vol. 27 no. 1
Empowering
t h e Wo r l d o f
Higher Education
campustechnology.com
September 2013
IN THIS ISSUE
8 | THE TRUE COST OF
OPEN SOURCE
While open source software boasts no licensing
fees, other costs can bump up the total price.
What Faculty
Want From IT
12 | WHAT DO FACULTY WANT?
Faculty don’t always see eye to eye with IT.
Here are the tech services they want most.
18 | THE TCO AND ROI OF
DESKTOP VIRTUALIZATION
The CIO of Lone Star College System shares how
to crunch the numbers on your virtualization project.
22 | THE POWER OF
PREDICTIVE ANALYTICS
Universities are turning to new data sources to
identify students who need a guiding hand.
29 | SCHEDULING THE RIGHT
SPACE AT THE RIGHT TIME
Today’s room-scheduling tools help faculty and
students reserve the learning spaces they need.
33 | THE NEED FOR INNOVATION
AMID CHANGE
Keynote speakers at Campus Technology 2013
offered tough love and guidance for the future.
DEPARTMENTS
2 | LOGIN ‘F’ Is the New ‘A’
3 | C-LEVEL VIEW Fighting for Better Broadband for All
THE TOP 10 SERVICES ON FACULTY’S I.T. WISH LIST p. 12
4 | CAMPUS & INDUSTRY Fastest Dorm Internet in the US
6 | PRODUCT ROUNDUP Web-Based Course Publishing and More
7 | 21ST CENTURY CAMPUS MOOCs Can Bring Us Together
38 | ABOUT US/INDEX
LO G I N
SHARE
ADVISORYBOARD
Link Alander
Vice Chancellor and CIO, Lone Star College System (TX)
Jill Albin-Hill
CIO, Dominican University (IL)
‘F’ Is the New ‘A’
Given the crisis in education, more universities should be willing to
undertake innovative experiments—even if they ultimately fail.
W
WHEN San Jose State University announced in July that it
educators see in the San Jose results only the possibility
was “taking a breather” from its Udacity pilot so it could
that they have dodged another bullet.
analyze the results, the media seized on the news as if it
They’re wrong. Ultimately, MOOCs may not be the solu-
were proof that MOOCs were an educational failure. More
tion to the problems facing higher education—in fact, it
disturbing perhaps was the glee with which the news was
would be astonishing if anyone nailed it in Version 1.0. But
greeted in some quarters.
schools like SJSU that are testing variations of the concept
The overreaction to San Jose State’s announcement is
discover new things every day. They are learning what works
depressing, because it means that we still don’t get it. and what doesn’t, and ultimately they will have a bigger say
MOOCs didn’t appear on the scene bent on wanton destruc- in what happens next.
tion. Rather, they are a reaction to—and a product of—a
On the other hand, those schools that hope to ride out the
Maya Georgieva
Associate Director, Center for Innovation in Teaching
and Learning, NYU Stern School of Business
Thomas Hoover
Associate Vice Chancellor and CIO,
University of Tennessee at Chattanooga
Alexandra M. Pickett
Associate Director, SUNY Learning Network,
State University of New York
Sue Talley
Dean of Technology, Capella University (MN)
their missions. Administrators and faculty at these schools
State will find a winner. Maybe it won’t. It’s the nature of inno-
July, keynote speaker Adrian Sannier are placing their own interests before those of their stu-
vation, and we need more of it. During his closing keynote at
said that he wasn’t sure whether he dents. How else can you justify graduating students who
CT 2013, Malcolm Brown, director of the Educause Learning
lack the skills to get a job in a 21st-century marketplace
Initiative, addressed the importance of innovation in higher
At the Campus Technology 2013 conference in Boston in
should be depressed because MOOCs
are threatening to destroy the centuries- even as you saddle them with a life of debt?
old tradition of higher education or
because they might fail to do so.
said. “Value the good failure. ‘F’ is the new ‘A.’ Failure is not a
That’s why I applaud the approach taken by SJSU. The
thing to be afraid of.” It’s too early to grade the SJSU pilot with
University, recognizes that the status and—mirabile dictu—taking the time to analyze the results.
quo is simply not an option. Yet too many
CAMPUS TECHNOLOGY | September 2013
education. “Cultures of innovation are cultures of learning,” he
It is our collective responsibility to find a way forward.
Sannier, a former CIO at Arizona State school is simultaneously testing two different concepts
2
Edward Chapel
VP for IT, Montclair State University (NJ)
storm or, worse, fight a rearguard action have lost sight of
system that is failing.
Andrew Barbour
Executive Editor
Keith Bailey
Director, Office of Online Learning
University of Georgia
By applying what it learns to future pilots, perhaps San Jose
Udacity, but on effort they get an old-fashioned “A.”
Continue the conversation.
E-mail me at abarbour@1105media.com.
C-Level View
SHARE
Fighting for Better Broadband for All
Susan Crawford, a profes-
shares her vision for broadband in the US:
sor at the Benjamin N.
ahead of everyone else when it comes to
accompanied by almost-real visuals. The
technology, that’s not at all true in the world
difference between this kind of connectivity
Cardozo School of Law
“Imagine a world in which the capacity
of communications. The US is somewhere
and the kind even affluent Americans have is
(NY) and a fellow at the
to communicate electronically is unlimited,
in the middle of the pack of developed na-
as great as the difference between a house
Roosevelt Institute, is an
everywhere, inexpensive, and available all
tions when it comes to high-speed internet
with electricity and a house without it. It’s
outspoken advocate for broadband equal-
the time. Imagine seeing the people in your
access, and falling farther behind all the
hard to describe in words.”
ity. Her book, Captive Audience: The
life whenever you both want to, in a way
time. But that sounds wonky and distant.
OneCommunity, the nonprofit organiza-
Telecom Industry and Monopoly Power in
that makes them feel present to you even
This growing gap will have deep human
tion presenting the award, is doing its part
the New Gilded Age (Yale University Press,
though they’re not actually there. Imagine
impacts on life in our country, which is al-
to make Crawford’s vision a reality, with a
2013), details the broadband challenges
being able to get a world-class education,
ready deeply divided internally between the
mission to expand access to high-speed
facing the country as it strives to remain
visit a medical specialist, or collaborate on
two-thirds of Americans who have internet
broadband in Northeast Ohio. At its helm is
competitive on the global stage. In addition,
an enormous work project across seamless,
access at home and the rest (mostly poorer
Lev Gonick, a familiar face in ed tech circles
Crawford is a columnist for Wired, serves
effortless communications links. That’s the
and rural populations) who do not....
who left his VP/CIO post at Case Western
on New York Mayor Michael Bloomberg’s
world of fiber: thin glass rods, narrower than
Council on Technology and Innovation, and
human hairs, spanning countries and con-
man than the need to communicate; full-
this year was named one of Time maga-
necting directly into houses, lit from within
bandwidth communication, being present
zine’s “Tech 40: The Most Influential Minds
by pulsing lights and carrying unlimited
to each other, is necessary to being alive.
who is making waves in the world of
in Tech.” On Sept. 18, she is being recog-
amounts of information. And that’s the world
We should be entering an era of electronic
high-capacity internet connections,” says
nized with the inaugural OneCommunity
Americans aren’t in....
presence that eliminates distance and en-
Crawford. “I’m very proud indeed to be hon-
ables rich personal and social interactions
ored by Lev and OneCommunity.”
