EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/higher/rss.xml en Digital Transformation: Opportunities for a Better Student Experience https://edtechmagazine.com/higher/article/2019/02/digital-transformation-opportunities-better-student-experience <span>Digital Transformation: Opportunities for a Better Student Experience </span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 02/19/2019 - 09:41</span> <div><p>Once higher education leaders have <a href="https://edtechmagazine.com/higher/article/2019/02/digital-transformation-part-i-quest-rethink-campus-operations">a firm grasp of what digital transformation is</a>, why it matters and how IT professionals can help lead the way, the next step is to understand the challenges, areas of opportunity and how to get ready.</p> <p>Experts Joseph Moreau, vice chancellor of technology at <a href="http://www.fhda.edu/" target="_blank">Foothill-De Anza Community College District</a>, Josie DeBaere, director of technology architecture at <a href="https://www.bu.edu/" target="_blank">Boston University</a>, and Brendan Aldrich, chief data officer at <a href="https://www2.calstate.edu/" target="_blank">California State University</a> offer some advice on how to direct a smooth digital transformation.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/11/educause-2018-digital-transformation-here-and-its-moving-quickly" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out how digital transformation initiatives are moving forward in higher education.</em></a></p> <h2><strong style="color: #c74037;">EDTECH: </strong>What are the major challenges with regard to digital transformation initiatives?</h2> <p><strong>MOREAU:</strong> Fear. There’s fear that people are going to lose their jobs: “You’re going to digitize whatever this thing is that I contribute to and you’re no longer going to need me.” There’s fear that the <strong>distance between students and the people they interact </strong><strong>with in</strong><strong> institutions</strong> is going to be cavernous, and we’re going to depersonalize and dehumanize our institutions. </p> <p>The other big thing that is an inhibiting factor for digital transformation is the ability for people to wrap their heads around the concept. For institutions to make any progress, they <strong>really do have to find out how to deconstruct it</strong>. Where do students complain that they’re <a href="https://edtechmagazine.com/higher/article/2018/07/structure-your-university-demand-driven-education">not being served as well as they believe they should be</a>? Where are we not retaining students as effectively as we might be? Where are employees saying the workload is tripling? Maybe those are the places we can start to look at digital transformation. </p> <p>Some very progressive institutions have filled positions with titles such as <a href="https://edtechmagazine.com/higher/article/2019/02/chief-innovation-officers-join-campus-c-suite">chief innovation officer</a>, so they actually have somebody on their campus who owns this. But in the absence of some specifically designated leader, it’s not very clear whose job it is. This is such a big thing. Going back to that old story about how to eat an elephant — where do you start? I think we’ve done a pretty good job with the EDUCAUSE digital transformation working group to <strong>help people understand where they can start with this</strong>. What is the low-hanging fruit? What have other places done? How did it work out? </p> <p><img alt="a" data-entity-type="" data-entity-uuid="" src="/higher/sites/edtechmagazine.com.higher/files/Q119-HET_F_Delaney-Graphic.png" /></p> <p><strong>DEBAERE:</strong> To make digital transformation a reality, you have to <strong>introduce many new technologies</strong>. If you don’t manage how you bring them into the organization, it can result in chaos if some of these technologies fail to work together. It’s like the chaos that would ensue in a city if there was no urban planning, no zoning regulations, no street planning around where new buildings can be erected. </p> <p>You want to promote <a href="https://edtechmagazine.com/higher/article/2019/01/data-programs-gain-traction-campuses-complexity-remains">standardization of data integration</a> so that various complex systems can interoperate without having to be from one vendor. You want to consolidate services so you don’t have duplication of effort. You want to have agility. For this, <strong>you need an enterprise architecture program</strong>, which we introduced at BU in 2014.</p> <p>The other challenge is with all this Big Data, what does that mean for our responsibilities? What data is it OK to collect? At Boston University, we’re implementing a data governance program. It looks at not only data security, but also <strong>how to govern the use of data</strong>. We want an organized, coordinated approach. We don’t want it to be “This data belongs to this department and this data belongs to this department.” </p> <p><strong>ALDRICH:</strong> I think the workforce and the cultural aspects will be the most challenging for many institutions. Within IT, we’ve been dealing with technology over the years — specifically the changes, advances and giant leaps that technology has made — so I don’t necessarily think it’s a challenge of technology. I think for those of us in IT, the workforce challenges of being able to better train our internal workforce to more successfully partner with and collaboratively engage others in the institution is where we should focus. Culturally, the challenge may be making sure that as you’re engaging, you’re doing it transparently: <strong>building trust, delivering successfully, building those bridges and getting buy-in from other areas</strong>.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/09/how-colleges-can-overcome-top-cloud-migration-challenges" target="_blank"><em><strong>MORE FROM EDTECH: </strong>See how universities are facing cloud migration challenges.</em></a></p> <h2><strong style="color: #c74037;">EDTECH: </strong>Which business processes and insights are good candidates for digital transformation?</h2> <p><strong>DEBAERE: </strong>Leveraging Big Data. If we <a href="https://edtechmagazine.com/higher/new-frontier-campus-leaders-discuss-data-analytics-higher-education">can collect more data</a>, we can get more information on <strong>what students are doing and what kind of people we are trying to attract</strong> to our institution. Can we optimize our bulk buys? To what extent can we operate more economically or operate in a more favorable way financially by using predictive analytics?