EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/higher/rss.xml en The Key to Ed Tech Success is People, EDUCAUSE Report Says https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/key-ed-tech-success-people-educause-report-says%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>What do silverware and technology have in common? Both are pointless without people to use them. If anyone understands this, it’s educators, whose efforts and methods are both increasingly <em>shaped by</em> and <em>shapers of</em> the technologies they use to teach students today.</p> <p>It’s also an implicit reality acknowledged in the <a href="https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition" target="_blank">2020 EDUCAUSE Horizon Report</a> released earlier this month. Going back just over 15 years, the report is part of the organization’s ongoing Horizon Project, a long-running research effort focused on how emerging technologies affect higher education.</p> <p>“As any close observer of postsecondary teaching and learning knows, technology by itself does not yield the greatest impact on learning,” the report states. “It does so when it is embedded in a scaffolding of support for learners and instructors.”</p> <p>And thus, over the years, the report has gradually evolved to focus not only on specific <em>types</em> of technologies, but also on technology-enabled <em>practices</em> that are influencing postsecondary education. “For 2020, for example,” the report states, “this approach enabled us to document the fast-emerging importance of instructional and learning design.” </p> <p>Comprising U.S. and global experts, the panel set out with a list of more than 130 potential technologies and practices to rank and reduce to the following list of the six most impactful.</p> <h2><strong>1. Adaptive Technology Makes for Personalized Learning</strong></h2> <p><em>“Adaptive technology appears to be well on its way to becoming a major addition to the set of educational technology tools serving the broader educational practice of personalized learning.”</em></p> <p>Keeping the theme of people powering technology, the report points out that many of the lessons shared by institutions are that technology, while necessary, does not improve learning outcomes on its own. Take, for example, <a href="https://www.asu.edu/" target="_blank">Arizona State University,</a> where adaptive learning technology has been used since 2011.</p> <p>When early tests failed to show the hoped-for levels of student success, ASU changed its approach. The result was ASU’s “adaptive-active approach”, which merges adaptive technology with active learning. “For ASU, it was the combination and integration of the technology and active learning engagements that produced the greatest gains in rates of student success.”</p> <h2><strong>2. AI/Machine Learning Expanding in Higher Ed</strong></h2> <p><em>“The exemplar projects in this space illustrate an amazing array of developments that are leveraging these emerging technologies.”</em></p> <p>Chatbot services have grown increasingly popular with colleges and universities. At <a href="https://www.northwestern.edu/">Northwestern University</a> and the University of Oklahoma, the report states, chatbots are enabling extended off-hour student support and recruiting. Already, according to the report, institutions are seeing big returns on their investments.</p> <p>“For example,” states the report, “although developing a chatbot can involve a significant time and resource investment that requires specialized development, that investment might yield returns in the form of extended hours and operation of the university to meet the needs of a 24/7/365 audience.”</p> <p><a href="https://edtechmagazine.com/higher/article/2020/02/it-trends-watch-higher-education-moves-new-decade"><strong><em>More on EdTech: </em></strong><em>IT Trends to Watch as Higher Education Moves into a New Decade</em></a></p> <h2><strong>3. Using Analytics for Student Success </strong></h2> <p><em>“The availability of tools that measure, collect, analyze and report data about students’ progress has given rise to the field of learning analytics for student success.”</em></p> <p>Higher education is on the receiving end of an ever-increasing and diverse pool of student data. Only recently, however, have institutions started employing analytics to measure student success. The result? A wide selection of new technologies, different approaches for helping students meet goals, and numerous ethical and policy considerations.