Broadband Hero Award. Here, Crawford
3
CAMPUS TECHNOLOGY | September 2013
“Although we like to think of ourselves as
“There is nothing more essentially hu-
Reserve University (OH) in June to lead
the organization full time.
“Lev Gonick is a superlative civic leader
Photo: Philip Lewis and Bloomberg News
A new award honors an outspoken advocate for broadband equality.
By Mary Grush
Campus +Industry
TECH NOLOGY HAPPE N I NG S I N H IG H E R E DUCATION
CTONLINE
CONSULT A FOR-PROFIT. Rasmussen,
riculum development, and a virtual career
egie units. Under the new format, a student
parent company of Rasmussen College
center. Read the full story online.
could earn a bachelor’s degree in as little
(multiple locations), has launched Collegis
as two years or a master’s degree in a
year. Read the full story online.
Education, a technology-based services
DORM GETS GIGABIT INTERNET.
company that will offer institutions strate-
This fall at the University of Texas at
gies to “improve student outcomes, at-
Austin, students housed in a new fresh-
DONATING PHONE POWER. UC
tract and retain new students, as well as
man residence will connect to the internet
Berkeley’s Berkeley Open Infrastructure
manage operating expenses,” according
at speeds about 115 times faster than the
for Network Computing (BOINC) project
to a company release. Initial offerings will
average home connection in the US. Each
has released an Android app that lets us-
include student analytics and insights,
student in the Callaway House will be pro-
ers donate their smartphone’s idle comput-
enrollment growth marketing, student
vided with the service from CampusCon-
ing power to some 50 scientific computing
support services, digital content and cur-
nect as part of the rent. Read the full story
projects around the world. The app, also
online.
called BOINC, runs only when the phone is
plugged in, more than 95 percent charged,
COMPETENCY
and connected to the internet via WiFi.
CREDITS. Capella
Read the full story online.
University (online) has
A new residence hall at UT-Austin boasts the
fastest dorm internet in the US.
4
CAMPUS TECHNOLOGY | September 2013
received sign-off from
INVEST IN INNOVATION. Presidents
the US Department
and chancellors from 165 US universities
of Education to allow
have issued an open letter to President
students to receive
Obama and Congress, urging them to
federal financial aid for
close the “innovation deficit”: the widen-
the school’s FlexPath
ing gap between needed and actual in-
program, which awards
vestments in research and education. The
“competency-based”
letter argues that investing in those areas
credits in lieu of Carn-
will lead to innovation and new technolo-
Click here for breaking news
Campus +Industry
gies, which, in turn, will boost the econ-
to non-badged counterparts, according to
Webinars on Demand
omy, create jobs, reduce budget deficits,
program findings. Also, when harder tasks
Register for the latest Campus Technol-
and help the country maintain its role as a
were added to the courses, 60 percent of
ogy webinars online.
global leader. Read the full story online.
students elected to complete the more dif-
Clever Alternatives Dramatically
ficult assignment to earn the related badge.
Reduce Printing Expenses
SHARING COURSES ONLINE. In an
Increases were seen across the board in
Up to 50 percent of paper use in class-
Oct. 9-13
effort to alleviate overcrowding in certain
grades, class attendance, and discussion
rooms and administrative offices is non-
Consortium of College and University
courses, California State University will
board posts for students in gamified cours-
essential. Find out how Clover Park
Media Centers
allow students to take online courses
es. Read the full story online.
Technical College (WA) stopped over-
2013 CCUMC Annual Conference
spending on annual printing expenses.
Oak Brook, IL
from any of its 23 campuses beginning
Sponsored by Nuance
Upcoming Events
Oct. 7-9
Wireless EdTech
Chicago
this fall. As part of the concurrent enroll-
CLASSROOM TECH UNCHANGED.
ment program, 36 online courses are
The level of technology integration in
currently available for full-time students,
schools has remained relatively static over
although each student is limited to one
the last year and is still significantly lower
Learn how The University of Arizona
Oct. 20-25
course each term. Read the full story
than the ideal, according to the Software
and Arizona State University are creat-
The Data Warehousing Institute
online.
& Information Industry Association’s (SIIA)
ing a data-driven decision-making culture
World Conference 2013: Business-
sixth-annual Vision K-20 Survey. The survey
on their campuses.
Driven BI
SUCCESS WITH BADGES. Kaplan
is an online self-assessment consisting of
Sponsored by Oracle
Boston
University’s (online) School of Information
20 benchmark statements related to prog-
Technology is expanding its gamification
ress toward the SIIA Vision K-20 goal of
and badging efforts following positive re-
promoting effective use of technology in
sults from a recent pilot program. Gamified
the classroom. The report surveyed nearly
courses that utilized badging (visual repre-
1,500 educators and administrators from
sentations to stand for an achievement or
institutions offering kindergarten through
desk challenges and its journey to roll out
accomplishment) yielded increased student
post-secondary education. Read the full
a new service system.
To submit your event, e-mail
engagement of up to 17 percent compared
story online.
Sponsored by TeamDynamix
editors@1105media.com.
5
CAMPUS TECHNOLOGY | September 2013
Smart Strategies for Enterprise
Analytics in Higher Education
Service Desk Software for Higher
Education: University of Central
Missouri’s Success Story
The University of Central Missouri
provides a firsthand look inside its service
Oct. 15-18
Educause 2013
Anaheim, CA
Oct. 27-30
League for Innovation in the
Community College
2013 STEMtech Conference
Atlanta
Editor
Picks
Versal’s free web-based course-publishing platform allows instructors to
create interactive lessons by dragging and dropping text, images, videos,
and other interactive tools onto a blank canvas.
Read the full story online.
videolinks
Casio
Sony Electronics
Epson
Portable Interactive Whiteboard
Anycast Touch AWS-750
BrightLink Pro Interactive Projector
Casio’s new interactive whiteboard
connects with custom-printed courseware
to give instructors annotation and pacing
control without the need for a computer.
6
For captioned versions of these videos, visit CT on YouTube.
Sony’s new all-in-one touchscreen live
production switches are designed for
both web and television broadcast, and
require no additional hardware to get up
and running.
CAMPUS TECHNOLOGY | September 2013
The Epson BrightLink Pro turns any
surface into an interactive whiteboard—
without the use of a computer. Content
can be shared across the same network
on up to four remote projectors.
The latest releases, services, and new product versions
newreleases
P R O D U CT R O U N D U P
Click here for new releases
21st Century Campus
21st Century Campus is a free weekly newsletter for
ed tech professionals immersed in next-generation learning.
