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Campus Technology Whitepaper
In the mobile era we live in, your students expect more from their institution’s wireless capabilities.
In this informative whitepaper, you’ll learn how deploying the first wireless standard (802.11 AC) where the speed of wireless is faster than a wired connection can empower your institution to meet the growing, technology driven landscape of today’s higher education environment.
My Note: Campuses are gearing up to the challenges of the Millennials and Gen Z. So do, allegedly, the SCSU IT. BOYD is now a term, which (finally, after 3 years of IMS proposing it to CETL) is waved forth and back at the SCSU campus in a lipservice attempt to convince stakeholders and public how much SCSU is with the times.
Once details transpire, however, one can see that 802.11AC allows 1GB connection and for the last 15 years, the SCSU IT never made it transparent (discussion? forget it), when 1 GB LAN will come to the campus. How can SCSU IT wave the BYOD flag, if older and more important issues are not resolved? Even if they are resolved, how does SCSU IT expect faculty to embrace the technology, if it is sold by the IT people? The sound pedagogical approach to new technologies must be done by faculty not by IT folks.
In order for BYOD, for that matter any other technology on campus to work (work means to a very large degree “accepted by educators,” the second most important stakeholder after the students – faculty – must be on board. Are they really on board controlled and dimmed by the SCSU IT?
5 Essential Insights About Mobile Learning
1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself.
St. Vrain Valley School District in Colorado,
Mooresville Graded School District
Consolidated High School District 230
2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.
Forsyth County Schools in Georgia.
3. Think about equity, but don’t let it stop forward motion.
includes both urban and rural areas,
4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.
5. Some of the biggest lessons learned include giving up control and trusting students.
included students in the discussions
While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.
“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”
The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.
My note: Kathrina Schwartz offers an opinion, which reflects the second wave (withdrawl) in the 3 steps of innovation
The Struggles and Realities of Student-Driven Learning and BYOD
A 2013 Pew study revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools.
Many advocates of using mobile technologies say the often cited issues of student distraction are just excuses not to try something new.
“The way you discourage it is engage them in the activity so they don’t even think of sending a text. You’ve got to jump in and play their game or you’re going to lose them.”
Angela Crawford has heard all the arguments of BYOD evangelists, but doesn’t see how they match the reality of her classroom. “BYOD is very problematic in many schools, mine included, because we have a prominent engagement problem,” Crawford said.
Tactics to improve engagement like making work relevant to her students’ lives or letting them use their phones in class to look up information, haven’t worked for Crawford, although she’s tried.
When she first started, Crawford was enthusiastic about jumping into collaborative, project-based learning. “I thought my colleagues were monsters because of how they were teaching,” she said of a school where she previously worked and where teachers lectured all the time. She tried to teach students through projects, but found it was a disaster. To her students’ parents, her efforts to make the classroom “student-centered” looked like she wasn’t teaching. “There is a different perception of what a teacher should be in different cultures,” Crawford said. “And in the African-American community in the South the teacher is supposed to do direct instruction.”
“What works best for each student is really the heart of student-centered learning,” Crawford said. “Sometimes what the student needs best is direct instruction. They need that authoritative, in-control figure who is directing their learning and will get them where they need to go.” Many of Crawford’s students come from homes run by single mothers who rule with an iron hand. She tries to replicate that attitude and presence. “They respond to that; they like it,” Crawford said. “It’s comforting to them.”
Still, Crawford will not be experimenting with a bring-your-own-device program. “My problem with education innovation is we tend to want to take a new technology or a new idea and go forth with it as if it’s the silver bullet,” Crawford said. “What happens is that teachers who teach in my type of environment realize this would be a disaster in my classroom.”
Crawford is skeptical that kids in higher income areas aren’t misusing technology too. Her children attend school in a more affluent district and they tell her that kids are constantly messing around on their devices. They just switch screens when a teacher comes by. They get away with it because their teachers trust them to do their work.
“I think kids in middle class or upper middle class schools are equally distracted as low-income students,” said Bob Lenz, director of innovation at Envision Schools, a small charter network that’s part of the deeper learning movement. “It’s just that because of the privilege of their background the content and the skills that they need to gain in school — they’re coming with a lot of those skills already– so it’s not as urgently needed.”
Top 20 in Educational Technology to Connect with through Social Media
My note: met Tony Bates at a conference at UND in 2004. Great guy
danah boyd is required reading in my LIB 290 Social Media and Global Issues
Howard Rheingold is a living legend.
One year or less (2015–2016):
- Cloud computing
- Mobile learning
Two to three years (2017–2018):
- 3D printing/rapid prototyping
- Adaptive learning technologies
- Information visualization
- Learning analytics
Four to five years (2019–2020):
- Visual data analysis
- Wearable technology
The NMC’s interim K–12 Horizon Report can be downloaded for free.
Midwest AV Summit
Matthew Clay : Active Learning Spaces
partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).
Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.
In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)
challanges: ITS mindset (conservative), Administration must be on board (money), Funding.
MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.
Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making.
If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.
maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)
Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?
they have 3d printer, Inoculus. Makerspace mentioned
examples how to use 3d printing for education (LRS archive collections, MN digital library).
the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected
digital classroom breakdown session
Break down session: Digital Classroom
technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.
HD flow and other hardware and software solutions
VLAN 3. lecture capture.
BYOD support in the classroom: about half of the room raised their hands.