</p> <p>With increased pressure on advising staff to address student outcomes, implementing early alerts and proactive outreach using analytics has become essential. For example, consider the <a href="https://www.berkeley.edu/">University</a><a href="https://www.universityofcalifornia.edu/"> </a><a href="https://www.berkeley.edu/" target="_blank">of California, Berkeley</a> and the <a href="https://uci.edu/" target="_blank">University of California,</a><a href="https://www.universityofcalifornia.edu/"> </a><a href="https://uci.edu/" target="_blank">Irvine</a><a href="https://www.universityofcalifornia.edu/">,</a> both of whom are employing learning analytics tools designed to help academic advisers intervene when critical student goals aren’t being met.</p> <h2><strong>4. Elevating Instructional Design, Learning Engineering and UX Design</strong></h2> <p><em>“The field of learning design continues to evolve, influenced by not only the continued growth of online course delivery but also an increase in the number of faculty who embrace student-centered learning environments, whether on campus or online.”</em></p> <p>The field of learning design includes many roles, all intended to foster successful learning. Today, these roles have become a critical part of learning design, along with technology teams. At <a href="https://www.cmu.edu/" target="_blank">Carnegie Mellon University</a>, the Simon Initiative uses cross-disciplinary learning engineering to improve student outcomes using several tactics, including continuous feedback about data creation, the application of learning theory, and learning-supportive technology design. “Projects such as these expand our capacity to understand how technology impacts learning and how to design better tools and courses to achieve desired learning outcomes.”</p> <h2><strong>5. Open Educational Resources Embraced in Higher Education</strong></h2> <p><em>“In the United States, OER momentum is building in nearly every type and size of institutional profile, from community colleges and public universities to elite privates.”</em></p> <p>Around the world, a wealth of OER materials are being developed or collected by the higher education community. Multiple OER projects offer a unique look at how these efforts are affecting the global OER movement.</p> <p>For example, working with the government of Ontario, the Chang School at <a href="https://www.ryerson.ca/" target="_blank">Ryerson University</a> has developed a series of open accessibility courses (including open textbooks and massive open online courses, or MOOCs), now accessed by more than 5,000 students around the world. “Similarly, the open pedagogy Pathways Project at <a href="https://www.boisestate.edu/" target="_blank">Boise State University </a>promotes language learning and inclusive access through the development of OER resources and activities in multiple languages.”</p> <h2><strong>6. Extended Reality Technologies for Immersive Education</strong></h2> <p><em>“Extended reality (XR) is a comprehensive term for the environments that either blend the physical with the virtual or provide fully immersive virtual experiences.”</em></p> <p>Already, higher education is seeing a wide diversity of potential in the teaching and learning opportunities available using XR technology. Multiple institutions have set up labs or centers designed specifically to explore XR and to allow experts to collaborate and share their resources.</p> <p>Some projects — such as <a href="https://www.psu.edu/">Penn State’s</a> Immersive Experience Catalogue — are intended to pinpoint and promote open XR resources across the higher ed community. “Judging from EDUCAUSE research and the exemplar projects collected for the Horizon Report, XR does show great potential for learning, provided its use is embedded in holistic instructional and learning designs.”</p> <p><a href="https://edtechmagazine.com/higher/about-insider" target="_blank"><em><strong>SUBSCRIBE:</strong> Become an Insider for access to exclusive EdTech product reviews, videos and articles.</em></a></p> Lauren Glenn Manfuso https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/key-ed-tech-success-people-educause-report-says%22%20hreflang%3D%22en%22%3Eview%3C/a%3E Managing Cloud Consumption for Optimal Results https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/resources/white-paper/managing-cloud-consumption-optimal-results%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>The public cloud can simplify IT environments. But what happens when an enterprise’s cloud environment itself becomes maddeningly complex?