EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/higher/rss.xml en Breaking Down Data Governance: Data Quality https://edtechmagazine.com/higher/article/2019/06/breaking-down-data-governance-data-quality-perfcon <span>Breaking Down Data Governance: Data Quality</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 06/20/2019 - 11:09</span> <div><p>As more colleges and universities look to data as the linchpin of responsible strategizing and planning, many are coming to the same realization: Some data is better than others — and bad data can be even worse than no data at all.</p> <p>According to one <a href="https://www.ellucian.com/assets/en/white-paper/2019-trends-watch-higher-education-ovum.pdf" target="_blank">recent whitepaper</a>, more than <strong>6 out of 10 higher education institutions</strong> are either considering launching a <a href="https://edtechmagazine.com/higher/article/2018/04/Colleges-Use-Data-Analytics-to-Improve-Network-Performance">campus data analytics program</a> or already have such a program in place. </p> <p>Most see the insights they can gain from data as critical to improving operational efficiency, but a growing number also use data and analytics to <a href="https://www.naspa.org/images/uploads/main/DATA2018_DOWNLOAD.pdf" target="_blank">help drive student success</a>. Across all of these initiatives, those involved in the management and utilization of data depend on relevance and reliability.</p> <p>But this component of data governance — <strong>the assurance of data quality</strong> — can be a difficult proposition for any institution. Given the sheer volume and variety of data available, how can one know what is good and what is not?</p> <p>The answer, experts say, involves a multipronged approach, including <strong>deploying specialized tools to streamline data collection</strong> and a commitment to best practices through professional support and training. </p> <p>In a <a href="https://www.researchgate.net/publication/328811855_The_Current_State_of_Data_Governance_in_Higher_Education" target="_blank">2018 study</a> on data governance in higher education, Cary Jim and Hsia-Ching Chang write that data quality is the “foundation of the data-driven decision-making process.” </p> <p>Data must be “genuine and trustworthy,” the authors note, or “the output will be <strong>misleading and ineffective</strong>.” Here’s an overview of the data quality issues many universities face as they turn to analytics, and a closer look at how they might be resolved.</p> <p><a href="https://edtechmagazine.com/higher/article/2019/05/universities-use-data-analytics-tools-support-academic-advising" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how universities are using data analytics to support academic advising.</em></a></p> <h2 id="toc_0">Data Quality Problems in Higher Education</h2> <p>Perhaps the biggest data quality challenge institutions repeatedly face has to do with the <strong>vast array of potential data sources</strong>. </p> <p>Whether they’re running a data analytics initiative or not, universities collect data on anything and everything, from student demographics to on- and off-campus housing to a wide range of business variables that impact overall performance. </p> <p>As Chris Frederick, business intelligence manager for the <a href="https://www.nd.edu/" target="_blank">University of Notre Dame</a>, explains in a <a href="https://edtechmagazine.com/higher/article/2018/05/qa-notre-dames-chris-frederick-role-data-governance-policy-campus">2018 Q&amp;A with <em>EdTech</em></a>, “if you were to ask how many students we have, different groups might give you five different answers.” </p> <p>Those groups all have to be “on the same page,” Frederick says, to ensure they are “<strong>working from a source that we all trust and agree on.</strong>”</p> <p>Illustrating a similar point, the <a href="https://www.eab.com/blogs/institutional-analytics-blog/08/five-data-quality-challenges" target="_blank">education consulting company EAB</a> describes what it believes are the primary data quality challenges on the academic front alone. </p> <p>Among them, the firm reports, are <strong>inaccurate tabulations of individual instructors’ responsibilities</strong>, outdated or disorganized professor and department codes and inconsistencies in the way institutions document maximum capacity for course sections. </p> <p>This last issue, for example, can result in the miscalculation of class section fill rates. That, in turn, can lead to surplus sections and result in “wasted resources,” states EAB.</p> <p><a href="https://edtechmagazine.com/higher/article/2019/01/data-programs-gain-traction-campuses-complexity-remains" target="_blank"><em><strong>MORE FROM EDTECH: </strong>See how universities are addressing the complexities of data analytics programs.</em></a></p> <h2 id="toc_1">Data Governance in Higher Education Can Solve Data Quality Dilemma</h2> <p><strong>According to <a href="https://www.cdwg.com/search/?key=IBM&amp;searchscope=all&amp;sr=1" target="_blank">IBM</a>, high-quality data includes four “<a href="https://www.ibm.com/account/reg/us-en/signup?formid=urx-15538" target="_blank">key attributes</a>”: </strong></p> <ul><li><strong>Completeness: </strong>Related data must be linked from all possible sources.</li> <li><strong>Accuracy: </strong>Data must be correct and consistent, with no misspellings, for example.</li> <li><strong>Availability: </strong>Data must be available upon demand.</li> <li><strong>Timeliness:</strong> Current data must be available. </li> </ul><p>Because colleges and universities deal with so much data, most choose to implement data quality tools — see <a href="https://www.gartner.com/en/documents/3905769/magic-quadrant-for-data-quality-tools" target="_blank">Gartner’s 2019 Magic Quadrant </a>for top vendors — that automate much of the quality assurance process through data cleansing, matching, monitoring and other means.</p> <p>Beyond the available IT solutions, the surest path to data quality assurance typically involves <strong>a combination of education and collaboration</strong>. </p> <p>At <a href="https://www.purdue.edu/" target="_blank">Purdue University</a>, for example, its <a href="https://www.purdue.edu/oirae/DataGovernance.html" target="_blank">Office of Institutional Research, Assessment and Effectiveness</a> established <strong>several committees dedicated to standards and data governance in higher education</strong>, and even maintains a <a href="https://www.purdue.edu/oirae/DataGovernance_DataQuality.html" target="_blank">data quality subcommittee</a> focused on finding solutions to data quality problems. </p> <p>And at <a href="https://www.vanderbilt.edu/" target="_blank">Vanderbilt University</a>, where they rely on “automated data quality processes,” including <a href="https://www.vanderbilt.edu/datagovernance/files/2017_Strategic_Plan.pdf" target="_blank">IT systems</a> that identify data entry errors, all data issues are ultimately addressed by its <a href="https://www.vanderbilt.edu/datagovernance/" target="_blank">institutional data governance team</a>.</p> <p>The team’s mission, according to the university, entails “<strong>establishing data governance policies, procedures, standards, and guidelines</strong>” to maximize the value of Vanderbilt’s data.</p> <p>EAB, for its part, <a href="https://www.eab.com/blogs/institutional-analytics-blog/08/five-data-quality-challenges" target="_blank">suggests</a> IT professionals and faculty work together to establish policies and processes that drive universities toward better data management. </p> <p>Data governance, the company says, should fall under the purview of two main groups: a “prioritization committee” of executives, and a “definition- and access-focused committee of technologists and data custodians” representing the institution’s various departments. </p> <p>Ask all stakeholders to play a role in<a href="https://edtechmagazine.com/higher/article/2018/05/qa-notre-dames-chris-frederick-role-data-governance-policy-campus"> data governance</a>, it and others in the industry recommend, and soon those nagging “data quality issues” will become <strong>opportunities for institutional growth</strong>.