</p> <p>Other initiatives are related, to a large extent,<strong> to student satisfaction</strong>. One weakness of many higher education institutions is that when students are onboarded, they go through admissions, then they register, then they choose their housing preferences, then they do the financial aid, and basically they’re put through this mill of having to go through five different departments. </p> <p>Look at Netflix. When I was 20 years old, if I wanted to watch a movie, I would go to the video store and walk around and pick a video, then I’d pay for the video, then I’d take the video home, then I’d put it in my VCR and watch it, then I’d take it out and then I’d bring it back to the video store. <a href="https://edtechmagazine.com/higher/article/2018/11/higher-education-leaders-and-students-explore-ai-enabled-video-platform-infographic">Netflix took all those things</a> and removed the friction between them. I think that’s a way we can transform our higher education institutions. We can make them more student-friendly by removing that kind of friction. </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/melissa-delaney"> <div>Melissa Delaney</div> </a> </div> <div class="author-bio"> <p> <div><p>Melissa Delaney is a freelance journalist who specializes in business technology. She is a frequent contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Tue, 19 Feb 2019 14:41:44 +0000 eli.zimmerman_9856 41876 at https://edtechmagazine.com/higher Digital Transformation: The Quest to Rethink Campus Operations https://edtechmagazine.com/higher/article/2019/02/digital-transformation-quest-rethink-campus-operations <span>Digital Transformation: The Quest to Rethink Campus Operations</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 02/19/2019 - 08:17</span> <div><p>“That’s the way we’ve always done it.”</p> <p>From the right perspective, this phrase can serve a useful purpose. It can be <strong>a flag for bureaucratic processes</strong> that are ripe for change, and the antidote could be digital transformation, suggests Joseph Moreau, vice chancellor of technology at <a href="http://www.fhda.edu/" target="_blank">Foothill-De Anza Community College District</a>.</p> <p>A sense of urgency surrounds the term “digital transformation,” but many in higher education struggle to define it, much less understand how it can improve their institutions. <em>EdTech: Focus on Higher Education</em> spoke with Moreau; Josie DeBaere, director of technology architecture at <a href="https://www.bu.edu/" target="_blank">Boston University</a>; and Brendan Aldrich, chief data officer at <a href="https://www2.calstate.edu/" target="_blank">California State University</a> — all three serve on an EDUCAUSE task force on the subject — <strong>about what digital transformation is</strong>, how it can position colleges for success and how IT staffers can prepare their campuses.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/11/educause-2018-6-culture-changes-pave-way-digital-transformation" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Read about six campus culture changes universities can make to bring on digital transformation.</em></a></p> <h2><strong style="color: #c74037;">EDTECH: </strong>How do you explain digital transformation to colleagues?</h2> <p><strong>DEBAERE: </strong>There’s the digital part (<a href="https://edtechmagazine.com/higher/article/2018/11/2019-tech-trends-highlight-technology-integration-opportunities-universities" target="_blank">the </a><a href="https://edtechmagazine.com/higher/article/2018/11/2019-tech-trends-highlight-technology-integration-opportunities-universities">new trends and changes in technology</a>) and there’s the transformation part. What new things can we do with those technology trends and changes? But i<strong>t’s more than just doing new stuff online</strong>. It’s actually making quantum improvements in how we do things, things we never thought of before and didn’t even realize could be game-changers. For example, we already digitize registration, but can we help students choose courses with a digital adviser?</p> <p><strong>MOREAU:</strong> We need to rethink so many of the things we do for our stakeholders. As an example, colleges <a href="https://edtechmagazine.com/higher/article/2018/10/qa-kandice-porter-explains-how-data-analytics-helped-failure-rates-plummet" target="_blank">collect data of all sorts from students and employees</a> using the construct of a form. But everything on the form can be done <strong>cheaper, easier, faster, more effectively</strong>. Let’s say it’s processing a refund. Wouldn’t it be easier for students to log in to the student information system, see their account balance and click a box to refund it? A lot of campuses have stopped printing forms and put them online. That’s digitization. But we still have not taken that next step to ask what the requirement is that we need to fulfill — for real, not those mythical requirements because “that’s the way we’ve always done it.”</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/melissa-delaney"> <div>Melissa Delaney</div> </a> </div> <div class="author-bio"> <p> <div><p>Melissa Delaney is a freelance journalist who specializes in business technology. She is a frequent contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Tue, 19 Feb 2019 13:17:19 +0000 eli.zimmerman_9856 41871 at https://edtechmagazine.com/higher Active-Learning Buildings Showcase New Teaching Philosophies https://edtechmagazine.com/higher/article/2019/02/active-learning-buildings-showcase-new-teaching-philosophies <span> Active-Learning Buildings Showcase New Teaching Philosophies</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 02/18/2019 - 12:31</span> <div><p>A new building at the <a href="https://www.umd.edu/" target="_blank">University of Maryland, College Park</a> has students and faculty alike turning their heads. </p> <p>The Edward St. John Learning and Teaching Center, <strong>set like a jewel at the heart of campus</strong>, is a stunning work of brick and marble from the outside, with an array of windows reflecting the sky.</p> <p>But it’s the building’s interior that’s really grabbing attention. The ESJ, as it’s often referred to, is UMD’s <strong>first facility dedicated to active learning</strong>.</p> <p>The <strong>$120 million</strong> building, opened in mid-2017, has 12 classrooms, nine chemistry teaching labs and four cafes across <strong>187,000 square feet</strong>. It’s a place where students attend class and spend the day, and where the philosophy of active learning is evident throughout.</p> <p>“The entire building was designed to support problem-based and team-based learning,” says Hilary Gossett, UMD’s assistant director of academic facilities. “It was imagined as <strong>a model of cutting-edge best practices</strong> — a building that would invite collaboration and creativity in new and unconventional ways.”