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Hidden Costs and Subsidies Complicate TCO
Don't Bore Me with Your Presentation, Inform Me
Randall Alberts is assistant director, Project Management, Ringling College of Art and Design.
We have all been to presentations in the office, or even at conferences, where we feel as if the speaker is as soothing as a nice warm glass of milk or a fuzzy blanket. The hardest part of being in such an audience is staying awake. If the audience is fighting the sandman to listen to a presentation, then no one is really listening. The people listening to you when you give a presentation are there for a reason: either to learn something new or because they were required to be there by management. Regardless of the reason for their attendance, your job is to give them information they can use.
CIOs and Campus IT: Summer Technology Projects, by Theresa Rowe
Theresa Rowe is CIO at Oakland University.
Summer is a busy and exciting time for advancement of new tech initiatives and tech renewal projects. Campus CIOs generally expect to handle a mix of change-oriented projects during the summer, despite many programs and courses operating all summer. The mix of good weather in many parts of the country and reduced expectations for traditional support make summer an ideal time for change. CIOs shared their summer tech projects in an Educause CIO list discussion.
Aim for the Rectangle Outside the Box
David Underwood is an academic technology consultant for the University of Colorado Boulder.
My first job after leaving art school back in the eighties was with the art department at a local television station, where I shared an office with three other designers. We produced varied work, from airbrushed portraits of the on-air talent to "personal checks" the size of beach towels for the station's public donations to local charities.
Turning the iPad into a Dynamic Hub in the Language Classroom
Colin Keaveney is assistant professor of French (Teaching), University of Southern California.
Recently, I decided to use iPad functionalities to enhance preparations for and activities within the sixth-semester French conversation class I teach at the University of Southern California (USC). My goals were two-fold: First, I wanted to make the learning environment more dynamic and exciting for students (and me). Second, I wanted to move students toward the advanced level on the American Council on the Teaching of Foreign Languages (ACTFL) rating scale.
Using the LMS as a Social Network in a Supersized Course
Sidneyeve Matrix is associate professor, Media & Film, Queen's University.
Large class sizes make it infinitely more challenging for college instructors to connect and communicate with individual students. This might not be a big issue if professors have an army of teaching assistants running smaller tutorial groups, but that's not always the case; in my courses, for example, hundreds of students meet in a single learning space for a weekly lecture or webinar. As in online classes of any size, having a massive group of students in a single location creates the real risk that students will feel anonymous and disengaged due to a lack of meaningful interaction with their professor and peers.
Striving for Interdependence: Transparency Considerations when Expanding Globally
Rob Sparks is vice president of Product Management and Strategy, Education, and Research, UNIT4 Business Software.
The challenges in education and the opportunities education provides as the enabler for economic growth and employment remain a critical priority globally. Educational institutions across the world are under increasing pressure to produce high levels of student satisfaction, successful outcomes, and competitiveness on a global scale despite the current backdrop of cost cutting. These pressures, plus rapid growth in student populations, are driving intense reevaluation of people, programs, partners, and services that will transform higher education unlike anything before, often with a strong focus on technology as "the" solution to administrative costs and gaps.
Prevention and Retention: Identifying At-Risk Students Before It's Too Late
Retaining students is one of the most critical issues facing colleges and universities today, yet few have put into place a comprehensive system that empowers them to effectively address student attrition. When an early-warning system identifies an at-risk student, it may very well be too late for the school to intervene successfully. To be truly effective, these systems require controls that can identify students likely to become at-risk. If the only ways to identify at-risk students are a drop in grade point average or attendance, the term “early-warning system” is a misnomer.
Fishing Where the Fish Are: Adding Facebook to the Learning Management Platform Mix
Lessons from Dewitt by Mike Chapple
Recently the higher education IT community suffered a great loss when Dewitt Latimer was tragically taken from us after a motorcycle accident in Montana. The news of Dewitt’s accident spread quickly through the institutions he served: Clemson, Kent State, the University of Tennessee, Notre Dame, and Montana State. This quickly led to an outpouring of stories on social media and mailing lists from those who knew Dewitt and the impact he had on higher education IT.