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/chris-hayhurst"> <div>Chris Hayhurst</div> </a> </div> <div class="author-bio"> <p> <div><p>Chris Hayhurst is a contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Thu, 20 Jun 2019 15:09:36 +0000 eli.zimmerman_9856 42241 at https://edtechmagazine.com/higher Review: Dell Latitude 3390 Two-in-One Is a Versatile Campus Tool https://edtechmagazine.com/higher/article/2019/06/review-dell-latitude-3390-two-one-versatile-campus-tool <span>Review: Dell Latitude 3390 Two-in-One Is a Versatile Campus Tool</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 06/19/2019 - 14:15</span> <div><p>The role of educators today <strong>encompasses much more than teaching students</strong>. That’s central, but faculty also may need to create innovative lesson plans, perform budgeting for classrooms or departments, pursue academic research, assist with <a href="https://edtechmagazine.com/higher/article/2018/05/4-ways-make-distance-learning-programs-stand-out" target="_blank">distance-learning programs</a> and even continue their own education. That’s in addition to tasks such as grading papers, evaluating students and developing curricular materials. </p> <p>On top of that, these activities may not be confined to one campus, much less to a dedicated classroom. As such, educators need a <strong>flexible, portable and powerful computing device</strong> able to configure itself for anything.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/07/3-lessons-state-innovation-higher-ed" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out these three lessons on the state of innovation in higher education.</em></a></p> <h2 id="toc_0">Dell Latitude 3390 Includes Windows 10 Professional</h2> <p>The <a href="https://www.cdwg.com/product/dell-latitude-3390-2-in-1-13.3-core-i5-8350u-8-gb-ram-256-gb-ssd/4951826?pfm=srh" target="_blank">Dell Latitude 3390 two-in-one notebook</a> has been engineered to work — and work well — anywhere. The innovative design features a keyboard that rotates completely behind the monitor, supporting a variety of configurations: standard notebook, pure slate tablet and standalone display. And it all fits in a package that weighs less than 3.5 pounds.</p> <p>At the heart of the 3390’s configurations is a <strong>generous 13.3-inch LCD touch screen</strong> coated with a glare-resistant film. It has a maximum resolution of <strong>920x1080</strong>, so anything displayed on it looks great.</p> <p>Dell 3390s run a full, 64-bit version of <a href="https://www.cdwg.com/product/windows-10-pro-license-1-license/3895724?pfm=srh" target="_blank">Windows 10 Professional</a>. The inclusion of a solid-state hard drive supports the performance of resource-intensive applications. Nearly akin to memory in terms of read and write speeds, the 256-gigabyte drive also has no moving parts, which makes it a lot more rugged and able to withstand travel.</p> <h2 id="toc_1">Full-Size Keyboard and Digital Pen Extend Latitude’s Functionality</h2> <p>When the 3390 is being used in its laptop configuration, its keyboard is full size. <a href="https://www.cdwg.com/content/cdwg/en/brand/dell.html?enkwrd=Dell" target="_blank">Dell</a> designed the keys to be extremely quiet and durable, so users can tap or pound away as needed. Keys are even backlit, further opening up more environments where the 3390 could easily be deployed. </p> <p>The addition of a digital pen, which supports a <strong>natural pen-and-paper feel when taking notes</strong>, could also be used as a way to highlight elements in a presentation or even to digitally sign documents.</p> <p><img alt="Dell Latitude" data-entity-type="" data-entity-uuid="" src="/higher/sites/edtechmagazine.com.higher/files/HET_Q319_PR_Breeden-Dell-Latitude-3390-2-in-1-PRODUCT.jpg" /></p> <p>With so much functionality, the number of ways that a Dell 3390 could assist enterprising educators — or the administrators who support them — is practically limitless. It’s ready to excel in any educational environment. </p> <p>Providing access to their devices regardless of the environment is only one way the Dell 3390 can help educators. The other is keeping users and their data safe. </p> <p><a href="https://edtechmagazine.com/higher/article/2019/02/higher-education-active-learning-classrooms-must-be-versatile" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how higher education institutions can make their active learning classrooms more versatile.</em></a></p> <h2 id="toc_2">Security Is a Strong Suit for Dell Latitude</h2> <p>Like every system in Dell’s Latitude line, the 3390 comes with robust security to keep the device and its data <strong>safe from prying eyes or malicious programs</strong>. </p> <p>For starters, every 3390 comes with an integrated high-definition camera and an infrared camera. They work in conjunction with Windows Hello to add facial recognition as part of the natural login process. When used in conjunction with a PIN or password, Windows Hello provides easy two-factor authentication with very little setup. </p> <p>The Latitude also can be configured to work in a constantly aware mode, in which it continuously checks for the authorized user’s face. Should that user step away from the system for a set amount of time, the 3390 will <strong>lock itself down and not resume operations</strong> until the user can be reauthenticated. The inclusion of the infrared camera means that these facial scans can work in any environment, even those with very low light.</p> <p>A new platform, the <a href="https://www.cdwg.com/product/dell-data-protection-encryption-personal-edition-subscription-license-3/5176031?pfm=srh" target="_blank">Dell Data Protection toolset</a>, allows for even more control, such as encrypting hard drives or specific work areas. For example, a user can specifically<strong> encrypt data associated with a grading application</strong>, ensuring that it remains secure even if a device is lost or stolen.</p> <p>When notebooks are deployed as part of a fleet — for example, if a college provides notebooks to all faculty or administrators — users can also tap into the Dell Client Command Suite. Those tools are designed to help deploy and maintain multiple Dell systems, even if they have varying needs and security levels. </p> <p>These new toolsets offer a surprising amount of control. Extremely precise controls, such as not putting USB ports high in the boot order, are easily possible. A user could even program numerous possible scenarios, such as how the device will react if its Trusted Platform Module security chip <strong>detects a physical breach or a change in the basic input output system</strong>.</p> <p>Whether supporting individual users who need to protect their investment and their data or an entire institution seeking to lock down a fleet, Dell has the tools to make it happen.</p> <h3 id="toc_0">Dell Latitude 3390 2-in-1</h3> <p><strong>Display</strong>: 13.3-inch anti-glare LCD touch screen<br /><strong>Processor</strong>: Intel Core i5-8350U<br /><strong>RAM</strong>: 8GB DDR4<br /><strong>OS</strong>: 64-bit Windows 10 Professional<br /><strong>Hard Drive</strong>: 256GB solid-state drive<br /><strong>Dimensions</strong>: 8.9x12.8x0.8 inches<br /><strong>Weight</strong>: 3.46 pounds</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/k12/author/john-breeden-ii"><img src="/higher/k12/sites/edtechmagazine.com.higher/files/styles/face_small/public/john-breeden-ii.jpg?itok=qht_53sT" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/k12/author/john-breeden-ii"> <div>John Breeden II</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=LabGuys&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>John Breeden II is an award-winning reviewer and public speaker with 20 years of experience covering technology.</p> </div> </p> </div> </div> </div> </div> Wed, 19 Jun 2019 18:15:09 +0000 eli.zimmerman_9856 42236 at https://edtechmagazine.com/higher Fact or Fallacy: Stay Up to Date on Best Practices for Password Security https://edtechmagazine.com/higher/article/2019/06/fact-or-fallacy-stay-date-best-practices-password-security <span>Fact or Fallacy: Stay Up to Date on Best Practices for Password Security </span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 06/17/2019 - 13:51</span> <div><p>How much do you know about passwords? You might believe <strong>password authentication is old hat</strong>, and that you already know the best practices for implementing passwords. After all, we’ve heard password hygiene messages for years, right?</p> <p>But unless you’ve updated your knowledge recently, <strong>you might be in for surprises</strong>.</p> <p>The National Institute of Standards and Technology released <a href="https://pages.nist.gov/800-63-3/sp800-63b.html" target="_blank">Special Publication 800-63B: Digital Identity Guidelines</a> — the newest set of guidelines — in mid-2017. Contained within this lengthy government document are dramatic <strong>changes in the way the security community thinks about password security</strong>. Let’s take a look at a few prevailing opinions about password security and decide whether they are fact or fallacy under this revised guidance.