</p> <p><a href="https://edtechmagazine.com/higher/media/video/university-maryland-brings-fan-experience-life-new-tech" target="_blank"><em><strong>SEE THIS VIDEO:</strong> See how UMD turned its basketball stadium into a high-tech entertainment experience.</em></a></p> <h2 id="toc_0">University of Maryland Sets the Stage for Classroom Engagement</h2> <p>The ESJ features four distinct types of active-learning classrooms intermingled with a variety of informal spaces.</p> <p>“We call the classrooms TERPs,” Gossett says. That stands for <strong>Teach, Engage, Respond and Participate</strong>, but it also works out nicely that “Terp” is the nickname for students at the university, as well as for the Maryland Terrapins sports teams. The idea is that the design of the space invites everyone to get involved in each of those ways.</p> <p>One style of TERP, the tiered-collaborative classroom, <strong>has fixed seating and rows of tables on tiers</strong>. Each tier is two rows wide, so students in the front row can pivot to face students behind them. The 6Round rooms feature round tables with six seats each, whiteboards and projection screens on surrounding walls, and a teacher’s station in the center.</p> <p><img alt="a" data-entity-type="" data-entity-uuid="" src="/higher/sites/edtechmagazine.com.higher/files/HET_Q119_F_Hayhurst-Secondary_1.jpg" /></p> <p><span style="font-size: 11px;">Assistant Director of Academic Facilities Hilary Gossett says collaboration was key to the design of the Edward St. John Learning and Teaching Center at the University of Maryland, College Park. Photography by: Gary Landsman.</span></p> <p>Eye2Eye classrooms (the first will open this summer) feature <strong>lightweight, mobile desks</strong> that students can roll to wherever the conversation requires them to go. And, finally, there’s the media-share TERP, where peninsula-shaped tables jut out from the room’s perimeter and are outfitted with shared computers and screens.</p> <p>“The rooms were all created in response to surveys we put out to our instructors,” Gossett says. “The main thing <a href="https://edtechmagazine.com/higher/article/2018/01/tech-provides-flexibility-can-drive-college-completion">everyone wanted was flexibility</a>: flexibility in how they and their students would interact with the physical classroom environment, and flexibility around their use of technology to teach.”</p> <p>A variety of informal learning spaces, she adds, has made the building one of the most popular spots on campus.</p> <h2 id="toc_1">Active Learning Classrooms Inspire New Ways of Thinking</h2> <p>It’s hard to find a university today that <a href="https://edtechmagazine.com/higher/article/2018/09/4-steps-jump-start-modern-learning-environments-universities">doesn’t have a modern classroom</a> somewhere on campus. Less common, however, are institutions such as UMD that have invested in entire buildings with active learning at their core.</p> <p>“That active-learning classrooms are catching on in higher ed really isn’t a surprise,” says Eric Kunnen, associate director of e-learning and emerging technologies at Michigan’s <a href="https://www.gvsu.edu/" target="_blank">Grand Valley State University</a>. “To me, though, the next step is going to be when universities <strong>start designing buildings to be collaborative from the ground up</strong>.” </p> <p>He believes that, eventually, these environments will be critical not only to attracting students, but also to facilitating students’ success.</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> Mon, 18 Feb 2019 17:31:58 +0000 eli.zimmerman_9856 41866 at https://edtechmagazine.com/higher Microsoft Office 365 Delivers a Unified Experience for Ohio State University https://edtechmagazine.com/higher/article/2019/02/microsoft-office-365-delivers-unified-experience-ohio-state-university <span>Microsoft Office 365 Delivers a Unified Experience for Ohio State University</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Fri, 02/15/2019 - 11:00</span> <div><p>When <a href="https://www.osu.edu/" target="_blank">Ohio State University</a> needed to replace its aging, in-house email software and infrastructure, the Office of the CIO modernized email for its employees by subscribing to <a href="https://www.cdwg.com/content/cdwg/en/brand/microsoft-interstitial.html?enkwrd=Microsoft" target="_blank">Microsoft</a>’s <a href="https://www.cdwg.com/content/cdwg/en/brand/microsoft/office365.html" target="_blank">Office 365</a> cloud service.</p> <p>To prepare for the move, the infrastructure team collaborated with the Exchange, ID management and security teams and met with individual colleges and administrative departments. The Office of the CIO kicked off the project in February 2017 and <strong>successfully completed it 21 months later </strong>in November 2018. </p> <p>In an interview with <em>EdTech Magazine</em>, Senior Director of Infrastructure Bob Corbin and Senior Solutions Architect Brant Thomas discuss their implementation strategies, the benefits of cloud email and the lessons they learned. </p> <p><a href="https://edtechmagazine.com/higher/article/2018/12/campus-management-uses-microsoft-ai-increase-engagement-and-efficiency" target="_blank"><em><strong>MORE FROM EDTECH: </strong>See how universities use Microsoft AI to increase student engagement.</em></a></p> <div style="float: right; margin-left: 15px; margin-bottom: 10px; width: 224px; padding: 5px 5px 5px 5px; color: #ececec; background-color: #333333;"><img alt="" data-entity-type="" data-entity-uuid="" height="279" src="https://edtechmagazine.com/higher/sites/edtechmagazine.com.higher/files/Corbin%202.png" title="Scott Mahler" width="224" /><br /><span style="color: #939393; font-size: 10px;"><span style="color: #939393; font-size: 10px;">Photo: LinkedIn</span> </span> <p style="font-size: 18px;">Bob Corbin, Senior Director of Infrastructure, Ohio State University</p> </div> <h2><strong style="color: #c74037;">EDTECH: </strong>Why did you migrate email to Office 365?</h2> <p><strong>CORBIN: </strong>In early 2017, Exchange 2010 was coming to the end of life, and our servers and storage area network underpinning the environment were coming up to the end of support. We were at a crossroads: Do we refresh servers and storage on-premises? Or do we leverage Office 365? We decided to move to the cloud instead of <strong>upgrading 50 to 60 servers</strong> and almost 500 terabytes of storage. Financials absolutely went into this. It was a significant cost savings. </p> <p>What drove us too was the entire Office 365 play. We wanted to take our faculty and staff further into the cloud. It allows us to be <strong>more agile and leverage Microsoft in a broader way</strong>, versus us trying to maintain systems ourselves and keep up with what’s current. </p> <h2><strong style="color: #c74037;">EDTECH: </strong>How did you ensure a successful implementation?