10 key takeaways about differences between classroom, blended, online and open learning
Tony Bates shares his thoughts on the difference
Chapter 10 of Tony Bates online open textbook, Teaching in a Digital Age:
– See more at: http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-differences-between-classroom-blended-online-and-open-learning/#sthash.MOymkn9F.dpuf
More on F2F, blended/hybrid and online learning in this blog:
The Brutal Authenticity Of BYOD
By allowing students to bring in their own devices for learning–rather than insisting that they learn both content and device in school–there is an important opportunity to connect with not just their personal lives, but their natural way of doing things.
While there are students who badly want technology and can’t afford even the $50, that doesn’t seem to be a strong argument against BYOD adoption, especially in light of what it costs—in time and money—to purchase, train, integrate, and maintain—state-funded, district-purchased, school-assigned devices. This is where schools, local organizations, and communities can step in.
Money and Learning
In the United States there can be a tendency to throw money at problems that are not fully understood. As a nation, America lags behind internationally, the “learning market” being one of the few markets proving evasive in lieu of continued effort, struggle, and spending.
More on BYOD in this blog:
11 Sample Education BYOT Policies To Help You Create Your Own
Google has their own site to help you learn how to use Google Apps, Learn Google Apps.
The site has tips on switching from other systems, tutorials, articles, tips and tricks, videos, examples of using Google Apps and much more. You can also learn by each app individually.
There’s even an weekly episode of the “Apps Show” where you can learn about new tips and features.
College students love snapchat!
It’s personal, creative, quick, fun, and free.
“According to research by Sumpto…as much as 77 percent of college students use Snapchat every day.
37 percent of the study respondents cited “creativity” as their main use of the app. “Keeping in touch” and “easier than texting” were reasons for 27 percent and 23 percent, respectively.”
Reasons young adults ages 18-26 use snapchat:
- “I like sharing weird things I see when I’m out…When you get ugly selfies from someone, that’s how you know you’re good friends.”
- “I only ever use it for funny pictures or to show what I’m doing to my friends, but I have people that use it as a replacement for texting.”
- “Snapchat is the ultimate social media tool — users want to share their lives to anyone they choose to elicit possible feedback, but without the necessity of it being stored…Snapchat provides an easier answer to Facebook’s ‘What are you doing right now?’ I use it personally to stay in touch with friends and show people what I’m doing.”
Colleges are also starting to get on the bandwagon — Snapchat launched Our Campus Story in October 2014 to four schools.
How Colleges are using snapchat:
- Orientation: (Tennessee Wesleyan College) “Where’s Wesley” scavenger hunt
- Updates: (Tennessee Wesleyan College) Sharing updates about events and activities on campus
- Recruiting: (Eastern Washington University and the University of Kansas) communicating with young athletes interested in joining their teams
More IMS blog entries on Snapchat and its use in education:
Peer-reviewed and popular literature:
Robbins, S. P., & Singer, J. B. (2014). From the editor—The medium is the message: Integrating social media and social work education. Journal Of Social Work Education, 50(3), 387-390.
Waxman, O. B. (2014). Snapchat Grows Up: How College Officials Are Using the App. Time.Com, 1.
JO, M. (2014, March 22). Teacher sees value in online connection. Dominion Post, The. p. A2.
Couros, G. (n.d.). Snapchat and Education. Retrieved from http://georgecouros.ca/blog/archives/4866
Wiederman, K. (2014, May 2). Snapchat: The Newest Higher Ed Communication Tool | Merge. Retrieved from http://www.mergeagency.com/digital-marketing/snapchat-newest-higher-ed-communication-tool
Privacy and security:
Stretton, T., & Aaron, L. (2015). Feature: The dangers in our trail of digital breadcrumbs. Computer Fraud & Security, 201513-15. doi:10.1016/S1361-3723(15)70006-0
YOUNG, D. (2014). NOW YOU SEE IT, NOW YOU DON’T… OR DO YOU?: SNAPCHAT’S DECEPTIVE PROMOTION OF VANISHING MESSAGES VIOLATES FEDERAL TRADE COMMISSION REGULATIONS. Journal Of Information Technology & Privacy Law, 30(4), 827.
Ekman, U. (2015). Complexity of the ephemeral – snap video chats. Empedocles: European Journal For The Philosophy Of Communication, 5(1/2), 97-101. doi:10.1386/ejpc.5.1-2.97_1
Flandez, R., & Wallace, N. (2014). Nonprofits Must Guard Against Imposters. Chronicle Of Philanthropy, (09),
O’Neil, M. (2014). Oh, Snap! A Q&A With DoSomething.org’s Snapchat Strategists. Chronicle Of Philanthropy, (01),
MESSITT, M. (2014). Cyberbullying Happens in Code. Break It. Education Digest, 79(9), 51.
Horizon Report > 2015 Higher Education Edition
Key Trends Accelerating Technology Adoption in Higher Education 6
Long-Term Trends: Driving Ed Tech adoption in higher education for five or more years
> Advancing Cultures of Change and Innovation 8
> Increasing Cross-Institution Collaboration 10
Mid-Term Trends: Driving Ed Tech adoption in higher education for three to five years
> Growing Focus on Measuring Learning 12
> Proliferation of Open Educational Resources 14
Short-Term Trends: Driving Ed Tech adoption in higher education for the next one to two years
> Increasing Use of Blended Learning 16
> Redesigning Learning Spaces 18
Significant Challenges Impeding Technology Adoption in Higher Education 20
Solvable Challenges: Those that we understand and know how to solve
> Blending Formal and Informal Learning 22
> Improving Digital Literacy 24
Difficult Challenges: Those we understand but for which solutions are elusive
> Personalizing Learning 26
> Teaching Complex Thinking 28
Wicked Challenges: Those that are complex to even define, much less address
> Competing Models of Education 30
> Rewarding Teaching 32
Important Developments in Educational Technology for Higher Education 34