</p> <p><a href="https://edtechmagazine.com/higher/article/2019/04/3-ways-universities-can-keep-their-data-safe" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out these three ways universities can keep their data safe.</em></a></p> <h2 id="toc_0">Fallacy: Users Should Be Forced to Change Passwords Regularly</h2> <p>“Change your password every 180 days (or sooner).” </p> <p>That’s the mantra security teams have preached for decades. Most colleges implemented <strong>password expiration policies</strong> that forced students, faculty and staff to change their passwords on a scheduled basis. Those prompts were the bane of end users, who needed to memorize new passwords, and support teams, who had to field complaints about the policy and help users who forgot their new passwords.</p> <p>This guidance is now old news. NIST’s current recommendation is that organizations should <strong>no longer require users to change passwords</strong>. The thinking is that this encourages other bad practices, such as writing down passwords or reusing passwords across security domains. Institutions should only force a change when they have reason to believe a user’s password has been compromised.</p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/cyber-security-report.html?cm_mmc=Vanity-_-SecurityReport-_-NA-_-022017" target="_blank"><img alt="Cybersecurity-report_EasyTarget.jpg" data-entity-type="" data-entity-uuid="" src="https://edtechmagazine.com/sites/biztechmagazine.com/files/uploads/Cybersecurity-report_EasyTarget.jpg" /></a></p> <h2 id="toc_1">Fact: Multifactor Authentication Reduces Password Risks</h2> <p><a href="https://edtechmagazine.com/higher/article/2018/10/education-department-warns-universities-improve-identity-management">Multifactor authentication techniques</a> dramatically enhance the security of the login process by requiring that users not only memorize passwords, but also prove that they have possession of a physical item (such as an authentication token) or submit to biometric scanning (such as fingerprint recognition). </p> <p>MFA goes hand in hand with removing password change requirements, since it <strong>reduces the usefulness of a stolen password</strong>. An attacker who gains access to a user’s password won’t be able to successfully impersonate that user without also defeating the secondary authentication technique. Stealing a smartphone from a user’s pocket is much more aggressive than phishing a password.</p> <p>Colleges that have not already <a href="https://edtechmagazine.com/higher/article/2018/09/pain-points-and-solutions-cloud-security-it-teams-perfcon">deployed MFA across all their sensitive systems</a> should do so immediately. The prevalence of password-based attacks against institutions of higher education requires urgent action. For evidence, <strong>look no further than the cyberattacks that hit the admissions systems of three liberal arts colleges</strong> in March 2019. Those attacks could have been easily prevented by the use of MFA technology.</p> <h2 id="toc_2">Fallacy: Organizations Should Require Complex Passwords </h2> <p>In addition to requiring users to change their passwords, institutions have traditionally required users to<strong> follow strict password complexity requirements</strong>. Typically, these required both uppercase and lowercase letters in conjunction with a digit and/or symbol. </p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/mike-chapple"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/mike_chapple_updated.jpg?itok=PSiizevj" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/mike-chapple"> <div>Mike Chapple</div> </a> </div> <div class="author-bio"> <p> <div><p>Mike Chapple is associate teaching professor of IT, analytics and operations at the University of Notre Dame. </p> </div> </p> </div> </div> </div> </div> Mon, 17 Jun 2019 17:51:44 +0000 eli.zimmerman_9856 42231 at https://edtechmagazine.com/higher UB Tech 2019: University of Alabama at Birmingham Moves the Needle on User Experience https://edtechmagazine.com/higher/article/2019/06/ub-tech-2019-university-alabama-birmingham-moves-needle-user-experience <span>UB Tech 2019: University of Alabama at Birmingham Moves the Needle on User Experience</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 06/13/2019 - 13:39</span> <div><p>When the <a href="https://www.uab.edu/home/" target="_blank">University of Alabama at Birmingham</a> embarks on its next four-year strategic plan, campus leaders will focus on <strong>easing points of friction</strong> as students, faculty, researchers and community members navigate through the UAB ecosystem, said Curtis Carver, vice president for IT and CIO, at the <a href="https://edtechmagazine.com/higher/ubtech-2019">UB Tech conference</a> in Orlando, Fla.</p> <p>Carver delivered the event’s closing keynote, “Storytelling Comes to IT (with the Help of AI),” on Wednesday.</p> <p><a href="https://twitter.com/EdTech_HigherEd" target="_blank"><em><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_HigherEd on Twitter for continued UB Tech coverage.</em></a></p> <p>Those points of friction — <strong>UAB calls them “digital moments”</strong> — may appear small, but they are far from inconsequential, said Carver. They arise, for example, at the moment a potential student seeks to sign up for a campus tour or a faculty member is prompted to change a password. </p> <p>When these moments are cumbersome, intrusive or illogical, they create frustration, waste time and may even <strong>discourage individuals from joining a particular institution</strong>, Carver said. </p> <p>In an era when competition for students is fierce and many colleges are taking a hard look at financial sustainability, that’s a big risk.</p> <p>“Colleges fail because they don’t meet the needs of their customers. They have disgruntled customers, and those disgruntled customers go somewhere else,” Carver said. “Our next strategic plan is going to be about the stories of our customers and how do we delight — hopefully that’s the one word you take away from this presentation — <strong>how do you delight your customer</strong>.”</p> <h2 id="toc_0">Digital Touchpoints Can Help or Hinder the Campus User Experience</h2> <p>Four years ago, when Carver joined UAB, many day-to-day processes were typical of higher education institutions. Yet once leaders began taking a closer look, they discovered vast room for improvement. </p> <p>For example, a prospective student who wanted to sign up for a campus visit <strong>had to endure a multistep process</strong> that required a user name, password and answers to several questions. It was frustrating and, Carver said, unnecessary.</p> <p>It was also unwise, he said, considering that this potential student is also a potential paying customer. </p> <p>“We’re actually <strong>building active roadblocks and obstacles to them giving us money</strong>,” he said. “It’s well intentioned, but they’re viewing it from their back office rather than viewing it from the perspective of [the student].”</p> <p>Today, a student who wants to visit UAB goes online to answer three questions: What’s their name, when will they visit and how many people will be coming? </p> <p>“That’s all I really need to know,” Carver said. “It’s kind of like a first date. Why do I need your user name and password? I don’t.” The UAB team has undertaken similar revisions across its campus, including <strong>making it easier for faculty to manage passwords, use email, access storage and handle routine queries</strong> from students. </p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/digital-transformation-trends.html"><img alt="Digital%20Transformation_IR_1.jpg" data-entity-type="" data-entity-uuid="" src="/sites/healthtechmagazine.net/files/Digital%20Transformation_IR_1.jpg" /></a></p> <h2 id="toc_1">Assess Digital Interactions with the Goal of Eliminating Friction</h2> <p>Driving all these improvements, said Carver, is the objective of making it easier for staff, students and faculty to do their jobs by ensuring that technology is a facilitator, not an obstacle.</p> <p>“What can I take off your plate?” he said. “How can I delight you by <strong>taking email or patching or storage off your plate</strong>? That leads to that emotional connection and that leads to delight.”</p> <p>As another example, faculty used to undergo a laborious process to enter students’ grades into the appropriate system at the end of the semester. It required multiple hours and mouse clicks, and one error created havoc. The process essentially turned faculty into “expensive typists,” Carver said.</p> <p>Today, the grading system is automated, accurate and easy — because someone took the time to <strong>look at the existing process and figure out a better way</strong>, Carver said. </p> <p>Cumulatively, such changes can have dramatic impact, supporting members of the community in ways that make individuals — and the institution — more likely to succeed.