</h2> <p><strong>THOMAS: </strong>We had a great project manager who could relate to both IT and users and knew what needed to be done from testing to production: laying out a plan of attack and making adjustments as needed.</p> <p>We <strong>implement changes in the Office of the CIO</strong> <strong>first</strong>, so <a href="https://edtechmagazine.com/higher/article/2018/09/pain-points-and-solutions-cloud-security-it-teams-perfcon">if there are any pain points</a>, we feel them first. So our office was the first one to move. We gathered a lot of great information and adjusted project plans from that.</p> <p>We also went to individual departments and colleges and held informal meetings to explain what was going on and why we were doing it. We told them some email clients they used were so old that they would not play well in the cloud, and we needed to start addressing it. </p> <p><a href="https://edtechmagazine.com/higher/article/2018/04/5-microsoft-onenote-tips-every-educator-should-know" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out the five OneNote tips every educator should know.</em></a></p> <h2><strong style="color: #c74037;">EDTECH: </strong>What other benefits are you deriving from cloud-based email?</h2> <p><strong>THOMAS: </strong>We’ve had students on Office 365 for a long time. We use other Office 365 products already with our employees, so moving to Exchange Online ties everything together. It <strong>gives users a unified look</strong>. </p> <p>The other benefit is changing from Exchange Server 2010 to the new version of Exchange Online services. We used to get complaints about how ugly the old clients were for Exchange 2010. People like how much nicer the newer one is. It’s a <strong>fresher look, much more user-friendly</strong>.</p> <p>When Microsoft offers new features on Office 365, users don’t have to <strong>wait for us to install an upgrade on-premises</strong>. People get the new benefits and services immediately, because it’s taken care of in the background.</p> <p>Also, there’s no more management of hardware or operating systems. We don’t have to worry about the back end. We don’t have to <strong>patch them or see why one server crashed</strong>. That’s all taken care of.</p> <h2><strong style="color: #c74037;">EDTECH: </strong>How important was testing?</h2> <p><strong>THOMAS:</strong> Very important. We did a couple of months of testing on everything we could think of, <strong>moving people and groups over and testing scripts</strong>. It was important to go through all the scenarios.</p> <p>We also believe the lessons learned from testing never stops. Every time we moved users from a different college, we found something that didn’t come up before, which we then tested before we did the next move. </p> <p><a href="https://edtechmagazine.com/higher/article/2018/06/microsoft-teams-rit-boost-student-accessibility-ai-transcription" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read about how Microsoft AI transcription services are making university classes more accessible.</em></a></p> <h2><strong style="color: #c74037;">EDTECH: </strong>Are there other best practices you can share to ensure a smooth transition?</h2> <p><strong>CORBIN: </strong>Expect some migrations to take longer than expected or consume more cloud computing resources than anticipated. Keep your vendor engaged before, during and after migration to assist with bottlenecks. </p> <p>Second, always budget to migrate more mailboxes to the cloud than originally expected. User mailboxes represent some, but not all, mailboxes. In the beginning, we believed we had <strong>130,000</strong> user accounts. We realized at the end that we had migrated more than <strong>170,000</strong> user accounts. Faculty, staff and student employees and some guests accounted for <strong>50,000</strong> accounts.</p> <p>The remaining ones included shared mailboxes and resources. If you want to <strong>schedule a room or reserve a vehicle</strong>, we call those resources inside the email system. So, don’t underestimate the volume of resource mailboxes that exist. </p> <p>Next, always keep your help desk team informed of daily migration plans, issues from prior migrations and other knowledge to assist customers. Make sure all of your knowledge base articles are <strong>updated and easily accessible to users </strong>and help desk personnel. Set your help desk up for success early in the process and have members engaged on the project team. Finally, communicate with all users and departmental IT support teams.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/wylie-wong"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/wylie-wong.jpg?itok=gph_Y-uT" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/wylie-wong"> <div>Wylie Wong</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=WylieWong&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Wylie Wong is a freelance journalist who specializes in business, technology and sports. He is a regular contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Fri, 15 Feb 2019 16:00:23 +0000 eli.zimmerman_9856 41861 at https://edtechmagazine.com/higher In Higher Education, Active-Learning Classrooms Must Be Versatile https://edtechmagazine.com/higher/article/2019/02/higher-education-active-learning-classrooms-must-be-versatile <span>In Higher Education, Active-Learning Classrooms Must Be Versatile</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Fri, 02/15/2019 - 08:38</span> <div><p>Colleges are investing significant time and money to create <a href="https://edtechmagazine.com/higher/article/2018/05/ActiveLearningClassroomsPutStudentsFrontandCenter">active-learning classrooms</a> that support a new generation of pedagogical practices. </p> <p>Although institutions may be taking a cue from K–12 districts — <strong>where modern learning environments are thriving</strong> — most colleges will need to tweak the model to account for differences in higher education. For example, professors tend to share classrooms, so a single space may be used students in courses ranging from art history to biochemistry. </p> <p>That means staff must design spaces and implement solutions that are versatile enough to serve various academic disciplines. While active-learning classroom needs will vary, there are <strong>certain tools that span these differences</strong>.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/11/interactive-tech-transforms-college-learning-experience" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how interactive technology can change the higher education classroom.