</p> <p>As organizations across industries have increased their cloud spending and made the public cloud a more integral part of their operations, a number of inefficiencies have cropped up. The sources of these complications range from poor design to a lack of governance, and these inefficiencies can lead to negative outcomes that include cost overruns, lack of visibility into the environment and security vulnerabilities.</p> <p>An effective cloud management strategy can help organizations to manage their environments more efficiently. Such a strategy should include plans to control costs and optimize application performance, as well as to detail who is responsible for which aspects of cloud security.</p> <p>A variety of solutions and services can help organizations to implement and manage this strategy over time. These solutions include cloud management platforms, application and performance monitoring, backup and recovery, and other tools. Many organizations find it helpful to work closely with a third-party cloud management partner with broad and deep expertise managing cloud environments.</p> https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/resources/white-paper/managing-cloud-consumption-optimal-results%22%20hreflang%3D%22en%22%3Eview%3C/a%3E Could Data Privacy Legislation Affect Your Higher Ed Campus? https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/could-data-privacy-legislation-affect-your-higher-ed-campus%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>Enacted on New Year’s Day 2020, the California Consumer Privacy Act gives residents of the nation’s most populous state the right to know what of their personal information is being collected, along with whether it’s been sold and to whom.</p> <p>Applicable to companies based both in and out of California, CCPA also ensures residents can access their personal data, prevent their personal data from being sold, request their personal data be deleted, and not be retaliated against for exercising their privacy rights. </p> <p>“What all these regulations mandate is that a California resident has the right to know his or her information is being collected by, at or before the point of collection,” said Hassan Khan, managing director of risk and advisory services at Grant Thornton. </p> <p>While CCPA isn’t intended to apply directly to colleges (<a href="https://www.jdsupra.com/legalnews/nonprofits-and-the-california-consumer-24539/">most nonprofits are exempt</a>, with some exceptions), institutions will <a href="https://iapp.org/news/a/what-does-the-ccpa-mean-for-colleges-and-universities/">likely work with technology vendors that are subject to these requirements</a>. </p> <p><a href="https://edtechmagazine.com/higher/article/2020/02/better-protect-student-data-know-difference-between-security-and-privacy"><em><strong>MORE ON EDTECH:</strong> Find out why higher education organizations are pushing for change in data security regulations.</em></a></p> <p>For-profit enterprises are subject to the law if they have $25 million or more in gross revenue; buy or sell the personal information of 50,000 or more consumers or households; or earn more than half of their annual revenue from selling consumers’ personal financial information.</p> <p>Higher education CIOs and CTOs should talk to current and prospective vendors about how they use personal information, Khan says. Ask how they classify it, how they identify it and how quickly they can retrieve and remove that information if a California resident asks. They should also have a plan for responding to opt-out requests by California residents and consider investing more in data security capabilities — whether by hiring additional staff or upgrading existing technology. Khan also suggests appointing a data protection officer to work directly with regulators.</p> <p>Institutions should also “make sure that tech vendors are limited in what they can do and how they process the information they receive,” said Adam Adler, senior associate at compliance advisory firm Schellman. Contracts should specify what information vendors are collecting and that they should only process it to the extent necessary to achieve the intended business purpose.</p> <h2>Privacy Is a Continuous Effort</h2> <p>Compliance is an ongoing process, Adler says: “It’s not like you do a sprint to get ready, and on day one when the law goes live, you’re suddenly compliant, then wash your hands and walk away.” Instead, he says, it should be a continuous effort and maintenance process.