type of tool.  I am sure that my ideas will continue to evolve, but it is nice to now have several years of experimentation all in one place.

Wednesday, January 12, 2011

My First MOOC

To start off the new year, I decided to participate in an online course on Learning and Knowledge Analytics.  I didn't know much about the course.  What I did know was that I was interested in the topic, that the course was free, it required only the amount of time and effort I wanted to put into it, and was promoted to me via an email from George Siemens, a guy in Canada whose previous work on technology and education had caught my attention.  What I didn't know was that the format of the course would catch my attention at least as much as the content itself.

The course began last week with simple introductory type materials posted on a web site and then reinforced via email.  First, I discovered that there were over 400 people registered for the course.  That was impressive.  When it came time to do the obligatory introductions via discussion thread, I discovered that the registrants were from all over the world and included some very forward thinking educators, technologists, and perhaps some budding entrepreneurs.  VERY impressive.  Finally, as I started reviewing the introductory materials, I discovered a blog post from Dave Cormier, another Canadian education type whom I had been tracking via Twitter for over a year after hearing him on an edtechtalk podcast.  The blog post took me to three videos describing a MOOC, a Massively Online Open Course.  These videos and the work and ideas behind them caught my attention.

Rather than me describing a MOOC, I encourage you to view the 3 videos - What is a MOOC? (4 minutes and 27 seconds), Success in a MOOC (4 minutes and 17 seconds), and Knowledge in a MOOC (1 minute and 53 seconds).  I hope you find them worthwhile.  To me, this type of learning concept holds real promise.  I think of the MOOC as a practical application of a lot of the educational theory that has been related to technology.  For those of us at A.T. Still University, our new strategic plan talks about ATSU as a Learning-Centered institution.  For me, this concept brings together the components of technology to help build and practice a learning-centered culture.

I recognize that it is only week 1 of the course and the jury is still out.  I also confess that the method is a bit... well, messy.  There is a lot of disconnected content scattered in a wide variety of places.  But I also wonder if this isn't the real world experience that we need to help prepare future generations to deal with.  I'll keep you posted as the course progresses.  Let me know your thoughts in the comments.

Thursday, January 6, 2011

RSS - How to Build, Organize and Read a Personal News Repository

Are you frustrated or overwhelmed by the ever growing amount of information necessary to stay even remotely current in your field?  Do you wonder how anyone can keep up?  Perhaps it is time to reconsider your strategies for professional reading and organizing your preferred web sites for news and information.  I have found that using a tool like Google Reader to build my own news repository, allows me to organize my routine reading material and better manage the landslide of information.  The method I use focuses on 3 concepts: Scanning -> Filtering -> and Sharing.  Here are some helpful hints I found as I put together my strategy.

1) Learn the Basics of RSS
RSS is a method for organizations to publish information and for you to easily consume it.  Organizations publish information (their articles or other content) into a feed.  You can then consume the information by subscribing to the feed using an RSS Reader, like Google Reader. Read on to get yourself up and running in less than 3 minutes - or skip to point 2 if you already have

To access Google Reader simply go to www.google.com/reader.  If you already have a Gmail or a Google Apps account (like we use at ATSU), then you can use your existing account.  If not you will have to create an account.  Once logged in, you will see the screen is segmented into 2 columns.  The left column is the navigation area, the right area is the content area.  Read through the helpful articles in the right hand column.  I suggest you minimize the All Items, People you follow, and Explore options on the left hand navigation and focus only on the Subscriptions option.  At this point you probably don't have any subscriptions listed, so let's get a few.

2) Organize New Feeds as you Add Them
 The ease of adding subscriptions is the power behind RSS.  Feeds to which you can subscribe are plentiful on the web.  Anywhere you see the orange RSS box (the image on the left), you can subscribe to a feed.  My suggestion is to organize feeds into folders within the subscription navigation area.  Each time you add a new feed, add it to a folder with similar feeds.  Think of folders as sections in a Newspaper.  It will make your reading far more efficient later when you have dozens of feeds.