</p> <p>“If you’re taking linear, incremental steps and other institutions are taking exponential steps forward, that means <strong>you’re falling behind exponentially</strong>, and you will go out of business exponentially,” said Carver.</p> <p>That’s why UAB’s strategy, he said, is to focus on “digital moments,” the points that occur in the individual’s start-to-finish journey. He advised leaders to map out each <a href="https://edtechmagazine.com/higher/article/2019/02/digital-transformation-quest-rethink-campus-operations">stage of the journey for each group of stakeholders</a> and enlist their help in creating solutions.</p> <p>“What’s getting in their way?” he said. “I would suggest many universities haven’t thought about this.”</p> <p>UAB’s next innovation will be an <a href="https://edtechmagazine.com/higher/article/2018/03/universities-deploy-chatbots-aid-students-admissions-process-and-beyond">artificial intelligence-driven chatbot</a>, AskBlaze, that’s integrated into the UAB app so it’s accessible to staff and students on their phones to answer FAQs about a variety of topics. </p> <p>The university has also rolled out an AI system that sends messages to students based on predetermined triggers, such as a <a href="https://edtechmagazine.com/higher/article/2019/05/universities-use-data-analytics-tools-support-academic-advising">student acing (or failing) a midterm</a>. </p> <p>The benefit of that system is twofold, Carver said: It takes work away from busy faculty, and it <strong>creates a point of connection with students</strong>, who are more likely to engage with the institution in return.</p> <p>“Instead of our customers being in the background, they’re going to be in the foreground — their journey at our institution and how that becomes better,” Carver said.</p> <p><em>Follow </em>EdTech’s<em> coverage of the 2019 UB Tech Conference <a href="https://edtechmagazine.com/higher/ubtech-2019">here</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/amy-burroughs"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/BURROUGHS.jpeg.jpg?itok=oq8Gpl4w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/amy-burroughs"> <div>Amy Burroughs</div> </a> </div> <div class="author-bio"> <p> <div><p>Amy is managing editor of <em>EdTech Magazine: Focus on Higher Education</em>.</p> </div> </p> </div> </div> </div> </div> Thu, 13 Jun 2019 17:39:46 +0000 eli.zimmerman_9856 42226 at https://edtechmagazine.com/higher UB Tech 2019: University of Maine System Takes Classroom Tech Step by Step https://edtechmagazine.com/higher/article/2019/06/ub-tech-2019-university-maine-system-takes-classroom-tech-step-step <span>UB Tech 2019: University of Maine System Takes Classroom Tech Step by Step</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 06/13/2019 - 09:42</span> <div><p>When the <a href="http://www.maine.edu/" target="_blank">University of Maine System</a> allocated <strong>$4.7 million</strong> to modernize roughly one-third of its 900 teaching spaces, members of the classroom technology team had their work cut out for them. </p> <p>With “active learning” a new concept for many UMS faculty, staff had to not only tackle a technology upgrade — centered on a move from hardware videoconferencing to software web conferencing — but also a cultural shift.</p> <p><a href="https://twitter.com/EdTech_HigherEd" target="_blank"><em><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_HigherEd on Twitter for continued UB Tech coverage.</em></a></p> <p>Director of Classroom Technology Angela Cook and Project Manager Karen Walsh, both of both of the University of Maine System, and Executive Director of Classroom and End User Technology Lauren Dubois of UMS discussed their strategy on Wednesday at the <a href="https://edtechmagazine.com/higher/ubtech-2019">UB Tech Conference</a> in Orlando, Fla., in a presentation titled “To Zoom or Not to Zoom.”</p> <h2 id="toc_0">New Technology Facilitates New Styles of Teaching at Maine Universities</h2> <p>Faculty complaints about existing classroom technology (or the lack thereof) precipitated the upgrade. And Maine, with a number of remote campuses in rural areas, <strong>needed high-quality conferencing</strong> that could connect learners and instructors across the state.</p> <p>With seven campuses and 19 locations, the team set out to assess hundreds of classrooms in a three-month period. </p> <p>They wanted to get input from faculty, students and administrators, and they had to <strong>complete the upgrades over a three-year period</strong>, during summer months and winter breaks, Walsh said.</p> <p>They also had to ensure faculty were prepared to <a href="https://edtechmagazine.com/higher/article/2019/02/higher-education-active-learning-classrooms-must-be-versatile">shift their pedagogy from a lecture-style approach</a> to one that embraces the <strong>flexibility, student-centered learning and two-way communication</strong> of active learning.</p> <p>“We are facing a culture change because we now are coming into those campuses and trying to get them to accept the classroom team, use uniform and standard installations and follow our recommendations, while also allowing for innovation because each one of them does things differently,” Dubois said.</p> <p>The team’s first step was to <strong>create a rubric to objectively evaluate classrooms</strong>, Cook said. They identified 43 characteristics in six categories and rated each on a scale of 1 to 4, covering everything from existing technology to floors and ceilings.</p> <p>“We couldn’t separate out just the technology,” Cook said. “We had to rate the environment as well because the environment affects the technology and vice versa.” </p> <p>Their findings weren’t good, but they did confirm that the improvements were on the right track, she said. <strong>Most classrooms scored 2.8 or lower</strong>, with only 16 scoring higher than a 3.</p> <p>“Most of our campuses did poorly in functionality and accessibility,” Cook said. </p> <p>Accessibility problems included excess furniture and a lack of assistive listening devices, while functionality issues included the actual performance of in-room technology systems and the way instructors interacted with them. </p> <p>Key to the effort, Cook said, was to <strong>get feedback from those who actually used the rooms</strong>. Staff learned that many instructors wanted better web conferencing to bring in guest lecturers and to enable remote students to attend class when they couldn’t be there in person (during Maine’s infamous winters, for example).</p> <p>Web conferencing also would make it possible for students in remote areas to connect with each other and with faculty, making it more likely they would take advantage of advising and other services.</p> <p>The team engaged faculty via surveys, and students through focus groups, Walsh said. Instructional designers helped the team understand the <strong>unique culture of each campus and faculty members’ teaching styles</strong>. </p> <p>Vendors held walkthroughs to demonstrate potential solutions, and faculty had a chance to weigh in by touring a mock active-learning space and reviewing furniture samples.</p> <p><em><a href="https://edtechmagazine.com/higher/article/2019/02/active-learning-classrooms-seven-tips-higher-education-perfcon" target="_blank"><strong>MORE FROM EDTECH: </strong>Check out these seven tips on how to bring active learning to higher education.</a></em></p> <h2>Zoom Web Conferencing Connects Students Across the State</h2> <p>Ultimately, all of that input went a long way toward helping the team select a solution, <a href="https://www.cdwg.com/search/?key=Zoom&amp;searchscope=all&amp;sr=1" target="_blank">Zoom</a>, that would meet faculty needs. In addition to web conferencing, UMS outfitted classrooms with <strong>flexible furniture on wheels, new screens and video cameras, acoustical tiles, carpet and paint</strong>, Cook said.</p> <p>“Early in the project, we started to identify standards for each of our classrooms,” she said. Because university classrooms vary in size and use, they created a four-tiered system to allow for both consistency and flexibility. </p> <p>With the project complete, both faculty and students have praised the increase in connectivity, Dubois said. </p> <p>“One of the best pieces of feedback we got is they<strong> love to be able to connect to fellow students</strong>,” particularly those who live hours away from each other, she said. “They feel much more connected to campus because of that.” </p> <p>And just to make sure the investment continues to pay off, instructional designers check in with faculty to make sure they are using the rooms as intended and not reverting back to lectures.