</p> <p>CCPA has been called “<a href="https://medium.com/the-regtech-hub/california-consumer-privacy-act-what-you-need-to-know-about-gdpr-lite-c20c4a62aa1b">GDPR lite</a>,” referring to the European Union’s General Data Protection Regulation, a privacy law enacted in 2018. Like GDPR, companies subject to CCPA won’t be audited for what they’re doing with personal information. Instead, companies will be fined if regulators (in this case, the California state attorney general) find they have misused information. In the first nine months of GDPR, fines issued totaled more than €55 million (<a href="https://www.cnil.fr/en/cnils-restricted-committee-imposes-financial-penalty-50-million-euros-against-google-llc">though most of that was a fine assessed against Google by France’s data protection agency</a>). Fines average <a href="https://gdpr.eu/gdpr-fines-so-far/">about €66,000, according GDPR.eu</a>.</p> <p>While California is the first state to enact this type of personal data privacy law, it likely won’t be the last. <a href="https://www.ncsl.org/blog/2019/06/19/states-break-new-ground-on-consumer-privacy-regulation.aspx">More than half of states are considering some kind of consumer data privacy legislation in 2019</a>. Hawaii, Maryland, Massachusetts, Mississippi, New Mexico, Vermont and Washington are all poised to pass similar legislation in the near future, Khan says. He expects that all 50 states will enact some sort of privacy legislation in the next five years.</p> <p>In November, four Senate Commerce Committee members introduced new federal privacy legislation, the Consumer Online Privacy Rights Act, or COPRA. Khan doubts the proposed law will go far before the 2020 presidential election, but, he adds, the bill reflects the emerging outline of federal privacy laws to come.</p> <p>“GDPR and CCPA,” he says, “will not be the last data privacy regulations colleges and universities will have to address.”</p> Jen A. Miller https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/could-data-privacy-legislation-affect-your-higher-ed-campus%22%20hreflang%3D%22en%22%3Eview%3C/a%3E Product Review: Securing Remote Campuses with the Fortinet FortiGate 60E https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/product-review-securing-remote-campuses-fortinet-fortigate-60e%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>Most colleges and universities these days boast more than a few buildings, if not multiple locations. Urban campuses might consist of facilities spread across a city, while rural systems might serve students in remote locations throughout a county or state. No matter what the location, however, all of these assets require advanced cybersecurity protection for networks and students alike.</p> <p>The <a href="https://www.cdwg.com/product/Fortinet-FortiGate-60E-security-appliance/4237718" target="_blank">Fortinet FortiGate 60E</a> security appliance offers that protection. This tiny, sub-1U appliance is designed for installation at the gateway to a smaller or remote facility. It can protect anything from a single building’s network to a medium-sized department’s entire infrastructure and users. It offers anti-virus analysis, application filtering, application-specific integrated circuit VPN, firewall protection, an intrusion prevention system, URL filtering, VPN support and web threat protection.</p> <p>Unlike most next-generation security appliances, which can be difficult to manage, the FortiGate 60E is practically designed for plug-and-play — a boon for remote facilities without dedicated, onsite information technology support. Fortinet has simplified security functions using a unified operating system called FortiOS 5, which drives each component, paired with a graphical user interface that is easy to control. Moreover, it works almost as soon as you connect it to a wired gateway.</p> <p><strong><em>MORE FROM EDTECH: </em></strong><a href="https://edtechmagazine.com/higher/article/2015/04/8-must-have-features-next-generation-firewalls"><em>8 Must-Have Features for Next-Generation Firewalls</em></a></p> <p>FortiGate also knows that one size doesn’t fit all. Remote classrooms might require special protection rules to properly function. Fortunately, the 60E stores up to 5,000 of them. Meanwhile, with each security function sharing a common interface, learning to create rules for one program results in proficiency with the others.</p> <p>The FortiGate 60E proved more than capable of handling the traffic generated by a remote campus facility and its students. In stress testing, it could process 25,000 new sessions per second and over half a million concurrent TCP sessions with no hint of slowdown — and it’s actually rated to go higher.</p> <p>Its total maximum throughput is 3 gigabits per second, which is probably more than any single remote facility will ever need. Given the capacity, it’s no wonder that you can configure and protect up to 10 virtual domains as well. This works particularly well if different departments share space in the same remote facility and need tightly configured protection for their specific classrooms.