Another powerful feature of RSS is the ability to use subscription bundles curated by others.  To see a selection of bundles, click on the Explore option to show the sub-items and then click on View all recommendations.  From here click on the Browse tab and find the bundle that is most interesting to you.   Another option is to look to the right of this article and subscribe to my "Education" bundle right from this blog site.  Bundles are a great way to add your first group of feeds.  Don't forget to organize them into your folder structure.

3) Scan Articles before Reading Them
Once you have set up a few folders and assigned subscriptions to each, it is time to really put Reader to use.  I find the best way to organize my reading is to review subscriptions one folder at a time.  Because similar feeds are organized into folders, I can more clearly focus on articles related to a given topic.  After selecting a folder, I make sure to click on the Show: List mode in the upper right hand corner of the content area.  This changes the view and allows me to see many more headlines at a glance.  I then review the list to quickly get a sense of hot topics or important news items.  Moreover, I can note articles about a particular event from 2 or 3 different sources giving me a more rounded account simply from the headlines.

4) Use the Control Key and New Tabs for Deep Dive Reading
After scanning a topic folder, it is time to read selected articles for more information.  I tend to maintain a pretty high volume and fairly wide variety of sources to scan from, but I end up reading a relatively small percentage of articles in detail.  If an article looks interesting, I click on the headline to get the article to expand and show a few sentences or paragraphs (the amount shown varies with the feed).  If I then want to read more, I click on the headline which opens the article in a new tab.  At this point, I switch to the new tab where I can read the full article at the original website.  

Here is where I use the power of the control key.  When reading a full article in detail, I will frequently use the links embedded in an article.  I will always click on these links while holding down the control key so the new link will open up in another new tab.  I will occasionally go two or three levels deep into an article, but by using the control key and tabs I can easily get back on track by closing out each tab.  

5) Use Your Network to Filter Content by Following People
One of the more powerful (and perhaps underused) features of Google Reader is the ability to follow people. This allows you to see articles that others highlight and share.  It is a great way to filter content and find new sources of information.  Within an organization, it could also be used to share updates on important projects, events or news of common interest.  Following people is easy.  Simply click on the sharing settings under People You follow and search by name or email address.  Feel free to follow me by going here.

6) Give Back by Sharing
As you start using Google Reader to regularly scan and review hundreds, if not thousands of articles, I highly encourage you to help others by sharing the articles you find interesting.  To share an article simply click on the Share or Share with Note buttons below an article snippet.  Think of sharing as an electronic version of a conversation starter.  Sharing may be the most useful part of the Scan -> Filter -> Share method.

Let me know in the comments what works and what doesn't work for you.

Monday, January 3, 2011

New Year Resolution

For the past couple of years, I have been considering writing a blog.  I've even started it a couple of times.  But as daily commitments mounted, I could muster neither the discipline nor the courage to keep it going for more than a handful of posts.  As we start the new year, I am again hopeful that this will be the year where the idea of regularly contributions to a blog takes deeper root and begins to grow and flower.

My reasons for blogging have matured a bit since my previous attempts.  At first, I wanted to write a blog because I viewed it as a forward-thinking use of technology.  While there is certainly still some part of me that wants to "test" the geek factor for blogging, I now look upon the idea as a more mainstream methodology for organizing my thoughts, fleshing out processes, and sharing ideas with anyone who may be interested.  For me, the concept of blogging has become less of a personal sandbox and more of a social responsibility to participate on the town square.  To relate my thoughts on blogging to the ideas of Mahatma Ghandi, I feel I need to become the change I want to see in the world.  If I want faculty and students to impact learning through using tools like a blog (and I do), then it is only proper that I also do it myself.

Blogging has matured and its power become better understood over recent years.  During its early days, blogging had a somewhat rebellious cache.  Those who wrote blogs were frequently (although somewhat silently) chided as self-centered mavericks, but the form is now recognized as a legitimate, even enlightened way of engaging in social discourse.  Leaders within many industries now regularly share their thoughts, sometime even half-baked thoughts, as a way of testing markets, gathering feedback, or sharing insight.  Use of blogs has grown from individual, consumer space roots into social, enterprise space branches.  When an institutional mission drives an organization more than profit, then motivation and inspiration result from shared values of the organization's stakeholders.  And shared values come from widespread, open communication... the kind of communication that blogs can facilitate.