</p> <p>“Having the instructional designer folks at the table on this project has helped immensely because they helped to communicate with faculty,” Cook said.</p> <p><em>Follow </em>EdTech’s<em> coverage of the 2019 UB Tech Conference <a href="https://edtechmagazine.com/higher/ubtech-2019">here</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/amy-burroughs"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/BURROUGHS.jpeg.jpg?itok=oq8Gpl4w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/amy-burroughs"> <div>Amy Burroughs</div> </a> </div> <div class="author-bio"> <p> <div><p>Amy is managing editor of <em>EdTech Magazine: Focus on Higher Education</em>.</p> </div> </p> </div> </div> </div> </div> Thu, 13 Jun 2019 13:42:22 +0000 eli.zimmerman_9856 42221 at https://edtechmagazine.com/higher UB Tech 2019: Lessons Learned from a New Information Security Program https://edtechmagazine.com/higher/article/2019/06/ub-tech-2019-lessons-learned-new-information-security-program <span>UB Tech 2019: Lessons Learned from a New Information Security Program</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 06/12/2019 - 09:54</span> <div><p>When Tom Dugas set out to build an information security program at <a href="https://www.duq.edu/" target="_blank">Duquesne University</a> in Pittsburgh, he had little to work with: <strong>no staff, scant funding and a campus that didn’t quite grasp the importance</strong> of a dedicated security department. </p> <p>His third day on the job brought another challenge: A staff member fell victim to a <strong>hacking hoax and inadvertently granted an intruder full access</strong> to his data files. </p> <p>But Dugas turned that crisis into a valuable opportunity, using it to show the Duquesne community that security risks are real and that it takes a concerted effort to protect users’ data.</p> <p><a href="https://twitter.com/EdTech_HigherEd" target="_blank"><em><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_HigherEd on Twitter for continued UB Tech coverage.</em></a></p> <p>Dugas, the associate vice president and CISO at Duquesne, shared his experiences Tuesday at the <a href="https://edtechmagazine.com/higher/ubtech-2019">UB Tech Conference</a> in Orlando, Fla., in a session titled “Lessons Learned from Starting an Information Security Program from Scratch.”</p> <p>Dugas joined Duquesne in 2006 as the director of information security, then a brand-new position with little precedent on campus. </p> <p>Dugas, a former staff member at <a href="https://www.cmu.edu/" target="_blank">Carnegie Mellon University</a>, had been through numerous program launches before, but <strong>creating a data security program from scratch</strong> would be a new challenge. </p> <p>At his hiring, he was tasked with developing programs for <a href="https://edtechmagazine.com/higher/article/2019/03/what-universities-can-do-limit-cybersecurity-risk-personal-devices-campus">cybersecurity</a>, <a href="https://edtechmagazine.com/higher/article/2018/05/qa-notre-dames-chris-frederick-role-data-governance-policy-campus">data governance</a>, and <a href="https://edtechmagazine.com/higher/article/2018/09/pain-points-and-solutions-cloud-security-it-teams-perfcon">identity and access management</a>.</p> <p>“Many organizations doing these things have up to a dozen people doing them,” he said, recalling those early days. “I have me.” Dugas now has two employees on his security team.</p> <p>Equally difficult, he said, was that <strong>many staff questioned the need for an IT security professional in the first place</strong>. “Most people don’t even think you are needed,” he said. “They think, ‘I got this. Why are you here?’”</p> <p><a data-entity-type="" data-entity-uuid="" href=" https://www.cdw.com/content/cdw/en/orchestration/cyber-security-report.html?cm_mmc=Vanity-_-SecurityReport-_-NA-_-022017" target="_blank"><img alt="Cybersecurity-report_EasyTarget.jpg" data-entity-type="" data-entity-uuid="" src="https://edtechmagazine.com/sites/biztechmagazine.com/files/uploads/Cybersecurity-report_EasyTarget.jpg" /></a></p> <h2 id="toc_0">Potential Breach Mobilizes Support for Data Security Program</h2> <p>As Dugas set out to overcome these challenges, he identified<strong> a few key components of a successful information security program</strong>.</p> <p>One was the <strong>balance between independence and autonomy</strong>. Security staff need to be able to go in and out of campus departments to understand what’s happening, he said, but they also must be mindful of building relationships with stakeholders.</p> <p>“If you stray too far from that, you have a unique opportunity to alienate yourself from the IT organization,” he said. “You don’t want people to feel that security is telling them what to do but not helping to get it done.”</p> <p>Building a program that <strong>reflected the university’s mission and values</strong> also was important, Dugas said. </p> <p>“Values matter, particularly at a Catholic institution, so I told people about these values and how we were going to build a program together, from the beginning,” he said. </p> <p>To compensate for the lack of a staff, Dugas built a <strong>20-person cross-functional team</strong> that agreed to dedicate a certain percentage of their working hours to the security program. That became the equivalent of two full-time employees, and it served to engage a broad swath of the campus.</p> <p>There were also, of course, the nuts and bolts of any new program: <strong>developing policies, procedures, definitions and guidelines</strong>.</p> <p>“As with any new program, and I can’t emphasize this enough, in order to get started you have to start defining things like process and policy and practice,” Dugas said. “Write it down, communicate it and hold people accountable for it.”</p> <p>When the security incident happened on Dugas’ third day on the job, it was a wake-up call. Dugas already had the support of his CIO, but this potential breach engaged the support of other stakeholders. Fortunately, even though the involved staff member had an excess of sensitive information on his computer, <strong>no actual loss of data occurred</strong>.</p> <p>“That incident got to demonstrate quickly that there was a need, there was a demand and we had to do something better,” Dugas said. “I had to take advantage of the crisis. This was such a learning opportunity. We need to know what’s on people’s machines and why they have it.”</p> <p>That was a turning point, he said. Although he didn’t get more staff positions at that point, campus leaders did increase his funding, which made it possible to acquire more security software and supported the <strong>shift from a reactive security posture to a proactive one</strong>.</p> <p><a href="https://edtechmagazine.com/higher/article/2019/03/adopting-zero-trust-network-can-improve-cybersecurity-posture-across-higher-ed" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how adopting a zero trust network can improve an institution's cybersecurity posture.</em></a></p> <h2 id="toc_1">Step-by-Step Model Leads to a Proactive Risk Management Strategy</h2> <p>To build his program, Dugas used a <strong>“crawl/walk/run” approach</strong>, setting out goals for the first two years, then the next three years, followed by an ongoing evolution. </p> <p>In the “crawl” phase, he focused on baseline protection and the work required for security transparency and response. That included tasks such as creating <strong>incident response plans, developing policies and procedures</strong>, and making better use of an existing next-generation firewall from <a href="https://www.cdw.com/content/cdw/en/brand/paloalto.html?enkwrd=Palo%20Alto" target="_blank">Palo Alto</a>.</p> <p>“We had some great tools,” Dugas said, but staff hadn’t felt empowered to use them to their full advantage.</p> <p>In the “walk” phase, risk management became more proactive. Staff took <strong>more steps to meet regulatory requirements and to prevent security incidents</strong> from happening in the first place, including<a href="https://edtechmagazine.com/higher/article/2018/06/faqs-how-choose-between-penetration-tests-and-vulnerability-scans"> penetration tests</a> and <a href="https://edtechmagazine.com/higher/article/2018/10/education-department-warns-universities-improve-identity-management">multifactor authentication</a>. Successes included a drop in the number of compromised emails as a result of phishing from <strong>2,500 to 250</strong>, Dugas said.