Editors: Joshua Bolkan and Kanoe Namahoe
E-Newsletter Spotlight
HOW MOOCS CAN BRING HIGHER ED TOGETHER By Steven Mintz
The slogan most often associated with massive open on-
where. Others view this seemingly noble aspiration with
outcomes. After all, isn’t learning what higher education is
line courses is “free courses taught by leading professors
increasing alarm. It raises the specter of faculty displace-
supposed to be about?
from the world’s top universities.” Some find this vision
ment, or faculty as free agents competing like sports stars,
appealing: expanding access to learning to anyone, any-
with only a few slots for the best of the best.
Campus Technology E-Newsletters
Click to subscribe to any of these free newsletters:
Those concerned with the so-called disruption in the
academy are, however, more than just worried about tenure
and job security. Online learning, they fear, could lead to a
I am happy to say yes—and to say yes on behalf of the
academic partners (of which my own institution, the University of Texas at Austin, is one) that came together to
form the xConsortium of edX.
All of us in the xConsortium welcome the opportunity
NEW! MOOC News & Analysis
Charting the world of massive open online courses
stratified system of higher education, where elite universities
to expand access to education. But that is just one of our
provide a face-to-face education to the privileged few while
aspirations, which include:
CT News Update
Breaking stories in higher ed
everyone else receives the 21st-century version of corre-
Community College Tech Spotlight
IT solutions for two-year schools
spondence courses, complete with machine grading.
In reality, students have long been voting with their feet,
rapidly and eagerly embracing all forms of digital knowl-
Developing next-generation online courses that genuinely enhance student engagement, persistence, and learning by offering improved navigation, personalized adaptive
learning, e-advising, and an augmented social dimension;
E-Learning Report
Online and digital learning on today’s college campus
edge, from lectures on iTunes to TED talks to fully online
courses. This is a generation of students raised on Google
tions, virtual reality environments, interactive laboratories,
IT Trends
Helping higher ed IT pros stay on top of the industry
and shaped by social networking, all of whom expect ev-
and spaces for collaborative creation of multimedia proj-
erything to be freely available at a time of their choosing.
ects, which can be used in face-to-face as well as online
21st Century Campus
AV & interactive technologies for higher education
Campus Mobile Learning
Mobile technology in higher education
C-Level View
Strategic discussions on technology
7
CAMPUS TECHNOLOGY | September 2013
Not surprisingly, much emphasis has been placed on
the words “massive” and “open” in the word MOOC, so
Creating e-learning tools, including animations, simula-
classes; and
Conducting intensive research into student learning
much so that other objectives are obscured. Even the word
and devising learning dashboards that will allow instructors
“course” is problematic as it hides the L word: learning.
to adjust instruction in real time and to continuously im-
The essential challenge is to create online learning
environments that result in successful student learning
prove their courses over time.
Read the full story online at campustechnology.com.
OPEN SOURCE
david raths
The Price of Free
While open source software boasts no licensing
fees, other costs can bump up the total price.
IT’S A SIREN
song: open
source software for free. In these lean
is probably the least important factor in
deciding what course to chart.
budget times, it has lured many schools
As Chris Coppola, CEO and cofound-
into making decisions they’ve later
er of rSmart, points out, licensing fees
regretted. While open source can be a
are often the smallest overall expense
fantastic option, the lack of a sales tag
associated with software, so it doesn’t
make sense to home in on open source’s
lack of these fees. Instead, he says,
schools should focus on the costs
associated with installing and maintaining the application at peak efficiency.
Regardless of whether a project is
iStockphoto.com
open source or proprietary, these cost
categories are often the same:
Licensing and maintenance
Implementation and integration
Training and technical support4
8
CAMPUS TECHNOLOGY | September 2013
this changes everything
Introducing the VPL-FHZ55—the world’s first 3LCD laser light source projector. Beyond best in class; in a class of its own.
sony.com/laser
1. Or 12,000 hours, whichever comes first when purchased from an Authorized Sony Reseller or directly from Sony.
2. With the Auto Light Dimming feature enabled. Actual hours may vary depending on usage environment.
© 2013 Sony Electronics Inc. All rights reserved. Reproduction in whole or in part without written permission is prohibited.
Features and specifications are subject to change without notice. Sony and the make.believe logo are trademarks of Sony.
OPEN SOURCE
Hardware and data storage
The trick for schools considering an
open source solution is to figure out
host Moodle ourselves or use Moodlerooms?’ The answer may change over
time, so we have to reevaluate.”
how much they will have to spend in
The presence of an active community
each of these categories. Here are
is also a key consideration for Oakland
some issues to consider:
University (MI). “If an open source
product doesn’t have a healthy com-
9
Community Support
munity around it, it tends not to do as
Some large schools have the IT resourc-
well,” notes Theresa Rowe, the school’s
es to implement, customize, and man-
chief information officer. “But with Moo-
age open source solutions internally.
dle and uPortal, we have found healthy
For others—particularly small schools—
communities around them and all types
such resources are simply not avail-
of support options available, even ones
able. Instead, they must look to the
offering services on an hourly basis.”
outside community for support. In con-
The strength of these communities is
sidering any open source solution, IT
most tested when an open source sys-
leaders at Central Piedmont Com-
tem runs into problems. Without a ven-
munity College (NC) ask two impor-
dor to blame, “You have the ‘no-throat-
tant questions: How active is this com-
to-choke’ problem,” says John Lewis,
munity? Are there several third-party
chief software architect for Unicon, an
providers available to help?
open source services firm. “If the sys-
In the vast majority of cases, the
tem is broken, you have to get it fixed.”
answer to the latter question is yes,
An active open source community
says Ken Ingle, CPCC’s executive
will help you fix it, and may actually be
director of emerging technology. “We
more responsive than a commercial
have to ask ourselves, ‘Should we
vendor, he adds. But you are depen-
CAMPUS TECHNOLOGY | September 2013
800.808.4239 | CDWG.com/mobility
OPEN SOURCE
GET A GRIP ON MOBILE MAYHEM
Mobile devices are all over campus. And you’re expected to make sure they run seamlessly and securely.
WE GET IT
dent on the kindness of strangers,
University. When the board of gover-
with no service-level agreements.
nors authorized the school’s KFS imple-
Both proprietary and open source
mentation in 2006, the cost to purchase
software require maintenance and
a commercial financial system was
upgrading. With open source, however,
around $7 million. In contrast, the total
a variety of vendors offer a wide range
cost for the KFS implementation came
of support options, ranging from hourly
to less than $2 million, with annual
rates to full-fledged maintenance
upkeep averaging $150,000. “Our
plans—allowing schools to choose an
executive team was so convinced this
approach that fits their budgets. As a
was the way to go that we didn’t even
result, some IT administrators find that
do an RFP,” notes Patrick Burns, dean
open source service providers are more
of libraries and vice president for IT.
affordable than the commercial side.