In early 2011, Google will be adding blog services to the ATSU Google Apps suite providing all faculty, staff and students with the ability to create their own "ATSU sponsored" blog.  My hope is that a handful of ATSU blogs will help generate community discussions around two of the major themes identified as part of ATSU's new strategic plan: Innovation and Learning Centered education.  With this blog I will try to do my part at generating interesting topics and ideas related to technology, health and education.   I encourage you to leave your comments and thoughts so that we can all begin to use technology for "Byte Size Learning".

Tuesday, January 26, 2010

2010 Horizon Report - Digital Media Literacy

The 2010 Horizon Report was released last week. This year is the seventh year the report has been released and in past years I have found it to be both intuitive and insightful.  The Horizon Report is a good summary that "identifies and describes emerging technologies likely to have considerable impact on teaching, learning, and creative inquiry within higher education".  It is published by a couple of organizations I believe truly "get it" when it comes to the impact of technology on education, the New Media Consortium and the Educause Learning Initiative. 

The format of the report is easy to understand.  The authors choose six technologies and look at them in time-to-adoption horizons of one year or less, two to three years, and four to five years.  While their past "success" is difficult to define, the discussion about key trends, various technologies and their views on technology usage are excellent "data points" to help make technology investment decisions.  The six emerging technologies highlighted in the 2010 report were:
  • Time Horizon of One Year or Less 
    • Mobile Computing
    • Open Content
  • Time Horizon of Two to Three Years
    • Electronic Books
    • Simple Augmented Reality
  • Time Horizon of Four to Five Years
    • Gesture-Based Computing
    • Visual Data Analysis
The point that most caught my eye, however, was not in any of the technologies, but rather in the Critical Challenges section.   The section pointed out that "Digital media literacy continues its rise in importance as a key skill in every discipline and profession", yet, it continued, the challenge is that "training in digital literacy skills and techniques is rare in any discipline, and especially rare in teacher education programs."  This observation helps emphasize the important role that ITS can (and I would argue must) play in helping develop the "digital media literacy" of instructors. 

The Horizon Report does not discuss what constitutes digital media literacy.... and there is some debate over just what does.  But the important take away in my mind is the need to 1) get faculty informed about the many digital tools and services available, 2) help faculty to understand what these tools and services can do to improve student learning, and then finally 3) help faculty get up to speed on using and applying these tools to their instruction through training.  It is a challenge that internal IT organizations within higher education can help meet, but it requires a shift in thinking about what the traditional IT organization is about.  Within IT we sometimes lament the seeming lack of urgency about the coming technology changes to education.  Here is an area where we can help the organization prepare for those changes.

Tuesday, October 28, 2008

Educause 2008 - Academic Analytics

Day number 1 at Educause and again I am amazed at the large size of the Higher Education technology "business" (not to mention the size of the Orange County Conference Center that is hosting the conference). My first session is on "Academic Analytics: Using Institutional Data to Improve Student Success". The session is a half-day pre-conference session and it actually costs some additional money. Thus my expectations are relatively high.

The session was hosted and conducted by Kimberly Arnold and John P. Campbell of Purdue University. Purdue has been working on and implemented an Academic Analytics process over the past 2 years. They are focusing at the course level and their goal is to improve retention by identifying at risk students in freshman "gateway" courses. (I believe this is what we used to affectionately call "weed out" courses.) This focus was similar to many of the 40 participants in the seminar, most of whom also shared the goal of increasing student retention.

The seminar was well organized. First an overview and definition of Academic Analytics was presented. From there, we covered the support options related to this type of project. One point that was stressed repeatedly throughout the session was that analytics are much more useful if they are incorporated with a well defined goal. Collecting data for its own sake is a deep pit.