</p> <p>His team is now entering the “run” stage, working toward cloud application security and other strategies to optimize data protection, including partnerships with other institutions that help to maximize limited resources. </p> <p>As with most successful initiatives, <strong>transparency and communication went a long way</strong> to help the security program succeed, Dugas said. That was especially true in the beginning, when staff worried that his goal was to ferret out existing weaknesses in security and, by extension, their performance.</p> <p>“You’d be surprised how many people felt we were going to point out all their flaws,” he said, a concern that Dugas countered by emphasizing that better security, not finger-pointing, was his ultimate objective.</p> <p>While technology tools were key to improving Duquesne’s security posture, the accompanying processes were equally important, he said. “If you don’t have a process to manage it, <strong>the technology is useless</strong>,” he said. “I wanted to be sure each and every time we knew the business problem we were trying to solve.”</p> <p><em>Follow </em>EdTech’s<em> coverage of the 2019 UB Tech Conference <a href="https://edtechmagazine.com/higher/ubtech-2019">here</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/amy-burroughs"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/BURROUGHS.jpeg.jpg?itok=oq8Gpl4w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/amy-burroughs"> <div>Amy Burroughs</div> </a> </div> <div class="author-bio"> <p> <div><p>Amy is managing editor of <em>EdTech Magazine: Focus on Higher Education</em>.</p> </div> </p> </div> </div> </div> </div> Wed, 12 Jun 2019 13:54:36 +0000 eli.zimmerman_9856 42216 at https://edtechmagazine.com/higher UB Tech 2019: How to Start an Esports Program on Your Campus https://edtechmagazine.com/higher/article/2019/06/ub-tech-2019-how-start-esports-program-your-campus <span>UB Tech 2019: How to Start an Esports Program on Your Campus</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 06/12/2019 - 09:27</span> <div><p>The word is out in higher education — esports is huge — and now campus staffers are asking: “<strong>How do we bring this to our college</strong>?” Representatives of <a href="http://midwestesports.com/" target="_blank">Midwest eSports</a> and <a href="https://www.cdwg.com/content/cdwg/en/brand/hp-inc-interstitial.html?enkwrd=HP" target="_blank">HP</a>’s OMEN set out to answer their nuts-and-bolts questions at a <a href="https://edtechmagazine.com/higher/ubtech-2019">UB Tech Conference</a> session in Orlando, Fla. </p> <p>Ramsey Jamoul is the CEO of Midwest eSports, which hosts collegiate and semiprofessional esports tournaments around the United States. </p> <p><a href="https://twitter.com/EdTech_HigherEd" target="_blank"><em><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_HigherEd on Twitter for continued UB Tech coverage.</em></a></p> <p>Joshua Pann is a college esports specialist for HP. They presented “Esports Technology: Hardware, Infrastructure and Games” on Tuesday.</p> <p>With <strong>1,700 high schools</strong> registered with the High School Esports League and more than <strong>150 varsity programs</strong> in the <a href="https://nacesports.org/" target="_blank">National Association of Collegiate Esports</a>, the numbers tell the story of esports’ popularity, said Jamoul, whose company hosted <strong>45 tournaments</strong> this year and is aiming for more than 100 next year.</p> <h2 id="toc_0">Which Esports Game Should My College Choose?</h2> <p>League of Legends, Overwatch and Fortnite are by far the most popular games, Jamoul said, but they may not be suited for all collegiate programs.</p> <p>One way to evaluate options is to go to Twitch, the video game streaming platform, or to reach out to one of the leagues that host esports tournaments. College esports is a relatively new phenomenon, so it’s still evolving, and that means campus administrators want to <strong>keep flexibility in mind when developing their programs</strong>, Jamoul said.</p> <p>“We don’t necessarily know where it’s going to end up, but that’s also the benefit of esports,” he said. Unlike an athletics venue that can host only one particular sport, an esports arena has the <strong>versatility to support any game</strong>. </p> <p>“The most important part is choosing the right video games that are going to last,” he said. </p> <p><a href="https://edtechmagazine.com/higher/article/2018/10/esports-next-frontier-higher-ed-infographic" target="_blank"><img alt="HiEd-eSports-Infographic_VisualCTA.jpg" data-entity-type="" data-entity-uuid="" src="https://edtechmagazine.com/higher/sites/edtechmagazine.com.higher/files/HiEd-eSports-Infographic_VisualCTA.jpg" /></a></p> <h2 id="toc_1">What Are College Esports Leagues?</h2> <p>The main collegiate leagues are <a href="https://tespa.org/" target="_blank">Tespa</a>, the <a href="https://ulol.na.leagueoflegends.com/landing.html" target="_blank">College League of Legends</a> and the <a href="https://www.cstarleague.com/" target="_blank">Collegiate Starleague</a>. Colleges can register a team with a league, which puts teams together for <strong>matches, tracks standings, coordinates with administrators and provides the overall structure</strong> as teams progress toward a final championship.</p> <p>Some colleges are self-organizing, Jamoul said, partnering with other institutions in their traditional athletic conference and creating seasons of play.</p> <p>“You can <strong>run esports year-round</strong>,” he said. “You can have a fall season, a spring season and a preseason.”</p> <h2 id="toc_2">What Do I Need for an Esports Facility?</h2> <p>“The way I like to think about building an esports facility is that <strong>your starting block is the competition station</strong>,” Pann said. “That represents everything your athlete would need to sit down and start playing right then.” </p> <p>In addition to a desk and CPU, stations include a <strong>display, mechanical keyboard, adjustable mouse, headset with microphone and gaming chair</strong>. Colleges typically <a href="https://edtechmagazine.com/higher/article/2018/10/gaming-heats-campus-colleges-invest-esports">design the space</a> around how many players they want to have practicing at a time, Pann said.</p> <p>Of all the esports equipment in which a college might invest, the display impacts performance the most, he said. The standard size, which professionals also use, is 24 to 25 inches with a minimum refresh rate of 144 hertz.</p> <p>“That’s the current standard,” he said. “We’re moving toward a 240-hertz refresh rate for the next generation of standards. Most monitors you see on campus are 60 hertz, so if you use that, you’re at a significant disadvantage.”</p> <p>Gaming mice, which are adjustable, are preferred because <strong>players can adapt them to individual preferences</strong>, Pann said.</p> <p>“People are very particular and very specific,” he said. “They might want mice that are very sensitive or not that sensitive.”</p> <p>When evaluating the specifications of desktop CPUs, Pann said <strong>administrators should keep flexibility in mind</strong>: “You need to balance the needs of current titles with the potential demands of future titles.”</p> <p><a href="https://edtechmagazine.com/higher/article/2018/11/why-esports-should-be-your-it-teams-radar" target="_blank"><em><strong>MORE FROM EDTECH</strong>: Check out why esports should be on your IT team's radar.</em></a></p> <h2 id="toc_3">What About Networking for College Esports?</h2> <p>When it comes to the networking that’s necessary to support esports, Pann said, “There is a lot of misconception. I think people assume that gaming takes up a lot of bandwidth and <strong>the reality is that it doesn’t</strong>.”</p> <p>According to Pann, <strong>32 gamers will use as much bandwidth as one student streaming a 1080-pixel video on Netflix</strong>. What does matter, he said, are wired connections.</p> <p>Firewalls also are a consideration, he said, and esports coordinators should consult their campus IT staff to ensure that traffic flow won’t be impeded.</p> <p>“You will have to talk with them to make sure the right ports are open,” he said. </p> <p>Jamoul said that in his experience, <strong>most colleges don’t see an issue arise from firewalls</strong>.</p> <p>While Pann said he does recommend ergonomic equipment, racing-style chairs aren’t necessary. Some colleges go that route and customize seating with school colors and logos, but he said standard office chairs can serve players just as well.</p> <h2 id="toc_4">So, What Will an Esports Facility Cost?</h2> <p>To determine the correct room size and number of competition stations, Pann said to start with the games that a team will play, since different games use different numbers of players. Overwatch uses six-player teams, while League of Legends relies on five players.