$%8t(505"-.0#*-*5:
."/"(&.&/5
$%8t(T5PUBM.PCJMJUZ
Management is a
comprehensive end-to-end
solution that integrates,
controls and simplifies
all aspects of mobility
management.
higher education officials are involved in
the design of Kuali, Burns says. A com-
One way to drive implementation costs
munity of chief financial officers and
down on enterprise projects is to cus-
purchasing directors agree on common
tomize as little as possible, says Cop-
business practices and then develop
pola. He urges schools to consider
tools to support them. As a result, there
community-sourced projects such as
is less customization work to do.
the Kuali Financial System (KFS) for
Part of the $2 million went to consult-
one simple reason: Because profes-
ing help from rSmart during the initial
sional users design them with their own
implementation. In Burns’ experience,
needs in mind, there is often less cus-
rSmart came in “less expensive than
tomization required.
comparable support help with tradition-
Consider the case of Colorado State
al systems, and more productive,” he
CAMPUS TECHNOLOGY | September 2013
&/"#-& | Procure & Provision
We offer a wide range of devices, and can help you easily procure and
provision devices through our Mobility Management Portal.
1305&$5 | Centralized Management
We offer security and software solutions, such as MDM and MAM, to
protect and manage your mobility environment.
4611035 | IT & End-User Support
We offer the type of support that is expected by end users such as
BYOD Help Desk and enhanced warranty services.
&.108&3 | Customize & Enhance
We can help take productivity to the next level with custom app
development, a branded app store and app virtualization strategies.
EMBRACE.
CONTROL.
SIMPLIFY.
REDUCE CHAOS
A complete mobile solution that
includes a BYOD policy and device
visibility can help you maintain
better control.
SECURE DATA AND DEVICES
Lost or stolen devices can quickly be
locked or wiped so your network and
data stay protected.
SUPPORT PRODUCTIVITY
Mobile devices are a key part of
today’s learning environments. 24/7
support will help make sure students
stay connected.
Only
98%
21%
83%
of users have at least 2
mobile devices.
of people who found a lost
smartphone attempted to access
the data on the device.
1
2
-&"3/.03&"#065$%8t(4
TOTAL MOBILITY MANAGEMENT
0''&3*/("5 CDWG.COM/MOBILITY
1
2
$%85BCMFU1PMM Ǐ
F4ZNBOUFD4NBSUQIPOF)POFZ4UJDL1SPKFDU 4ZNBOUFD $JTDP*#4()PSJ[POT4UVEZ .BZ
3
10
1-"/ | Strategy
We can help you develop a plan — from policies to integrated security
and network strategy.
$%8t(IBTFYUFOTJWF
experience in network planning
and optimization. We can
evaluate the impact mobile
devices will have on your
wireless and wired networks,
and help you develop a network
plan to ensure users have
persistent, reliable and secure
network access.
The cost is lower in part because
Minimize Customization
OUR UNIQUE OFFERING INCLUDES:
of organizations will increase
internal staff to support more
end-user devices.
3
SHARE
OPEN SOURCE
says. “We are also implementing the Kuali Coeus research-
the systemwide implementation, invariably you realize you
Ex Libris, for a quarter of what it was costing us,” he recalls.
administration system, and the tight integration between it
have made mistakes and have made some false assump-
“The single biggest factor to consider is whether your
and KFS is something no commercial vendor could offer us.”
tions. Dealing with those issues can drive up the cost.”
With enterprise open source, on the other hand, univer-
sity, for instance, has relied on its do-it-yourself culture for
Incremental Rollouts
sities tend to start small as a proof of concept—and scale
years and has designed software to improve efficiencies on
Unicon’s Lewis argues that cost overruns tend to be less
up from there if it works.
campus. “But a small school might just be looking for the
frequent in open source implementations than in commer-
Oakland’s Rowe also believes open source is easier to roll
cial equivalents, not because of any inherent virtue of open
out incrementally. With a commercial solution, schools are
source, but because they are rolled out differently.
under pressure to do the whole implementation at one time,
best software it can find at the lowest price,” notes Coppola, and a commercial offering might work best.
“With something big like a proprietary ERP, you are pay-
she notes, because the vendor wants to move on to the next
More Than Cost
ing six or seven figures for the licensing, so you have this
customer. Still, an incremental rollout does carry some risk:
For every initiative, Oakland University does a five-year
huge capital expenditure,” he explains. “You have done an
“If you approach a project thinking you can customize and
analysis covering everything from software licensing to
RFP based on some scorecard. Then, when you go to do
change everything, whether in open source or commercial
implementation and support, hardware, data integration,
software, that is going to be detrimental to success.”
backup, and the number of full-time employees needed,
WHAT TO ASK UP FRONT
In a recent Educause presentation, Ken Ingle, Central Piedmont
Community College’s (NC) executive director of emerging technology, recommended asking the following questions before pro-
says Rowe. “We get bids and look at comparable open
When Commercial Is Best
source solutions. It really is a case-by-case basis as to
In deciding between open source and commercial solutions,
which looks like it is going to be more cost-effective.”
universities should do due diligence on a case-by-case basis.
Ultimately, though, cost is trumped by functionality. “We
Even then, they may have to change direction. “We found an
are operating in an atmosphere of constrained spending
open source approach to a digital repository with Fedora to
and are asked to be much more efficient in our solutions,”
Does the software support moving to another solution or the
be expensive and time-consuming,” acknowledges CSU’s
Rowe explains. “Cost is important to us, but it is only one
cloud?
Burns. CSU had to devote two full-time employees with
of the factors. A cheap system that doesn’t work well
Do you have the internal resources to support open source?
expertise to an effort with the Colorado Alliance of Research
doesn’t suit us.”
What are the platform costs for the solution?
Libraries. The costs were significant, and the implementation
ceeding with an open source project:
Who are the key players in the community and how long have
they been around?
What APIs and integration capabilities exist?
What are the commercial support options available?
11
institutional culture is DIY,” says Coppola. Indiana Univer-
CAMPUS TECHNOLOGY | September 2013
was dragging. “We finally pulled out of that project and went
with a commercial product, DigiTool from a company called
David Raths is a freelance writer based in Philadelphia.
go
back
to
TOC
NEXT:
What Faculty
Want From IT
What Faculty
IT SERVICES
Want From IT
By Keith Norbury
iStockphoto
Faculty don’t always see eye to eye with the
IT department. Here, CT looks at the top 10
services faculty really want IT to deliver.
B
ACK WHEN WORD PROCESSORS
were an emerging technology and electric typewriters
remained the king of office equipment, the institution
where Bill Pelz teaches made a fateful decision. Rather
than invest in newfangled desktop personal computers, Herkimer
County Community College (NY) decided to buy hybrid typewriter/
word processors instead.
“It was thought that because these were much more like a typewriter,
everybody was going to be more familiar with them. It would be an easy
transition and there wouldn’t be this fear of technology,” recalls Pelz, a
professor of social science who has been at the college since 1968.