After we level checked the participants and reviewed some of the pitfalls, it was time to learn how to develop a model for academic analytics. We first discussed what types of data are appropriate to include in the model. They provided a list of several dozens of possible data elements; demographic, course related and institutional level data were all considered. From there we brainstormed a conceptual model. I focused on group of data to consider. These include:
  • Pre-Matriculation Preparation - relatively static data that the student brings to campus can help predict their proclivity for success. (SAT scores, HS Grades, Science GPA, etc.)
  • Recent University Effort - this is more recent data that may be more dynamic from week to week. (Homework assignments, number of logins, number of chat posts, recent grades from pre-req courses, etc.) NOTE: Consider this as a moving average over the student life cycle.
  • Help Seeking Behavior - outside of course metrics from other university areas. (Tutor/counseling sessions attended, health services visits, campus security incidents, IT help desk calls, etc.)
  • Student Self-Awareness Survey - the student may also provide valuable information about their potential success. (Subjective view of effort, subjective view of understanding, existing thoughts on specific course topics, interest in course topics, etc., self-reflection of health in mind, body, spirit, overview of social life)
  • Peer or Cohort Evaluations - data from ones peers may be included in a formula as a predictor of success. (impression of social interaction, changes in behaviour, etc.)
Finally, once the model is in place and has been validated by using historical data, reporting methods and intevention policies need to be created. Purdue used a stoplight metaphor for reporting. Yellow meant the student was in potential trouble and red meant there was significant concern over the students potential success. Several examples of e-mail text on interventions were also provided.

Monday, September 15, 2008

The Week Ahead Podcast 004

You should be able to get to the podcast by clicking on the title, but if not, then try this link.

http://www.box.net/shared/s577ai78ro

- Bryan

Tuesday, September 2, 2008

The Week Ahead Podcast 003

You should be able to get to the podcast by clicking on the title, but if not, then try this link.

http://www.box.net/shared/r9mgda2iyz


- Bryan

Monday, August 25, 2008

The Week Ahead Podcast 002

You should be able to get to the podcast by clicking on the title, but if not, then try this link.

http://www.box.net/shared/5ic6v287na

Monday, August 18, 2008

Podcast 01

You should be able to get to the podcast by clicking on the title, but if not, then try this link.

http://www.box.net/shared/ymajuei7dg

Thursday, April 10, 2008

Breakout Session #2 - Integration Services

This session was an overview of the capabilities of the Campus Management Integration Services team as well as a list of examples for how to utilize the APIs. The session was presented by:


Pablo Civalero
Ernie Rowell

5 Ways to Use

  1. Integration with Legacy SIS systems
  2. Integration with Attendance/Card Swipe
  3. Grades to LMS integration
    1. 4 Main areas of Integration
      1. Students, courses, Grades, Attendance

  4. Lead Routing to appropriate admissions Rep.
  5. Lead Servicers
  6. Concept of Packaged solutions

    • Lower cost
    • Implement via configuration rather than programming
    • EX. eLeads Express

    Can also use Integration Services to create Integrations with the CampusVue Portal rather than the CampusVue application itself.

    Structure of Integration Services

    This group is a subset of Professional Services.

    Advantages

    Product knowledge

    Industry knowledge

    Training Methodology

    Access to Custom tool set

    Problem Solving Methodology

Session #1 - CampusLink APIs

This session was intended to be an overview of the technical components of CampusManagement's APIs. The sessions were presented by:

Phil Cutajar
Louis Ziggenhardt (? aka Ziggy)