</em></a></p> <h2 id="toc_0">Collaboration Tools Fit Both Lecture Halls and Smaller Classrooms</h2> <p>A key component of any active-learning classroom is <strong>encouraging students to work with each other</strong>. When students engage with peers, <a href="https://uaatwork.arizona.edu/lqp/evidence-suggests-improved-student-outcomes-collaborative-learning-spaces" target="_blank">experts find</a>, they learn more effectively than when they simply take notes or listen to a lecture. </p> <p>“Collaborative learning and growing is synonymous with <strong>common, collective, interactive, and shared spaces</strong>,” Scott Romaniuk, senior research affiliate for eLearning Industry, <a href="https://elearningindustry.com/collaborative-and-active-learning-higher-education-classrooms" target="_blank">wrote in a blog post</a>. “The collaborative learning space can facilitate active learning even more effectively with the use of the right technology.”</p> <p>At the <a href="https://www.it.miami.edu/a-z-listing/microsoft-teams/index.html" target="_blank">University of Miami</a> School of Information Technology, students in both small and large classes use <a href="https://www.cdwg.com/content/cdwg/en/brand/microsoft/microsoft-teams.html.html" target="_blank">Microsoft Teams</a> to share ideas seamlessly online. Teams consolidates classroom conversations, files and applications into one place.</p> <p>Applications such as <a href="https://www.cdwg.com/product/microsoft-sharepoint-server-license-1-server/3446591" target="_blank">SharePoint</a> and <a href="https://www.cdwg.com/product/MicrosoftOffice365PlanG3-subscriptionlicense-1user/3678993" target="_blank">OneNote</a> can be an asset in large lecture halls where students <strong>may not be able to break into smaller groups so easily</strong>. By sharing documents in the cloud, students can work together on assignments without ever leaving their desks. </p> <p>Collaboration tools can also extend engagement beyond the walls of the classroom. When the <a href="http://www.buffalo.edu/" target="_blank">University at Buffalo</a> developed an <a href="http://www.buffalo.edu/ubit/news/article.host.html/content/shared/www/ubit/news/2018/first-look-jacobs-teaching-tech.detail.html" target="_blank">active-learning classroom</a> for the Jacobs School of Medicine and Biomedical Sciences, IT teams installed <a href="https://www.cdwg.com/content/cdwg/en/brand/cisco.html?enkwrd=Cisco" target="_blank">Cisco</a> <a href="https://www.cdwg.com/search/?key=Webex&amp;searchscope=all&amp;sr=1&amp;ln=0&amp;b=CIS" target="_blank">WebEx</a> videoconferencing solutions so remote students or guest speakers could <a href="https://edtechmagazine.com/higher/article/2018/05/3-ways-leverage-tech-facilitate-communication-campus">participate in lectures from any location</a>.</p> <p>When incorporating these tools, remember to be as agnostic to operating systems as possible. Any solution needs to support multiple OS devices.</p> <p><a href="https://edtechmagazine.com/higher/article/2018/09/4-steps-jump-start-modern-learning-environments-universities" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out the four steps for building a modern learning classroom.</em></a></p> <h2 id="toc_1">Smart Podiums Make Lecture Halls More Dynamic</h2> <p>Flexibility is a <a href="https://edtechmagazine.com/higher/article/2018/12/how-universities-can-create-their-own-active-learning-classrooms">central feature of active-learning spaces</a> in higher education, but it’s challenging to implement in large lecture halls, which may serve upward of 100 students in introductory courses. </p> <p>Yet professors can <strong>elevate engagement with wirelessly connected smart podiums</strong>: tablets equipped with a digital pen attachment that lets professors interact with their lecture slides in real time.</p> <p>At <a href="https://www.jefferson.edu/university/teaching-learning/av-classroom-support/sympodium.html" target="_blank">Thomas Jefferson University</a>, professors <a href="https://www.cdwg.com/product/smart-podium-624-pro-touchscreen-usb-dvi-i/5182070?enkwrd=SMART+Podium+624+Pro" target="_blank">use connected podiums </a>from <a href="https://www.cdwg.com/search/?key=SMART%20Technologies&amp;searchscope=all&amp;sr=1" target="_blank">SMART Technologies</a> to annotate slides projected behind them, making it easier to highlight important information. When a student asks a question, professors can project the answer to the rest of the class by writing notes on the screen. </p> <p>Professors can also use <strong>cloud-connected smart podiums to send out marked-up slide</strong>s after a lecture so students can refer to them later. </p> <p>Incorporating these tools is a great place for universities to start their journey toward active learning. While other technologies fit more specific needs, these basic tools can serve as a <strong>baseline for active learning in the classroom</strong> across academic programs.</p> <p><em>This article is part of EdTech: Focus on Higher Education’s UniversITy blog series.</em></p> <p><a href="http://www.edtechmagazine.com/higher/university" target="_blank"><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/taxonomy/term/11556"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/0.jpeg.jpg?itok=wtuaHEk0" width="58" height="58" alt="Mike Peters" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/taxonomy/term/11556"> <div>Mike Peters</div> </a> </div> <div class="author-bio"> <p> <div><p>Mike Peters is a business development supervisor and a classroom transformation lead at CDW.</p> </div> </p> </div> </div> </div> </div> Fri, 15 Feb 2019 13:38:35 +0000 eli.zimmerman_9856 41856 at https://edtechmagazine.com/higher Why Universities Should Switch to Cloud Monitoring https://edtechmagazine.com/higher/article/2019/02/why-universities-should-switch-cloud-monitoring-perfcon <span>Why Universities Should Switch to Cloud Monitoring</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 02/14/2019 - 13:49</span> <div><p>As higher education transitions into the cloud, cloud network monitoring can help universities streamline network performance and security management.</p> <p>Universities are moving in the direction of cloud integration, with no sign of slowing down. Laura Ipsen, CEO of Ellucian and a former executive at <a href="https://www.cdw.com/content/cdw/en/brand/cisco.html?enkwrd=Cisco" target="_blank">Cisco</a> and <a href="https://www.cdw.com/content/cdw/en/brand/microsoft-interstitial.html?enkwrd=Microsoft" target="_blank">Microsoft</a>, thinks higher education institutions should prepare for the inevitable shift, <a href="https://edscoop.com/ellucian-ceo-laura-ipsen-technology-cloud-computing" target="_blank">EdScoop reports</a>. “Many of these institutions have<strong> thousands of integrations and modifications</strong> to their software that they have to figure out how to scale,” says Ipsen. “Some have massive investments in data centers that are becoming utility as we work more and deliver more in the cloud.”