Unfortunately, the technology turned out to be “dead on arrival” and
within three or four years the college had to abandon the hybrids and
invest in real PCs. “If faculty had been brought in on that decision, that
wouldn’t have happened,” Pelz says.4
12
CAMPUS TECHNOLOGY | September 2013
IT SERVICES
efficiently. They want to be able to access their courses.”
It’s a common lament among college and university instruc-
associate vice provost and associate CIO for technology-
tors: When decisions about technology are made without
enhanced learning at the University of Southern Califor-
For years, the primary role of IT has been to make sure the
their input, the results are often not pretty. Worse still, ensu-
nia, Metros teaches at USC’s Annenberg School for Com-
trains run on time—and it hasn’t changed. Even as IT starts
ing tensions often foster distrust between faculty and the IT
munication and Journalism. It’s vital that faculty feel confident
to assume a more strategic role within the university, it cannot
department.
when they are using technology, she says, especially in front
neglect its core responsibility—even if it means outsourcing.
of their students: “Students are tough. If you fumble with the
To address the fact that IT must now wear two hats, some IT
Thankfully, most faculty agree that their interactions with IT
today are a vast improvement over what they used to be,
but they also note some continuing disconnects that make it
harder for them to do a job that they believe lies at the heart
of their organizations’ missions: teaching. Here, in no particu-
“If I’m going to make faculty use technology I’d better darn well
do it myself.” —Susan Metros, USC
lar order, are the 10 services that faculty want most from their
technology, even if it’s not your fault, we’ve found that it will
departments are advocating for a restructuring, with the CIO
IT departments.
negatively impact faculty evaluations.”
focused on strategic initiatives while an IT director handles
Even if it’s not feasible to have IT staff in the classroom,
1) Better Communication
faculty can improve IT’s awareness of their needs simply
As far as Christopher Mizell is concerned, he doesn’t care
As Pelz notes, some of the biggest problems between faculty
by taking the time to build one-on-one relationships. Paul
how IT is structured as long as the classroom technology
and IT occur when they don’t talk to one another. To tackle the
Edelson, dean of the School of Professional Development
functions properly. A mathematics professor at Northwest
issue, Herkimer now has an academic computing committee
at Stony Brook University (NY), regularly has lunch with
Florida State College, he relies on the IT department to
that includes faculty members and IT people. The committee,
the school’s interim chief information officer, Chuck Powell.
make sure he can use the college’s lecture capture system to
which recommends how to spend the college’s technology
“I’ve always believed in establishing close interpersonal re-
best effect. “I just need them to work with me to make sure it
budget, enables faculty to “discuss the importance of the re-
lationships with my administrative colleagues before there’s
works, and that the hardware and the software work togeth-
quests in terms of the pedagogy as opposed to the technol-
a problem,” says Edelson.
er,” he notes. “So when I go to class and begin to record, I’ll
be able to do that in a seamless fashion.”
ogy,” explains Pelz.
Another strategy to improve communication between fac-
13
day-to-day operations.
2) Tech Reliability
ulty and IT is to have senior IT people who also teach. “If
First and foremost, faculty want the tools to work properly,
3) Simplicity
I’m going to make faculty use technology I’d better darn well
says Ron Rogers, chair of the psychology department at San
In the view of many faculty, reliability decreases in direct propor-
do it myself,” exclaims Susan Metros. In addition to being
Jose State University (CA). “They want the e-mail to work
tion to a system’s complexity. KISS—keep it simple—should
CAMPUS TECHNOLOGY | September 2013
IT SERVICES
be the buzzword of every IT department. Anne-Marie Lerner,
active whiteboard (although not a traditional whiteboard). For
nerstone of its Multimedia Operations Monitoring System,
assistant professor in the mechanical engineering department
her part, Lerner prefers a traditional whiteboard over digital
nicknamed MOMS, which has been installed in all 220 of its
of the University of Wisconsin-Platteville, is typical of fac-
technologies. As an engineering professor, Lerner uses many
public learning spaces. Each room features a minifridge-sized
ulty nationwide: She wants to walk into a classroom and teach
equations not found on a standard QWERTY keyboard. “You
wall box that contains a variety of connectors, including USB
without having to think about the technology. “If the technology
really don’t want to be doing five keystrokes for every letter,”
and HDMI, so that devices—digital and analog, from com-
is as seamless as using a blackboard, then I’m happy,” explains
she says.
puters to projectors—can be hooked up in the classroom by
Lerner. “The technologies I like the best are ones where you
can walk in, plug in your computer, and go.”
cable or wirelessly.
4) Standardization
“We have a standardized interface,” says Joseph Cevetello,
If that’s not the case, it seems faculty are quite happy to go
Faculty certainly don’t want to have to learn a different system
USC’s director of learning environments, Information Technol-
old school. A nine-page report based on a 2012-2013 sur-
in each classroom either. Teachers want to teach, not spend
ogy Services. “You know what to expect and there’s no real
vey of faculty at Long Island University (NY) revealed that
their days figuring out the foibles of various technologies. To
learning curve. Once you know the system, it functions the
teachers actually rate a chalkboard more highly than an inter-
accommodate this desire, USC made standardization a cor-
same way in any classroom.”
It’s a goal shared by the University of Washington, after
5-POINT TROUBLESHOOTER
a 2011 survey of faculty, teaching assistants, and students
Before Lyndasu Crowe contacts IT with a problem, she runs through a troubleshooting checklist first. An assistant professor
tion. As a result, the university is centralizing stewardship of
of biology at Darton State College (GA), she estimates that her five-point checklist enables her to solve 95 percent of the
its classrooms. On July 1, the former Classroom Support
problems she encounters. And if IT does ultimately have to help, at least it has a head start on the diagnosis. “They already know
Services department became part of UW IT. “One of the
that I’ve followed these steps and now they can look for specific recommendations for my problem,” she says. Her checklist:
first steps we’ve taken is to basically put all of our teaching,
revealed a strong desire for more technology standardiza-
1) Delete the cache (this action alone usually solves half her woes).
learning, and technologies…under the same organizational
2) Run software updates.
roof,” explains Phil Reid, associate vice provost for academ-
3) Shut down and reboot.
ic services at UW IT.
4) Check the internet connection and speed to “see if anything is running that I don’t recognize.” (Crowe works out of a home
14
office and her wireless router came with a program called NetGear Genie that tracks her download and upload speeds.
5) Constancy
By monitoring this, she can avoid the pain of trying to upload a data-heavy video when there’s a lot of traffic.)
In the churning world of IT—where innovative new prod-
5) Run a system checker. (Crowe uses GeorgiaVIEW, an online learning environment operated by Desire2Learn.)
ucts hit the market at a dizzying rate—standardization and
CAMPUS TECHNOLOGY | September 2013
IT SERVICES
constancy seem almost antithetical.
lete within a few years. Some faculty
But IT can’t expect faculty to surf the
were still posting grades outside their
bleeding edge of every wave (remem-
offices. “They weren’t attempting to le-
ber KISS). When faculty members like
verage the technology to do anything
a technology and get used to it, they
new and innovative, like creating an in-
tend to want to stay with it. In fact, it
tegrated grading rubric,” notes Rogers.
sticks in their collective craw when they
“They were just using it for very basic
have to switch to a new system. “You
distribution of files and information, and
can’t change it every year or two years,”
they could do that with their personal
says Reid. “That’s too rapid of a pace of
page and their e-mail.”
change.”