Phil started the session out with an overview of the progression of systems architecture.
  • 1st generation - mainframe
  • 2nd generation - client server
  • 3rd generation - Web Based (Portal)
  • 4th Generation - Middle Tier
    • This is where business rules are applied
    • API is an interface to be able to interact with these business rules
Ziggy takes over Presentation
  • Framework - A new middle tier
    • Campus needed to create the business entity layer for the processes and rules
  • What do the APIs offer?
  1. Security
    • Need authentication
    • SSL
    • Transaction level security (user roles honored, auditing, rollback)
  2. Standard Messaging
  3. Validations (syntax, semantics, business rules)
  4. Error Handling
  5. Scalability
What is the Platform
  • Currently is .NET 3.0
  • Go to .NET 3.5 with V10
  • C#.NET
  • SQL Server ( 2008)
Future Strategy and Planning
  • Consolidate redundant code (remove business rules from client)
  • Partners (CRM, Learning, Cornerstone, vantage)
  • Use of Biz talk for passing transactions from client
WCF will handle all workflow areas
  • Implies that there will be a transition period
  • Business Process APIs for the "short term"
  • All new development will go through WCF and Workflow APIs
API Processing can be scheduled
  • Bottleneck becomes the DB
    • API architecture handles this better due to more efficient transaction types
Requirements for Deploying APIs
  • Software Development group well versed in SOAP based Architecture
  • MS IIS and .NET Environment
  • Mature CampusVue implementation
Support Resources
  • Documentation
  • Integration Services Group
When will Documents and Status change APIs be available
  • Currently can get these through Integrations Services but they will not be rolled out into the released product for a while.

Opening Session

This post is from the Opening Session of CampusInsight 2008. The User Conference for Campus Management software. I freely admit that I am new to this blogging stuff and because of this fact, I took substantial liberties in editing content after the event.

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The Campus Management Insight 2008 conference opened with the presentation of a video about the college learners of today. Click Here for the video.

Cathy Snoddy then came up on the screen with her 2nd life avatar and introduced several of the new tools available via 2nd life. Can we, the Higher Education Community, teach using virtual worlds? What are the advantages of using these tools? How long will it take before we can get good at it?

Cathy then physically came up on stage and went into her presentation about the history and direction of education.

Education 0.0 - Teaching in the town square.

Education 1.0 - Some structure developed along with walls and building and SILOS where sage on the stage was the predominant model.

Education 2.0 - Introduction of distance learning. This is still largely a silo environment where only students and teachers are interacting. To prepare students for the real world we need to include/involve more external input.

But this does NOT mean Education 2.1 - No creepy Tree Houses. No silo environments.

Education 3.0 - Will we be ready for
  • Blogs
  • Wikis
  • Mashups
  • Virtual Worlds (There?)
  • Ubiquitious Access using the students tool sets
Cathy's conclusion is that this is what students of tomorrow will demand.


The session then went into the parade of Campus Management Executives:

Mahendran Jawaharlal - Chief Operating Officer
• Thank yous for those who coordinated the conference
• New Records set for this conference
  • 435+ people
  • 140+ Institutions
• Next year's conference will be at the Rosen Hotel in Orlando

Tim Loomer - President and CEO (10 Minutes)
Tim spoke about his background, first 60 days, and the future of CM

Tim's Background
  • Sold Scantron
  • Fell in love with CM
  • Moved to Boca
First 60 Days
  • Committed to CM improvement processes
  • Spoke with several customers (approx. 20 within first 60 days)
  • Discussed his impression of the customer base.
Future of CM
  • Discussed desire to move learning tools inward so there are training tools etc.
  • Importance of measuring. New team being led by Tim Gilbert. Focus on metrics for various tasks.
  • Focus on finishing up initiatives in place rather than starting other new initiatives.
  • Look at release process, and review the number of releases per year. Don't want to force training sessions upon customers for new releases. STABILITY and QA focus for next 12 months.
3 Commitments
  1. Transparency
  2. Outward facing toward customers
  3. Continuous Improvement
Jason Roberts - Chief Strategy Officer

Jason's role was to put the current state of Higher Education and specifically the Campus Management Software Tools in a broad Perspective. Quick review of history of 20 years ago, 10 years ago - > This led into a very nice tribute to David Meek. While it wasn't particularly engaging from a content standpoint, it was nice to see the culture of the company paying respects to its originator.

Patric Edmondson - SVP of Product Development

OK. Lesson number 1 - this blogging thing really takes a lot of battery power and mine are about to run out. When are these conference centers going to make power more readily available?