</p> <p><a href="https://edtechmagazine.com/higher/article/2019/01/cloud-access-security-brokers-give-it-staff-visibility-and-oversight" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how cloud access security brokers give universities network visibility.</em></a></p> <h2 id="toc_0">Cloud Network Monitoring vs. Traditional</h2> <p>Network monitoring provides <a href="https://edtechmagazine.com/higher/article/2018/03/3-perks-network-management-university-campus">various advantages</a> for higher education IT teams. Universities that have deployed monitoring solutions have an easier time <strong>detecting intrusions, tracking and improving network performance, and maintaining the bandwidth</strong> students and teachers need on campus.</p> <p>Traditional network monitoring tools have primarily focused on network performance and infrastructure, using network management systems to maintain devices such as firewalls and routers. </p> <p>However, the switch to the cloud means cloud monitoring capabilities <strong>must be able to measure the performance of new components</strong> — for example, the WAN link, which is the lifeline between a network and the service provider, writes cloud technology expert <a href="https://rickscloud.com/how-cloud-computing-is-changing-network-monitoring/" target="_blank">Rick Blaisdell</a>.</p> <p>For large and small teams, having additional elements means allocating additional man-hours for network monitoring. Universities can balance the scales by unifying cloud monitoring to keep all network components in check.</p> <p>Cloud monitoring “lets enterprises deal with aging hardware via firmware upgrades that are downloaded on regular and frequent schedules,” <a href="https://searchnetworking.techtarget.com/ehandbook/Achieve-simpler-network-management-through-unifying-tools" target="_blank">writes Chuck Moozakis</a>, editor at large for TechTarget. “That type of consistency reflects one of the primary goals of unified management, and that is <strong>being able to use a simple, single strategy</strong> to oversee an entire inventory of network components — from switches to access points.”</p> <p>Cloud network monitoring also <strong>allows universities to “outsource the provision of a scalable, enterprise-grade network,”</strong> as well as “the necessity to monitor and manage it,” according to Blaisdell.</p> <p>Additionally, cloud adoption requires a new level of flexibility. Monitoring services must be able to adjust seamlessly as universities expand their cloud networks to accommodate the growing number of students, applications and integrations on campus. </p> <p>Cloud network monitoring services provide users with <strong>several advanced API tools for customization and automation</strong>, offering the flexibility they need to manage the fluctuation of applications and users on their networks.</p> <p><a href="https://edtechmagazine.com/higher/cdw_insider_registration/register-web" target="_blank"><em><strong>GET STARTED: </strong>Register for the EdTech Insider program.</em></a></p> <h2 id="toc_1">Universities Benefit from Cloud Monitoring Services</h2> <p>Many universities are already incorporating cloud monitoring services as they invest in new campus initiatives.</p> <p>At the <a href="http://www.mit.edu/" target="_blank">Massachusetts Institute of Technology</a>, administrators committed to creating the <strong>eight-story, 720,000-square-foot Stata Center,</strong> housing the largest lab on campus. </p> <p>Plans for the center included the bandwidth to support the over 800 faculty, staff and students that would be housed there, which seemed like a monumental task. </p> <p>To provide the coverage the center would need, Jack Costanza, the Assistant Director at the MIT Computer Science and Artificial Intelligence Laboratory (CSAIL), installed <strong>80</strong> <a href="https://www.cdw.com/product/cisco-aironet-3802i-wireless-access-point/4110442" target="_blank">dual-radio wifi access points</a>.</p> <p>Costanza <a href="https://meraki.cisco.com/customers/higher-education/mit" target="_blank">utilized the power of Cisco Meraki’s </a>integrated cloud monitoring system to check off the boxes his network needed, from maintaining reliable connectivity to expanding coverage.</p> <p>At the <a href="https://www.ccd.edu/" target="_blank">Community College of Denver</a>, Chris Arcarese, director of IT, <a href="https://meraki.cisco.com/customers/higher-education/community-college-of-denver" target="_blank">realized it was time to replace the college’s 13-year-old network</a>. Students and faculty were reporting internet issues, the network was becoming difficult to manage and there was not enough visibility to properly monitor the network.</p> <p>With his team, Arcarese deployed <strong>120</strong> Meraki MR access points and <strong>115</strong> <a href="https://www.cdw.com/search/Networking-Products/Ethernet-Switches/Fixed-Managed-Switches/?w=N11&amp;key=&amp;ln=0&amp;b=MKI&amp;enkwrd=Meraki+switches" target="_blank">MS Series</a> switches across campus in two months. Using Meraki’s monitoring dashboard, Arcarese and his team are able to <strong>troubleshoot, monitor VoIP traffic, and keep watch over network traffic and bandwidth</strong> use from a central station, saving hours of work. </p> <p>“We can now monitor the network in a cohesive way, whereas in the past, we might have had to use additional software or monitoring devices,” said Arcarese in a case study.</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> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/higher/higher/author/eli-zimmerman"><img src="/higher/higher/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/eliheadshot.jpg?itok=dbOQBwFz" width="58" height="58" alt="eli headshot" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/higher/higher/author/eli-zimmerman"> <div>Eli Zimmerman</div> </a> </div> <div class="author-bio"> <p> <div><p>Eli is Associate Editor for <em>EdTech Magazine Higher Education</em>. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.