</p> <p>Most of the time, he said, <strong>colleges will repurpose an existing space on campus</strong>, such as a classroom or computer lab. </p> <p>To give attendees a rough idea of potential budgets for equipment, Pann said an average entry-level space might cost <strong>$44,000</strong>, a midtier space<strong> $61,000</strong> and a high-level space <strong>$87,000</strong>.</p> <p>For those who haven’t attended an esports tournament in person, Jamoul said, that can make all the difference in appreciating its appeal. With professional-caliber hosting, action replays and color commentary, he said, “<strong>Once people experience it for the first time, that’s when it clicks</strong>.”</p> <p><em>Follow </em>EdTech’s<em> coverage of the 2019 UB Tech Conference <a href="https://edtechmagazine.com/higher/ubtech-2019">here</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/amy-burroughs"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/BURROUGHS.jpeg.jpg?itok=oq8Gpl4w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/amy-burroughs"> <div>Amy Burroughs</div> </a> </div> <div class="author-bio"> <p> <div><p>Amy is managing editor of <em>EdTech Magazine: Focus on Higher Education</em>.</p> </div> </p> </div> </div> </div> </div> Wed, 12 Jun 2019 13:27:43 +0000 eli.zimmerman_9856 42211 at https://edtechmagazine.com/higher UBTech 2019: Gen Z Learners Will Push the Limits of Mobile-First, Digital-First Learning https://edtechmagazine.com/higher/article/2019/06/ubtech-2019-gen-z-learners-will-push-limits-mobile-first-digital-first-learning <span>UBTech 2019: Gen Z Learners Will Push the Limits of Mobile-First, Digital-First Learning</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 06/11/2019 - 13:47</span> <div><p>The point where <a href="https://edtechmagazine.com/higher/article/2018/10/meeting-educational-demands-generation-z">Generation Z students</a> meet next-gen technology is right around the corner, and it will change the nature of college campuses. </p> <p>That was the message of Gary Kayye, founder and president of <a href="https://www.ravepubs.com/" target="_blank">rAVe Publications</a> and the founding director of <a href="https://theraveagency.com/" target="_blank">THE rAVe Agency</a>, in a keynote address on Monday at the <a href="https://edtechmagazine.com/higher/ubtech-2019">2019 UB Tech Conference</a> in Orlando.</p> <p><a href="https://twitter.com/EdTech_HigherEd" target="_blank"><em><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_HigherEd on Twitter for continued UB Tech coverage.</em></a></p> <p>Kayye, who also teaches at the <a href="https://www.unc.edu/" target="_blank">University of North Carolina at Chapel Hill</a>, presented “How Networked AV Will Change Everything on Campus.”</p> <p>While the audiovisual industry has seen <strong>big leaps forward in resolution, color and technical solutions</strong>, Kayye said, the AV conversation shouldn’t be limited to the product side of the equation. </p> <p>Equally important are the people involved, and for colleges, that means <strong>taking a close look at Gen Z</strong> — members of which are already on campus — and what they expect from their institutions.</p> <p>“We’re in the midst of a big generational change that needs to be paid attention to,” he said.</p> <p>Roughly speaking, millennials were born between 1981 and 1995, and <strong>Gen Z students were born between 1996 and 2015</strong>. Raised during the 2008 recession, shaped by a post-9/11 world (even though most don’t personally remember the terrorist attacks) and accustomed to thinking “mobile first,” Gen Z learners will have new expectations of their college experience.</p> <p>Kayye shared survey findings, for instance, that show <strong>80 percent</strong> of Gen Z students feel distressed if they’re away from their phones, <strong>70 percent</strong> spend at least two hours daily on YouTube, and <strong>40 percent</strong> say they’re phone-addicted (not that they think that’s a problem).</p> <p>Of note for higher education leaders, these students also have much lower tolerance for a poor user experience online: <strong>62 percent</strong> won’t use a website that’s hard to navigate or slow to load, and <strong>66 percent</strong> use more than one device at a time — no surprise to campus networking professionals.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/05/it-solutions-set-stage-connected-campus" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how IT solutions set the stage for the connected campus.</em></a></p> <h2>Gen Z’s Digital-First Mindset Applies to Classrooms and Collaboration</h2> <p>The good news, Kayye said, is that <strong>many of the investments that colleges have made in IT infrastructure and instructional technology</strong> to support millennial students will also serve these new learners. Both groups want systems that are simple and user friendly. </p> <p>Collaboration is a given, and Gen Z students work together seamlessly, both in person and online. Digital collaboration, in fact, may even be more intuitive to them.</p> <p>“They are digital first,” Kayye said. “They’ve always been digital. There was no analog when it came to collaboration.”</p> <p>Gen Z learners also <strong>privilege mobile delivery over desktops or laptops</strong>. That’s important because it changes the way faculty must think about delivering curriculum, and it affects the type of solutions IT staff may consider, such as <a href="https://edtechmagazine.com/higher/article/2018/08/effective-virtual-desktop-infrastructure-starts-right-training">virtual desktop infrastructure</a> and <a href="https://edtechmagazine.com/higher/article/2018/10/colleges-tackle-great-outdoors-campus-wi-fi-upgrades">widely available Wi-Fi.</a></p> <p>“If content isn’t friendly on a mobile device, they’re not going to use it,” said Kayye.</p> <p>The <a href="https://edtechmagazine.com/higher/article/2018/07/more-students-rely-mobile-devices-complete-online-classes">centrality of mobile devices</a> in learning, paired with the shift toward active-learning classrooms, also means that more content will flow over the network and more information may shift to the cloud. Whereas today’s classroom systems may support add-on collaboration, the <strong>next iteration will feature native, built-in collaboration</strong> — because that’s what Gen Z will expect, Kayye said.</p> <p>They’ll also expect classrooms that can be configured for various uses and that <strong>support multidirectional casting</strong>, he said. The anytime, anywhere connectivity that has defined Wi-Fi now will define access to content.</p> <p>“Very soon, every piece of content can go through the network as well, and you’ll have a lot of decisions to make with regard to that,” said Kayye.</p> <p>In this scenario, BYOD must be easy and seamless, and the <strong>front of the classroom becomes a digital canvas that can host</strong> — and support interactivity for — any type of content, from any device. </p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/digital-transformation-trends.html"><img alt="Digital%20Transformation_IR_1.jpg" data-entity-type="" data-entity-uuid="" src="/sites/healthtechmagazine.net/files/Digital%20Transformation_IR_1.jpg" /></a></p> <h2 id="toc_1">Cloud-Based Content Will Facilitate Flexibility for Faculty and Students</h2> <p>Auto-archiving, which will make it easier to store data in the cloud so that faculty and students can access it anywhere, will facilitate these shifts, said Kayye. </p> <p>“All your content can be stored and kept wherever you want that content to be, which gives universities<strong> control over all the content that’s being amassed on campus</strong> all the time,” he said.</p> <p>Cloud-based content also will increase flexibility for instructors. “As a presenter, as I go from classroom to classroom, I should have the option to present from a laptop or stream from a classroom without a PC being in the room,” said Kayye.</p> <p>On the horizon, he said, are AV systems with built-in thin client computers so that collaboration systems, such as <a href="https://www.cdwg.com/search/?key=Zoom&amp;searchscope=all&amp;sr=1" target="_blank">Zoom</a> and <a href="https://www.cdwg.com/content/cdwg/en/brand/microsoft-interstitial.html?enkwrd=Microsoft" target="_blank">Microsoft</a> Teams, will be available without a PC. </p> <p>“Once that happens, we’ll have the ability to <strong>share our content wherever we want it to be</strong>,” Kayye said.