With the latest LMS implementation,
SJSU is a good example of a school
though, faculty were given the chance
that tried too much, too fast. The school
to evaluate the LMS beforehand. It also
is on its fourth learning management
had the benefit of “a wonderful library
system (Canvas by Instructure) since
of video tutorials,” says Rogers, which
Rogers came to the school 14 years
is important to faculty, many of whom
ago, and each one has required faculty
find training workshops to be a waste
to be retrained. “The faculty are just fed
of valuable time.
up,” says Rogers. “Until this last switch,
15
the administration never did a really
6) Flexibility
good job of explaining why we have to
IT staffers could be forgiven for think-
make the change.”
ing that faculty want to have their cake
As a result of this frustration, only
and eat it too. Despite their calls for
about 20 percent of faculty even both-
standardization and constancy, faculty
ered to use the school’s LMS because
also want IT to take care of their per-
they figured it was going to be obso-
sonal devices. Indeed, BYOD-itis, an
CAMPUS TECHNOLOGY | September 2013
digital
wireless
for all
Epic digital wireless technology,
now amazingly affordable.
Visit sony.com/proaudio
©2012 Sony Electronics Inc. All rights reserved. Reproduction in whole or in part without written permission is prohibited.
Features and specifications subject to change without notice. Sony and the Sony make.believe logo are trademarks of Sony. All other trademarks are properties of their respective owners.
IT SERVICES
obsessive belief that the school should support your device,
but they want it 24/7, “especially on the evenings and week-
soundless video capture of every classroom. To get a sense
is rampant on campuses.
ends,” notes Stony Brook’s Edelson.
of what happens in a MOMS control room, picture a pit boss
Not surprisingly, faculty become unhappy when IT says
SJSU’s setup is typical of the responsiveness that is be-
in the control room of a Las Vegas casino scanning banks of
no. “IT people are very conscious of protocol and security
coming commonplace on campuses. When faculty mem-
monitors to detect cheating. Rather than scanning for illicit
issues,” says Pelz, who was not allowed to bring his own
bers encounter a problem, they send an e-mail to IT and a
activity, though, MOMS staff are trained to look for signs that
high-powered desktop computer onto campus.
ticket is started right away. “Somebody gets back to you
a faculty member needs help with the technology.
Faculty belief that IT could and should do more to sup-
“If a faculty member has taken out his laptop and is moving
very quickly,” Rogers says.
port their devices can lead to friction. Any problems with
USC is going above and beyond in its efforts to support
his head left to right for 30 seconds, it’s a pretty good indi-
an iPad implementation, for example, can quickly turn sour,
faculty. Its MOMS system connects directly with three con-
cation that he’s confused about where to hook up,” explains
since Apple’s consumer-oriented approach has convinced
trol rooms and includes two-way voice communication and
Cevetello, who is also a faculty member in USC’s School
users that integration should be a snap. Monroe Community College (NY) is currently experiencing an issue where
iPads are unable to connect wirelessly to the instructor sta-
Create it
tion in the college’s smart classrooms to enable use of Ap-
The Möbius Project is a revolutionary initiative that brings the power of
Maple to more people in new ways.
ple TV. Terry Keys, assistant vice president of Educational
Share it
t$SFBUFJOUFSBDUJWF.BQMF"QQTUPWJTVBMJ[F
TPMVUJPOTBOEFYQMPSFDPODFQUT
Technology Services, says he has had to explain in a very
forthright manner to faculty that the department is working
‡
The
expeditiously toward a solution.
t4IBSFXJUIPUIFSTFWFOJGUIFZEPOU
IBWF.BQMF
t"TTFTTVOEFSTUBOEJOHVTJOH
HSPVOECSFBLJOHHSBEJOHUFDIOPMPHZ
7) Rapid Response
‡
Grade it
The Möbius App Challenge
$SFBUFBOETVCNJU.BUI"QQTVTJOH
.BQMFUPXJOFYDJUJOHQSJ[FTþ
Get Started
When things do go wrong, faculty want IT to respond—fast.
The good news is that response times by most IT shops have
improved markedly in recent years, possibly in recognition of
the central role that technology now plays in today’s teaching
and learning. The bad news? Faculty expectations are getting higher. Not only do faculty want immediate assistance
Untitled-9 1
16
CAMPUS TECHNOLOGY | September 2013
8/9/13 2:43 PM
SHARE
IT SERVICES
of Education. “The worst thing that you can do as a faculty
defined policies governing the adoption of new technologies.
not their expertise. It takes a village. It needs an instructional
member is walk into a room and not know how to control it.”
One of those policies should be to involve faculty in the evalu-
designer and a videographer.”
A MOMS staff member can talk remotely to the room and
ation of technologies they will be expected to use; another is to
ask the professor if he needs help. If necessary, one of a
clearly identify the need that the technology will fill.
But the need for pedagogical support extends to traditional
classrooms, too. In these circumstances, faculty tend to look
roaming team of about 100 students with a “crash cart” can
Such an approach might help avoid the kind of situation
to one another. That’s the idea behind UW’s new Technology
be dispatched to the room to fix the problem. “We try to
that SJSU’s Rogers faces. “Supposedly we’re moving to
Teaching Fellows program, which brings together a cohort of
about 20 faculty members to reenvision how to use technol-
IT has to battle a lingering perception that it likes shiny new toys. A
possible solution is to establish well-defined policies governing the
adoption of new technologies.
ogy in their classrooms. “We can work with individual faculty
one-on-one,” says Reid, “but frankly it’s when a faculty member walks down the hall to somebody else doing something
novel in the classroom and says, ‘Hey, how did you do that?’
that you’re really going to get some traction and you’re going
phones that are voice over IP that will enable some mobility
the biggest problem…as far as technology goes is trying to
capabilities and some WebEx conferencing,” he says. “Those
eliminate the time that’s lost.”
are nice features, but that’s not something where the faculty
10) Ubiquitous Wireless
have said [they] need a way to quickly jump to a three-person
Despite their lofty status in the ivy-covered tower, faculty want
WebEx meeting from an e-mail.”
the same thing as their students: wireless coverage that rocks.
8) Relevance
“Extended wireless internet access” made it into the top three
A common complaint among faculty is that IT often introduces
17
to see more technology incorporated into instruction.”
catch things before they happen,” says Cevetello, “because
technologies that don’t address any needs—or those needs
9) Pedagogical Support
requested IT improvements in the LIU survey, and featured
aren’t readily apparent. “If that’s difficult to see, it’s harder for
As more and more faculty become involved in online or
prominently in the UW survey, too. It’s not news to Edelson
people to imagine what to do with the technology or why it
blended courses, the need for support has grown in lock-
at Stony Brook: His professors want access at “incredible
would be of use for them,” says Cara Giacomini, research
step. Faculty are looking for someone to walk them through
speed” to the school’s wireless network at any time, any place,
manager with UW IT.
a process that can be scary and strange at first. According
with any device. “That’s a major thing,” he says.