</p> </div> </p> </div> </div> </div> </div> Thu, 14 Feb 2019 18:49:52 +0000 eli.zimmerman_9856 41851 at https://edtechmagazine.com/higher Relay Graduate School Supports Growth with Hybrid Cloud https://edtechmagazine.com/higher/article/2019/02/relay-graduate-school-supports-growth-hybrid-cloud <span>Relay Graduate School Supports Growth with Hybrid Cloud</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 02/13/2019 - 09:46</span> <div><p><a href="https://relay.edu/" target="_blank">Relay Graduate School of Education</a> is a decade old, having begun as Teacher U at <a href="https://hunter.cuny.edu/" target="_blank">Hunter College</a> in 2007. In just the past two years, the school has doubled its number of campuses nationwide, <strong>from nine to 18</strong>, with a presence in locations such as Baton Rouge, Delaware, Houston and San Antonio. </p> <p>As a result of that growth, Relay staff members don’t have legacy applications and aging infrastructure to deal with. Instead, they’re largely building out systems as they go, using <strong>a mix of cloud and on-premises resources</strong>, with the cloud making up a larger portion of that mix as time goes by. </p> <p>“We’re a relatively young university, and we’ve never had a <strong>100 percent on-premises</strong> data center,” says Edmund O’Neill, senior director of technology. “We’ve always had something in the cloud. But at the beginning, we started mirroring our peers with on-premises resources. Slowly, we started to chip away at that. Two years ago, we decided to move resources to the cloud as quickly as we could make it happen.” </p> <p><a href="https://edtechmagazine.com/higher/article/2018/08/key-considerations-your-next-high-ed-cloud-storage-solution" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out what to consider when adopting a cloud storage solution.</em></a></p> <h2>Hybrid Cloud Infrastructure Provides Extra Layer of Data Protection</h2> <p>The primary motivation, O’Neill says, is to secure reliable disaster recovery and business continuity. “If there’s a flood or a hurricane, we can’t afford for our campuses across the country to lose access,” he says. </p> <p>Decisions about <strong>where to locate resources are made on a case-by-case basis</strong>. For instance, Relay is in the process of choosing a cloud productivity suite, but it’s keeping domain controllers in-house. </p> <p>“The domain controllers are the key to all of our applications. They work with <a href="https://www.cdw.com/product/microsoft-azure-active-directory-premium-subscription-license-12-month/3469179" target="_blank">Active Directory</a> and manage identity through our single sign-on solution,” says Joaquín Álvarez, senior director of technology products and support. “Mainly, it’s a matter of security. We keep it on-premises. But I want to emphasize that, with the way things are evolving, we are <strong>constantly exploring new options</strong>. So, we might be in the cloud a year from now.” </p> <p>Even for a young institution like Relay, moving resources to the cloud takes time and requires training to bring along IT staffers. “The transition is not flipping a switch,” says Álvarez. “You’re going from a system that is <strong>so interwoven with this larger ecosystem of apps and tools</strong>, which forces you to carefully plan the transition. We want to expedite that.” </p> <p>Recently, the university went live with a new enterprise resource planning solution, Unit4 Business World, which is running on the Azure <a href="https://www.cdw.com/content/cdw/en/brand/microsoft-interstitial.html?enkwrd=Microsoft" target="_blank">Microsoft</a> Cloud. O’Neill says that Relay’s staff can “roll with the punches pretty well,” but still can only handle so much change at once. </p> <p>“You have to prepare people for it, you have to staff for it, you have to communicate it,” he says. “We began educating our staff about Unit4 a couple months before go-live, and so far, things have been very smooth. There’s a period of transition that you have to work through because <strong>these workloads get very ingrained in users’ lives</strong>, and of course any change projects of this size have rough patches. But by communicating openly about change with staff, we’ve found we can shorten the learning curve significantly.”</p> <p>To learn more about how universities are taking advantage of hybrid cloud, check out <a href="https://edtechmagazine.com/higher/article/2019/02/how-use-hybrid-clouds-manage-demand-peaks" target="_blank"><em>"How to Use Hybrid Clouds to Manage Demand Peaks."</em></a></p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/hybrid-cloud-infrastructure-report.html" target="_blank"><img alt="" data-entity-type="" data-entity-uuid="" src="https://edtechmagazine.com/k12/sites/edtechmagazine.com.k12/files/IT%20Infrastructure_IR_1%20(1)_1.jpg" /></a></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/calvin-hennick"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/calvin-hennick.jpeg.jpg?itok=xXXtEq5w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/calvin-hennick"> <div>Calvin Hennick</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=calvinhennick&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Calvin Hennick is a freelance journalist who specializes in business and technology writing. He is a contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Wed, 13 Feb 2019 14:46:59 +0000 eli.zimmerman_9856 41846 at https://edtechmagazine.com/higher How to Use Hybrid Clouds to Manage Demand Peaks https://edtechmagazine.com/higher/article/2019/02/how-use-hybrid-clouds-manage-demand-peaks <span>How to Use Hybrid Clouds to Manage Demand Peaks</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 02/12/2019 - 15:38</span> <div><p>When it comes to running enterprise applications, higher education institutions don’t always get what they pay for.</p> <p>Until recently, <a href="https://www2.calstate.edu/" target="_blank">California State University</a>, a 23-campus public university system with nearly<strong> 500,000 students</strong>, ran its <a href="https://www.cdw.com/content/cdw/en/brand/oracle.html?enkwrd=Oracle" target="_blank">Oracle</a> <a href="https://www.cdw.com/product/oracle-peoplesoft-ent-proj-prep/3277459" target="_blank">PeopleSoft</a> enterprise resource planning system in a private, on-premises data center in Salt Lake City. </p> <p>With the ERP powering CSU’s finance, human resources and student modules, demand for resources grew annually. And every semester, during registration, demand peaked.</p> <p>That forced the university to <strong>choose between two unattractive options:</strong> Buy additional hardware that would often sit unused, or watch application performance degrade during high-use periods. </p> <p>“In a situation like that, where you’re in your own private data center, you have to keep buying hardware to match whatever your peak load is,” says Patrick Perry, CIO for the CSU chancellor’s office. “Our peak load kept getting higher and higher, and we had to keep buying more hardware. Most of the time, that hardware is sitting idle, which is a waste.”