</p> <p>In terms of robust protection and ease of use, you won’t find a better solution for remote campus facilities than the Fortinet FortiGate 60E.</p> <p><a href="https://edtechmagazine.com/higher/about-insider" target="_blank"><em><strong>SUBSCRIBE:</strong> Become an Insider for access to exclusive EdTech product reviews, videos and articles.</em></a></p> John Breeden II https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/product-review-securing-remote-campuses-fortinet-fortigate-60e%22%20hreflang%3D%22en%22%3Eview%3C/a%3E Leading the Charge: Higher Ed IT Leaders Can Drive Digital Workplace Adoption https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/leading-charge-higher-ed-it-leaders-can-drive-digital-workplace-adoption-perfcon%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>When tech-savvy IT professionals call a product disruptive, chances are they mean innovative. But when a seasoned, traditionally minded academic calls something disruptive? Chances are he means it in the most literal sense.</p> <p>Such is the environment in which higher education leaders find themselves working to implement digital workspaces and their promises of simpler, more unified managed IT environments.</p> <p>It’s not always an easy sell. As noted by <a href="https://www.cio.com/article/3211428/what-is-digital-transformation-a-necessary-disruption.html" target="_blank" title="CIO">CIO</a>, while this type of digital transformation is critical to drive change, it’s also a “necessary disruption” that can potentially interfere with systems and services until students and staff get up to speed.</p> <p>And that’s not the only hurdle.</p> <p>The evolving IT skills gap also poses a challenge. With more than <a href="https://www.cnbc.com/2019/06/18/there-are-70000-open-tech-jobs-here-is-how-firms-are-hiring-for-them.html" target="_blank" title="tech jobs openings">700,000 unfilled technology jobs</a> across the U.S., colleges and universities compete for the same talent as enterprises, but often lack big salaries and potential perks of private sector firms. Speed, too, is a factor: “Exponentially, IT folks are asked to move, respond and implement faster,” says Adrienne Esposito, director of enterprise infrastructure at Rutgers University.</p> <p>While higher ed institutions recognize the value of digital workplace adoption, making the shift is complicated. With the following five steps, however, research firm <a href="https://www2.deloitte.com/content/dam/Deloitte/mx/Documents/human-capital/The_digital_workplace.pdf" target="_blank" title="Deloitte digital workplace">Deloitte</a> offers a plan to help IT teams lead the charge in digital workplace deployments.</p> <h2 id="toc_0">1. Assess Your Current State</h2> <p>Colleges and universities occupy a unique IT space. Their end-user population — largely composed of faculty, staff and students — often have higher expectations for access and availability, along with less willingness to accept IT restrictions or diminished service.</p> <p>“The hardest part is that we’re working in an enterprise environment that doesn’t have the same level of flexibility,” Esposito says. As educational IT teams naturally transition to enterprise-grade offerings, there’s a proportionate focus on security and control. In fact, Esposito’s team has encountered “a lot of push back along the way, not because of the applications themselves, but because of their limitations.”</p> <p>As a result, it’s critical to start any digital workplace transition with a thorough assessment of what’s working in <a href="https://edtechmagazine.com/higher/article/2020/02/role-it-education-how-tech-leaders-are-taking-charge-higher-ed-perfcon" title="role of it higher ed">campus IT</a>, how improvements can be made and where challenges may emerge. At Rutgers, Esposito says, this means “partnering throughout the university to develop governance and standards with a leadership council led by the CIO who works directly with deans across campus.”</p> <h2 id="toc_1">2. Develop an Adoption Strategy</h2> <p>As noted by <a href="https://www.educause.edu/research-and-publications/research/top-10-it-issues-technologies-and-trends/2020" target="_blank" title="EDUCAUSE Top 10 IT Priorities">EDUCAUSE</a>, some of the top IT issues in 2020 for digital transformation in higher education include administrative simplification, information security strategy development and sustainable funding formulas.</p> <p>For Esposito, achieving these goals means creating a plan. “We’ve been working for about two years on the network master plan,” she says, along with “getting a sustainable funding model in place to support future needs, one that gets us where we need to be today and tomorrow.”