</p> <p>So what does all this mean for campus IT leaders? </p> <p>From Kayye’s perspective, it means <strong>network bandwidth that can support AV over IP and OS-agnostic content players</strong>. </p> <p>More important than the technology, though, will be understanding the customers that IT will be serving. As Gen Z learners become the majority, they’ll push the limits of existing systems. Inevitably, it’s a shift that will force campus leaders to adapt. “They think differently, and they don’t react to things in the same way,” said Kayye. </p> <p><em>Follow </em>EdTech’s<em> coverage of the 2019 UB Tech Conference <a href="https://edtechmagazine.com/higher/ubtech-2019">here</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/amy-burroughs"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/BURROUGHS.jpeg.jpg?itok=oq8Gpl4w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/amy-burroughs"> <div>Amy Burroughs</div> </a> </div> <div class="author-bio"> <p> <div><p>Amy is managing editor of <em>EdTech Magazine: Focus on Higher Education</em>.</p> </div> </p> </div> </div> </div> </div> Tue, 11 Jun 2019 17:47:44 +0000 eli.zimmerman_9856 42206 at https://edtechmagazine.com/higher UBTech 2019 https://edtechmagazine.com/higher/ad/ubtech-2019 <span>UBTech 2019</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 06/10/2019 - 11:49</span> <div class="pw-widget pw-size-medium pw-layout-vertical" data-layout="vertical" data-url="https://edtechmagazine.com/higher/ad/ubtech-2019" data-title="UBTech 2019" data-via="EdTech_HigherEd" data-button-background="none"> <span> <span>Jun</span> <span>10</span> <span>2019</span> </span> <a class="pw-button-twitter cdw-taboola-social"></a> <a class="pw-button-facebook cdw-taboola-social"></a> <a class="pw-button-linkedin cdw-taboola-social"></a> <a class="pw-button-reddit cdw-taboola-social"></a> <a class="pw-button-flipboard cdw-taboola-social"></a> <a class="pw-button-email cdw-taboola-social"></a> <!-- Pinterest button is in EdTechk12 theme's vertical template --> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-counter="true" data-url="https://edtechmagazine.com/higher/ad/ubtech-2019" data-title="UBTech 2019" data-via="EdTech_HigherEd" data-button-background="none"> <div> <a class="pw-button-twitter cdw-taboola-social"></a> <a href="https://twitter.com/search?f=realtime&amp;q=https%3A%2F%2Fedtechmagazine.com%2Fhigher%2Frss.xml%3Fdestination%3D%2Fhigher%2Farticle%2F2019%2F04%2Fwhat-consider-when-choosing-drones-campus-tasks%26_exception_statuscode%3D403" target="_blank"><span class="pw-box-counter cdw-taboola" data-channel="twitter"></span></a> </div> <div> <a class="pw-button-facebook cdw-taboola-social"></a> </div> <div> <a class="pw-button-linkedin cdw-taboola-social"></a> </div> <div> <a class="pw-button-reddit cdw-taboola-social"></a> </div> <div> <a class="pw-button-flipboard cdw-taboola-social"></a> </div> <div> <a class="pw-button-email cdw-taboola-social"></a> </div> <!-- Pinterest button is in EdTechk12 theme's horizontal template --> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-url="https://edtechmagazine.com/higher/ad/ubtech-2019" data-title="UBTech 2019" data-via="EdTech_HigherEd" data-button-background="none"> <div> <a class="pw-button-twitter"></a> <span class="pw-box-counter" pw:channel="twitter"></span> </div> <div> <a class="pw-button-facebook"></a> <span class="pw-box-counter" pw:channel="facebook"></span> </div> </div> Mon, 10 Jun 2019 15:49:35 +0000 eli.zimmerman_9856 42201 at https://edtechmagazine.com/higher As Higher Education Evolves, Nontraditional Students Require Nontraditional IT https://edtechmagazine.com/higher/article/2019/06/higher-education-evolves-nontraditional-students-require-nontraditional-it-1 <span>As Higher Education Evolves, Nontraditional Students Require Nontraditional IT</span> <span><span lang="" about="/higher/dashboard/rickyribeiro-1" typeof="schema:Person" property="schema:name" datatype="">lora.strum_euiL</span></span> <span>Fri, 06/07/2019 - 10:37</span> <div><p>Among learners in higher education, the new tradition is nontraditional. Rapid workforce shifts (the technology-driven decline of traditional careers and emergence of new ones), combined with expanded educational options, are pushing institutions to reframe the long-held view of the college student. </p> <p>Consider that over the next six years, the number of people 35 and older who enroll in college will grow <strong>20 percent</strong>, compared to <strong>13 percent</strong> for the traditional 18- to 24-year-old set, according to a <a href="https://nces.ed.gov/pubs2017/2017019.pdf" target="_blank">National Center for Education Statistics</a> report. And today, across all age groups, roughly <strong>one-third </strong>of students are taking at least one distance education course, according to NCES data. </p> <p><strong>This break with tradition is breaking IT. </strong>A prime example is legacy student information systems that were never designed to accommodate noncredit courses, distance learning, boot camps, self-paced study that doesn’t neatly fit into academic calendars and the increasingly diverse mix of private, public and institutional financial aid sources. </p> <p>This gap between traditional systems and modern learning trends can be frustrating for students as well as for institutions. </p> <p><a href="https://edtechmagazine.com/higher/article/2018/09/pain-points-and-solutions-cloud-security-it-teams-perfcon" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how universities can use identity and access management to approach common pain points in cloud security.</em></a></p> <h2>Oracle Student Cloud Covers End-to-End Lifecycle</h2> <p>IT vendors are responding with solutions to accommodate traditional and nontraditional students throughout their education journey. One example is the <a href="https://www.oracle.com/corporate/pressrelease/oracle-student-cloud-103018.html" target="_blank">new version of Oracle Student Cloud</a>, which is designed to cover every step from recruiting to alumni relations.</p> <p>The suite includes <a href="http://www.oracle.com/us/industries/education-and-research/edu-student-management-ds-3608383.pdf" target="_blank">Student Management</a>, which provides the kinds of self-service options students of every age now expect based on their consumer experiences. For instance, they can enroll entirely online without paperwork, use keywords to find relevant courses, see whether seats are available, add courses to their carts and check out. <strong>Self-service also frees campus staff to focus on other tasks, such as helping students who have unique requirements. </strong></p> <p>Student Management has built-in social collaboration tools for classes that leverage social networking experiences and preferences, and is key for nontraditional environments such as distance learning and self-paced study. </p> <h2>Financial Planning Tools Help Students Review Multiyear Plans</h2> <p>Another part of Oracle Student Cloud is <a href="https://www.oracle.com/industries/higher-education/student-financial-planning.html" target="_blank">Student Financial Planning</a>, which lets colleges create and continually modify their own set of funding and financing sources. This set of tools also assists students in reviewing a multiyear plan so they can instantly see how a change today in grades or financing choices will affect them down the road. </p> <p>In the process, Student Financial Planning provides two additional side benefits. The first is empowerment: Providing these tools gives traditional and nontraditional students the sense they’re in control of their academic and financial destiny. As with Student Management, the self-service capabilities mean staff can devote more time to supporting students in other ways. </p> <p>One thing is certain: Academics and the student population will continue to evolve. <strong>A highly flexible SIS ensures that institutions and students have the technological foundation to thrive tomorrow.</strong></p> <p><em>This article is part of EdTech: Focus on Higher Education’s UniversITy blog series.</em></p> <p> </p> <p><strong> </strong><a data-entity-type="" data-entity-uuid="" href="http://www.edtechmagazine.com/higher/university"><img alt="" data-entity-type="" data-entity-uuid="" src="https://edtechmagazine.com/higher/sites/default/files/university-400.jpg" /></a></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/david-hutchins"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/author/smartit_hutchins.jpg?itok=sL4EjfTl" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/david-hutchins"> <div>David Hutchins</div> </a> </div> <div class="author-bio"> <p> <div><p>David Hutchins is vice president of higher education and K–12 education for CDW•G, a leading technology provider to government and education.</p> </div> </p> </div> </div> </div> </div> Fri, 07 Jun 2019 14:37:05 +0000 lora.strum_euiL 42196 at https://edtechmagazine.com/higher