The problem is often as much about communication as any-
to Metros, teaching a traditional class is very different from
thing else, but IT does have to battle a lingering perception that
putting together a compelling online course. “At the end of
Keith Norbury is a freelance writer based in Victoria,
it likes shiny new toys. A possible solution is to establish well-
the day, faculty really aren’t skilled to do that,” she says. “It’s
Canada.
CAMPUS TECHNOLOGY | September 2013
go
back
to
TOC
NEXT:
Calculating the
TCO of Desktop
Virtualization
V I R T U A L I Z AT I O N
link alander
WE PUT THE IT IN OPPORTUNITY
Desktop Virtualization:
Crunching the Numbers
We believe your IT lifecycle should be
filled with opportunities, not obstacles.
The CIO of Lone Star College System shares
how to calculate the TCO and ROI of your
virtualization project.
This is the final installment in a three-
focused on planning, design, and
part series on desktop virtualization.
building a business case.
Whether you need new systems, are looking for
an innovative approach, or want help navigating
the ever-changing licensing landscape, count on
GovConnection to transform your IT lifecycle
requirements into reality.
GovConnection’s experts can help you discern your
organization’s technology needs, design innovative
solutions to complex challenges, and deliver the
products, services, and guidance you need to realize
your goals.
Part I looked at the potential benefits
of desktop virtualization, while Part II
YOU CANNOT get to a realistic
TCO and ROI for desktop virtualization
without first identifying its strategic
value to your institution, your goals, and
the expected outcomes (Part I). After
that, you must still design the architecture of the new system and decide who
iStockphoto.com
will be served by it (Part II). Only then
can you move on to the task of calculating the TCO and, eventually, the ROI.
I recommend two ways to develop
your TCO:4
18
CAMPUS TECHNOLOGY | September 2013
How Can
We Help?
Learn how GovConnection can help you seamlessly
integrate the latest technology into your classroom.
LEARN MORE
Visit our Higher Education Showcase to explore
solutions and strategies designed for your
campus’ unique IT needs—from the technology
lab to the dorm and everywhere in between.
LEARN MORE
From inventory planning
to asset disposition, we’ve
got your back.
WE SOLVE IT.
www.govconnection.com
1.800.800.0019
©2013 GovConnection, Inc. All rights reserved. GovConnection is a registered trademark of
PC Connection, Inc. or its subsidiaries. All copyrights and trademarks remain the property
of their respective owners. #25435 HC0913
V I R T U A L I Z AT I O N
1) Do the math: Identify what items need to be included
in the TCO.
2) Conduct a scenario: This is often the best way to
show the TCO.
your current system lifecycle. Since Lone Star’s lifecycle
is four years, we have to include any replacement costs
related to the desktop’s projected lifecycle.
Operating system cost, even if you have a current enterprise agreement
Step 1: Do the Math
While all of us regularly calculate our maintenance and
of the system:
Your next job is to calculate the TCO of the planned virtualization project. To do this, you will draw on the vendor
quotes you received based on your proposed design. Your
biggest challenge is the fact that you must make some
assumptions based on the experiences of others.
A typical short list of virtualization costs is similar to the
one used to calculate the TCO of physical computers:
operations costs, very few of us drive to the cost per
4 Antivirus software
service. The reasons are simple: It’s often unnecessary,
4 Client-management tools
Cost of thin client, including monitor (if applicable)
and it’s very hard to capture. Over the last three years, I
4 Actual applications deployed
Cost of required data center hardware
have focused on determining the actual cost to deliver
Electricity consumed by the computer
services at the Lone Star College System (TX), and it’s
Support costs per unit. This is a challenging calcula-
not easy. To date, we have clearly calculated application-
tion. You need to calculate all staff hours and costs asso-
Cost of virtual desktop software per seat
delivery costs for our ERP and desktops—both physical
ciated with supporting a computer on campus. Since sup-
Operating system cost: You may have to change your
and virtual.
port costs increase as hardware ages, you should calculate
So how do you go about calculating the TCO for the
these costs based on the number of years the computer
desktops on your campus and the virtualized system you
has been in service. It is important to include all work
are considering? First, you need to figure out your current
orders. The need for software support often stems from
cost to deliver a computer—hardware and software—to a
old operating systems and patches. Consequently, you
student or employee. We started with a simple checklist
might want to break this calculation into two components:
approach, and the number of items on the list grew fast.
4 Computers 1-2 years old have x number of service
Next to each item on the checklist, we noted the associated cost per year. Small items often get overlooked, but
they add up. Here, for example, is a short list of items
related to deploying a physical computer:
Physical computer cost (including monitor) based on
19
All software licenses associated with the deployment
on your campus.
CAMPUS TECHNOLOGY | September 2013
requests.
4 Computers 2-4 years old have x number of service
requests.
Once you’ve done all this, you should have an excellent
picture of your current TCO for the physical computers
Cost of annual maintenance contract for data center
hardware
V I R T U A L I Z AT I O N
current enterprise agreement or purchase licenses appli-
ical virtual desktop is based on a gold-state image (i.e., the
And don’t forget to include the startup costs, too. These
cable to virtual desktops.
operating system and software are regularly updated, test-
should only include one-time outlays associated with the
ed, and start on demand in a virtual environment), and vir-
project such as:
All software licenses associated with the deployment
tual applications’ support costs do go down. If you are
Data center upgrades: power and cooling
4 Antivirus software. This may not be needed on each
using thin clients, support costs will also decrease. In Lone
Network upgrades
client, and will depend on the overall solution design.
Star’s first deployment, for example, we estimated that the
Team-training costs
of the system:
Consulting costs
Virtualizing applications can save money on licenses, but first read
your existing licenses carefully: Virtualizing an application is prohibited
by many licenses or requires a different license.
These expenses should also be broken down into per-unit
costs based on the expected life of the solution. In our
case, we determined that the base solution (with a midpoint upgrade) had a full life of eight years. We made this
determination based on the enterprise hardware we select-
4 Client-management tools. These also may not be
number of support calls would be a quarter of what they
ed and how long we could keep hardware-maintenance
needed on each client and depend on the overall
were when we utilized traditional computers. Four years
contracts on the equipment.4
solution design.
later, I would estimate a 90 percent reduction in calls relat-
4 Actual applications deployed. If you are virtualizing
your applications, you may save money on the licens-
The next step is to calculate the infrastructure costs
es you need, but first read your existing licenses
over time. In our planning, we assume that the virtual
carefully: Virtualizing an application is prohibited by
desktop infrastructure will last eight years, with minor
many licenses or requires a different license.
upgrades needed around year four. I will note that we
Power utilization of the system:
have had a virtual environment since 2009, and our initial
4 Client side
Generation I servers are still in production. While we have
4 Server side: You have to add the cost of the power
upgraded many server blades to Generation VII blades,
needed to run the servers.