</p> <h2 id="toc_2">3. Select Tools and Technologies</h2> <p>For university IT teams, it’s critical to select tools and technologies that meet specific needs and accomplish defined goals. “I wish that all products seamlessly integrated and you could focus solely on best-of-breed,” says Esposito. “Unfortunately, it’s not the way applications and vendors are going.”</p> <p>Rutgers IT, she says, has adopted Slack at scale to improve internal communications, along with <a href="https://www.cdwg.com/content/cdw/en/brand/microsoft/office365.html" target="_blank" title="Office 365">Office 365</a> to provide simplified collaboration and cloud connections for students. The university has also implemented <a href="https://www.cdwg.com/product/servicenow-bus-stakeholder-user/5830574?pfm=srh" target="_blank" title="ServiceNow">ServiceNow </a>to help streamline IT ticketing and response.</p> <p>Here, IT teams must leverage assessment results and strategy goals to inform solution adoption. By linking tool selection to key technology needs, schools can ensure that functionality and funding go hand in hand.</p> <h2 id="toc_3">4. Execute Change Management</h2> <p>Effectively transitioning to a digital workplace environment requires the help of skilled IT pros. While finding great talent has historically been difficult for universities, Esposito says that her ability to fill key positions has recently improved. The difference?</p> <p>“We’re looking for new skills,” she says. “The hunger to learn, a mindset that’s adept at troubleshooting. We’ve shifted the skill set.”</p> <p>By moving away from traditional degrees and certifications and instead prioritizing skills and abilities, Esposito has been able to identify key staffing requirements and find ideal candidates, thus increasing her ability to effectively execute digital change management.</p> <h2 id="toc_4">5. Measure the Ongoing Impact</h2> <p>Deploying effective digital workplace tools doesn’t work with a set-and-forget mindset. IT teams must continually assess their efficacy and impact. In part, this means changing how technology staff communicate with other departments on campus. This requires a significant shift. “We’re no longer a service provider,” Esposito says. “We’re now a service partner.”</p> <p>There’s also the need to observe the way users leverage or work around the technology tools that they’re provided. Esposito recalls a conversation she overheard between two students talking in a campus coffee shop.</p> <p>The first asked her friend, “Have you gotten on that secure wireless thing yet?” The second replied that she hadn’t. It was too complex, and she gave up. While Esposito’s first reaction was to offer assistance and fix the problem for these students, she realized a more important change was required to streamline the network at large.</p> <h2 id="toc_5">Driving Success</h2> <p>For Esposito, the purpose of digital workplace deployments is clear: to make campus IT as “understandable, simple and seamless as possible.” But a piecemeal approach won’t drive long-term results, she says. Only with a comprehensive plan can postsecondary schools deliver that kind of change at scale and, in turn, maximize IT impact.</p> Doug Bonderud https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/leading-charge-higher-ed-it-leaders-can-drive-digital-workplace-adoption-perfcon%22%20hreflang%3D%22en%22%3Eview%3C/a%3E FAQ Five: How Do You Start a University Esports Program? https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/higher/k12/article/2020/03/faq-five-how-do-you-start-university-esports-program%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>After deciding to jump head first into creating a varsity esports program for campus community at Boise State University, we quickly realized there was no clear model on how to do it. So we tracked our progress and<a href="https://www.amazon.com/College-eSports-What-Need-Know/dp/0990386546/ref=sr_1_1?keywords=college+esports&amp;qid=1581355126&amp;sr=8-1" target="_blank" title="Brett Shelton and Doc Haskell esports book"> wrote down our recommendations</a> for others who would be starting their own programs at their universities.</p> <p>In an effort to help the broader higher education community understand what it takes to stand up a varsity-level, competitive esports program, here are answers to five questions that we are commonly asked.</p> <h2>How do you start an esports program?