</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/calvin-hennick"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/calvin-hennick.jpeg.jpg?itok=xXXtEq5w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/calvin-hennick"> <div>Calvin Hennick</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=calvinhennick&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Calvin Hennick is a freelance journalist who specializes in business and technology writing. He is a contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Tue, 12 Feb 2019 20:38:04 +0000 eli.zimmerman_9856 41841 at https://edtechmagazine.com/higher Chief Innovation Officers Join the Campus C-Suite https://edtechmagazine.com/higher/article/2019/02/chief-innovation-officers-join-campus-c-suite <span>Chief Innovation Officers Join the Campus C-Suite</span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 02/12/2019 - 12:30</span> <div><p>Technology is rapidly changing higher education. In addition to the influence of mobile devices and online connectivity, technologies such as <a href="https://edtechmagazine.com/higher/article/2018/06/4-innovative-internet-things-applications-horizon">sensors</a>, robotics, <a href="https://edtechmagazine.com/higher/article/2018/01/3-ways-universities-expand-3d-printing-innovation">3D printing</a> and <a href="https://edtechmagazine.com/higher/article/2018/08/artificial-intelligence-poised-expand-higher-education">artificial intelligence</a> are beginning to affect how we live, work and interact. This includes <strong>what students expect from universities</strong>, as well as the professional landscape for which they are preparing. </p> <p><a href="https://edtechmagazine.com/higher/cdw_insider_registration/register-web" target="_blank"><em><strong>GET STARTED: </strong>Register for the EdTech Insider Program.</em></a></p> <h2 id="toc_0">To Succeed as a CIO, Culture Matters</h2> <p>Five years ago, <a href="https://www.gsu.edu/" target="_blank">Georgia State University</a> recognized that a new kind of leader was needed to navigate the ways in which <a href="https://edtechmagazine.com/higher/article/2018/03/5-technology-tools-higher-education-classroom-perfcon">technology is reshaping higher education</a>. The university looked to the private sector, where “innovation” roles were becoming more common. </p> <p>At that time, I was the vice president of innovation and product development at a global financial technology company. I also had experience shaping educational practice through helping to develop a primary school in India, which delivered<strong> hybrid coursework digitally</strong> to an area with limited high-quality options.</p> <p>Since becoming the university’s first chief innovation officer, and one of the first in higher education, I have had to continually evolve and define the role.</p> <p>I oversee the technology operations responsibilities of a traditional CIO, but I am also tasked with providing leadership to position the university ahead of the future of <strong>teaching, learning and research</strong> — in short, helping to develop the “digital university” of the future.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/taxonomy/term/11656"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/phil-headshot-e1480976065484.jpg?itok=MBr8HINZ" width="58" height="58" alt="Phil V" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/taxonomy/term/11656"> <div>Phil Ventimiglia</div> </a> </div> <div class="author-bio"> <p> <div><p>Phil Ventimiglia is the chief innovation officer at Georgia State University.</p> </div> </p> </div> </div> </div> </div> Tue, 12 Feb 2019 17:30:59 +0000 eli.zimmerman_9856 41836 at https://edtechmagazine.com/higher Intrusion Prevention Systems Prove Key to Campus Defense https://edtechmagazine.com/higher/article/2019/02/intrusion-prevention-systems-prove-key-campus-defense <span>Intrusion Prevention Systems Prove Key to Campus Defense </span> <span><span lang="" about="/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 02/11/2019 - 13:21</span> <div><p>Higher education remains a tempting target for hackers.</p> <p>“Universities have some fairly unique features that tend to increase the scale of threats they face,” says Jesse Bowling, who chairs the <a href="https://www.ren-isac.net/about/governance/tag.html" target="_blank">Technical Advisory Group for the Research and Education Networking Information Sharing and Analysis Center</a>. He’s also the security architect and program manager of the computer security incident response team at <a href="https://www.duke.edu/" target="_blank">Duke University</a>.</p> <p>That security vulnerability arises, in part, because universities were <strong>early internet adopters</strong> and often have large IP address allocations. That’s a lot of real estate to protect, Bowling says. But he also points to the multiple networking functions that institutions must perform.</p> <p>“Universities need to act as an ISP for their students, an open research network for their faculty, and a business network for staff and administration,” he says, in addition to <strong>running regulated networks</strong> such as Payment Card Industry processing.</p> <p>It’s a complex situation with competing priorities. To help secure that environment, IT teams are increasingly making the intrusion prevention system part of their defense arsenals.</p> <p><a href="https://edtechmagazine.com/higher/cdw_insider_registration/register-web" target="_blank"><em><strong>GET STARTED: </strong>Register for the EdTech Insider Program.</em></a></p> <h2 id="toc_0">Campuses Construct Security Measures to Address Challenges of Scale</h2> <p>The <a href="https://umich.edu/" target="_blank">University of Michigan</a> pivoted to the use of a stand-alone IPS in 2013. At that time, it didn’t have a traditional border firewall, says Director of Networks Eric Boyd. Every unit at the university was <strong>generally responsible for its own network edge</strong>, with some units taking advantage of a centralized firewall implementation.</p> <p>However, the firewall service didn’t scale well, says Dennis Neil, IT security design and engineering manager. The IPS, put in place in 2014, sits on the network border, with units able to opt in to using it.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/higher/author/jacquelyn-bengfort"><img src="/higher/sites/edtechmagazine.com.higher/files/styles/face_small/public/people/Screen%20Shot%202015-08-24%20at%2010.46.40%20PM.png.jpg?itok=0Wu86nnL" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/higher/author/jacquelyn-bengfort"> <div>Jacquelyn Bengfort</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=jacib&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Jacquelyn Bengfort is a freelance writer based in Washington, DC. A social anthropologist by training, she writes on topics from education to the military, gender to fictional post-apocalyptic worldscapes.</p> </div> </p> </div> </div> </div> </div> Mon, 11 Feb 2019 18:21:08 +0000 eli.zimmerman_9856 41831 at https://edtechmagazine.com/higher