</h2> <p>The initial step when starting an esports program is to create a short document that outlines the goals and participants of your proposed team. Once the plan is set and all structural components are organized, have your legal department draft an internal memorandum of understanding to be signed by university leadership, recognizing your status as a varsity program. Be prepared to present about esports to the rest of your university. When presenting, be message-design focused and be prepared to breadcrumb the principles as needed.</p> Brett E. Shelton, Chris “Doc” Haskell https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/higher/k12/article/2020/03/faq-five-how-do-you-start-university-esports-program%22%20hreflang%3D%22en%22%3Eview%3C/a%3E FAQ Five: What Are the Best Ways to Help Faculty Manage Classroom Devices? https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/faq-five-what-are-best-ways-help-faculty-manage-classroom-devices%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>Understanding what technology can and cannot do is imperative before you begin planning how to use technology in the classroom. Technology Enabled Active Learning (<a href="https://icampus.mit.edu/projects/teal/" target="_blank" title="Technology Enabled Active Learning ">TEAL</a>) spaces can unlock a new approach to course materials and how faculty structure their limited time in the classroom, but they’re not something you should stumble into.</p> <p>Deciding whether to incorporate the use of student devices is an important decision that must be thought through in excruciating detail. If faculty choose to leverage student-owned devices, they should know exactly how, why and when to do so before the first cable is pulled.</p> <p>If faculty aren’t prepared to leverage the technology for a meaningful purpose, students are likely to blame the faculty for not being tech savvy, which can lead to frustration with the instructor and poor faculty reviews.</p> <p>Here are five questions higher ed IT teams and faculty should ask as they consider moving forward with active-learning environments.</p> Christopher Way https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/faq-five-what-are-best-ways-help-faculty-manage-classroom-devices%22%20hreflang%3D%22en%22%3Eview%3C/a%3E Lighting the Spark for the Smart Campus Revolution [#Infographic] https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/lighting-spark-smart-campus-revolution-infographic%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>No matter how you define it, one thing is true about the march toward the smart campus: Higher ed will never be the same.</p> <p>Many of the ways that smart campus technologies are coming together have a lot to do with the broader trend of smart cities — think the Internet of Things giving cities the ability to offer smart parking or smart lighting. These notable similarities between smart cities and smart campuses are why state and local governments are partnering with colleges and universities.</p> <p>For example, the University of Michigan and the city of Ann Arbor, Mich., recently collaborated to bring <a href="https://edtechmagazine.com/higher/article/2019/12/smart-city-and-campus-partnerships-advance-internet-things-perfcon" title="University of Michigan Mcity">Mcity</a>, an advanced mobility research center and public-private partnership between the university, the city and other government and industry entities.</p> <p>To better understand how the University of Michigan is evolving with Mcity and to familiarize yourself with some of the principles of smart campus philosophies, take a look at the infographic below.</p> Ricky Ribeiro https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/lighting-spark-smart-campus-revolution-infographic%22%20hreflang%3D%22en%22%3Eview%3C/a%3E How G Suite Enterprise for Education Helps Colleges Augment Security in the Cloud https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/higher/k12/article/2020/03/how-g-suite-enterprise-education-helps-colleges-augment-security-cloud%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>Colleges and universities continue to see the potential of moving to the cloud. In fact, they’re expected to increase investments in cloud applications and infrastructure by 22.3 percent by 2023, according to research and consulting firm Ovum.</p> <p>“It’s no longer a question of ‘if’ institutions will move to the cloud, but ‘when,’” Joyce Kim, education technology analyst at Ovum, tells <a href="https://www.forbes.com/sites/oracle/2019/08/26/colleges-see-the-cloud-as-one-tool-to-keep-higher-education-affordable/#337b7faa5245" target="_blank">Forbes</a>.</p> <p>Cloud-based collaboration apps, in particular, are becoming essential tools for learning and instruction on higher ed campuses. They offer features that help students and faculty efficiently communicate and work together inside and outside the classroom, which is even more critical as distance learning and online courses <a href="https://edtechmagazine.com/higher/article/2020/02/why-successful-campus-future-will-rely-collaboration-technology" target="_blank">grow</a> in popularity.</p> <p>These benefits are not without challenges, though. For example, administrators and IT leaders are concerned about ensuring security and privacy on the cloud since they handle sensitive data that may be subject to <a href="https://edtechmagazine.com/higher/article/2018/08/key-considerations-your-next-high-ed-cloud-storage-solution">compliance requirements</a>.</p> <p>However, there are collaboration tools, such as <a href="https://www.cdwg.com/content/cdwg/en/brand/google.html?cm_mmc=Vanity-_-google-_-NA-_-NA" target="_blank">Google</a>’s G Suite Enterprise for Education, that are not only valuable to end users but also to the IT and administrative staff monitoring their use. In addition to all the <a href="https://edu.google.com/products/gsuite-for-education/editions/?modal_active=none" target="_blank">features</a> that come with G Suite for Education, this cloud productivity suite provides <a href="https://edu.google.com/products/gsuite-for-education/enterprise/?modal_active=none" target="_blank">advanced security and management tools</a> that help institutions proactively address security and privacy issues. Here’s how.</p> Micah Castelo https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/higher/k12/article/2020/03/how-g-suite-enterprise-education-helps-colleges-augment-security-cloud%22%20hreflang%3D%22en%22%3Eview%3C/a%3E Higher Ed IT Needs Data-Driven Insights Today, Not Tomorrow https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/higher-ed-it-needs-data-driven-insights-today-not-tomorrow%22%20hreflang%3D%22en%22%3Eview%3C/a%3E <p>While data is squarely in the domain of information technology, you often hear of it being cited in other areas of university operations such as admissions, marketing and finance.</p> <p>But managing or enhancing IT by focusing on data — and, more specifically, investing in taking a data-driven approach to solving problems — can lead to some impressive payoffs for colleges and universities.</p> <p>For example, staffers at the University of Illinois are now able to perform password compromise detections in just minutes (as opposed to an hour) after putting a data-driven approach into place, according to <em>EdTech</em> <a href="https://edtechmagazine.com/higher/article/2019/11/university-illinois-creates-cross-campus-value-data-analytics" title="Illinois University data analytics">coverage</a> from Splunk’s .conf19 event last year.</p> <p>So, why should IT decision-makers in higher education get their teams on board with developing data-driven insights and putting them into action? Here are a few inspirational reasons why.</p> <h2>Higher Ed Can Change the World with Data-Driven Ideas</h2> <p>When Tim De Quilettes, IT director for Oregon State University Athletics, joined the university, he divided much of his time between “normal IT support work” and work that could “<a href="https://edtechmagazine.com/higher/article/2019/08/data-analytics-helps-college-coaches-and-athletes-optimize-training-and-performance" title="data analytics intercollegiate athletics">revolutionize how technology is used in intercollegiate athletics</a>.” Before long, De Quilettes and his team were experimenting with Microsoft’s Power BI tool to analyze pitch velocity and determine when an OSU baseball pitcher was throwing at his best.</p> <p>Because De Quilettes didn’t settle for the routine and mundane tasks IT is traditionally relegated to, he was able to reposition how his team was viewed by his users and non-IT campus leadership. And the spark for the innovation started by looking at what they already had: The OSU Athletics IT team historically collected a large amount of sports-related data, but it just sat there, with no active use of that data to enhance the sports program. But after De Quilettes and his team wrangled the Big Data beast with BI, partnered with non-IT counterparts to develop applicable use cases and did the hard work of prototyping, testing and analyzing these data sets, the OSU IT and athletics teams can now proudly point to specific improvements in the performance of student-athletes across baseball, swimming and gymnastics.</p> Dave Doucette https://edtechmagazine.com/higher/%3Ca%20href%3D%22/higher/article/2020/03/higher-ed-it-needs-data-driven-insights-today-not-tomorrow%22%20hreflang%3D%22en%22%3Eview%3C/a%3E