Support costs per unit. These costs must be estimated
based on others’ experiences and projections, since a typ-
20
ed to virtual desktops.
CAMPUS TECHNOLOGY | September 2013
there are still valid production uses for the original hardware. It will take a long time to actually determine the full
life of a virtual infrastructure model.
SHARE
V I R T U A L I Z AT I O N
At the end of all this, you should have a simple summary
that outlines the following:
The architecture will be a single, scalable converged infra-
2) The architecture of the system.
structure design. The virtual desktops will be based on a
3) The total cost of ownership over the life of the system.
Per-Unit
Annual Cost
Lifecycle
in Years
Total Lifetime
Cost
gold-state image that is nonpersistent.
The savings in capital expenses would be higher than
necessary, calculating ROI is a best practice that will
Physical desktop
Actual cost
8
Actual cost × 8
Physical desktop refresh
Estimated cost
8
Estimated cost × 8
might otherwise be expected, because University U
help in the adoption of any new technology. Unfortu-
Virtual desktop
Estimated cost
8
Estimated cost × 8
plans to use existing computers for the endpoints. On
nately, calculating ROI is a challenge in higher education
Virtualization infrastructure
Actual cost
8
Actual cost × 8
the flip side, the school should expect to pay more in
because, unlike the private sector, we don’t have “loss of
Virtualization startup costs
Actual cost
8
Actual cost × 8
hardware-related support costs. Based on this model,
revenue” or the ability to reduce soft costs (personnel).
the strategic value would be presented as follows:
It can be done, however, by comparing your physical
1) The move to virtual desktops will result in a savings of
deployment costs with the cost of the virtual desktop
Item
The final calculation is to multiply the lifetime costs by the
total number of desktops or virtual desktops that you plan
to deploy. If your goal is 5,000 virtual desktops, then use
5,000 as the multiplier and compare against your actual
costs for a physical desktop environment.
Step 2: Conduct a Scenario
$___ over the next eight years.
2) The startup costs, included in the total solution cost,
would be $ ___.
In general, businesses expect a return on investment
from [insert current data] by improving system avail-
At some point, your school should experience savings
ability for students, faculty, and staff.
through desktop virtualization, but don’t expect the sav-
value of the solution based on the project goal. A sce-
ing hardware, providing up-to-date applications for
nario brings soft costs (OPEX) and capital costs (CAPX)
students, faculty, and staff.
Here’s a typical scenario: University U has determined that
porting element of the ROI.
within three to five years, depending on the capital outlay.
4) We will be able to deploy Windows (7 or 8) on exist-
tops are good for your organization.
deployment, and using your scenario summary as a sup-
3) Support requirements will be reduced 85 percent
The last task is to conduct a scenario to determine the
together, and is the best way to determine if virtual desk-
The final step is determining the ROI. While often not
ings to be quite as high as in the private sector.
Furthermore, a virtual desktop approach might not be
right for everyone. You will only know after completing a
5) A future benefit of the system could be the support of
detailed review of the technology available, industry trends
a BYOD practice for students. This will be reviewed
(BYOD), and strategic value: Is there a reason in my insti-
after the initial deployment.
tution to provide this service?
the strategic value of virtual desktops is to improve services
(support costs) and lower equipment-replacement costs.
The Return on Investment
Link Alander is vice chancellor and CIO of the Lone Star
The goal is to provide Windows 7 across the campus on
At the end of this long process, you have identified:
College System (TX), the largest institution of higher educa-
current hardware that is not capable of running Windows 7.
21
CAMPUS TECHNOLOGY | September 2013
1) The strategic value of desktop virtualization.
tion in the Houston area.
go
back
to
TOC
NEXT:
The Power of
Predictive
Analytics
A N A LY T I C S
THE POWER
OF PREDICTION
THE PROM ISE OF predictive analytics
in higher ed continues to entice—for good reason. It can
change student lives. In the two years that the American
Public University System has been applying predictive
analytics to its online learners, for example, the dropout
rate has fallen by 17 percent. To achieve this result, APUS
analyzes 187 data points that help pinpoint students who are
likely to withdraw within the next five days. According to Phil
Ice, APUS’ VP of research and development, this capability
“has catalyzed a whole series of changes in the way that
faculty and advisers interact with students.”4
22
CAMPUS TECHNOLOGY | September 2013
iStockphoto
Smart universities are turning to new forms of predictive
analytics to identify those students who need a nudge
toward success. By Dian Schaffhauser
A N A LY T I C S
So why aren’t more schools taking a
Governors University Texas and new
similar approach? For one, most institu-
chief learning officer for Civitas Learn-
tions are struggling simply to leverage
ing, an education analytics startup. “But
the traditional data points they gather
I fundamentally believe that the power of
about students, let alone 187 often-
data doesn’t get unlocked until you get
arcane ones. Second, a data mix that
the data to the front lines.” He wants to
works at one school may not be rele-
see some of the research money used
vant at another, making it almost impos-
“to give students and faculty access to
sible to buy an effective packaged solu-
information so they can do a better job.”
tion off the shelf. Finally, the creepiness
In Milliron’s view, the situation is dire.
factor needs to be resolved: Just how
When he taught in community colleg-
intrusive can schools be in tracking the
es and universities, he says, the only
actions of their students?
piece of student information he typically received was a class list—and
23
Misplaced Priorities
even that was often incomplete. Com-
And the elephant in the room? Schools
pare his experience to that of another
are mining the wrong data. At most
group on campus: sports coaches.
schools, the money dedicated to data
“Every single coach at the University
collection, analysis, and reporting goes
of Texas at Austin has a full workup
into areas with little direct impact on stu-
on every single athlete they’re going to
dent success. “[Institutional research]
work with next year—strengths, weak-
departments spend the majority of their
nesses, all the background,” notes Mil-
time on accreditation, licensure, board
liron. “And they’re actually going to de-
reporting, and even Freedom of Infor-
velop a plan for that player from point
mation requests,” complains Mark Mil-
A to point B. I don’t begrudge that of
liron, founding chancellor of Western
the coaches; I just think it would be
CAMPUS TECHNOLOGY | September 2013
Advanced Short-Throw Projector
Introducing a new line of Canon REALiS Pro AV Compact Installation LCOS Projectors, which combine
the exceptional picture quality of larger models with the easy install and set-up of smaller ones. Each
model features a built-in lens with advanced Canon optics. Short-Throw models feature up to 75% lens
shift for flexibility in placement, while Zoom models offer a constant 2.8 f-stop with no brightness lost
during the entire 1.8X zoom range.
Equipped with our newly developed, 5th generation AISYS Light Management System, these projectors
deliver the high brightness and contrast required for the Pro AV environment.
The REALiS line’s LCOS technology creates smooth images, accurate
color reproduction, image uniformity, and precise grayscale reproduction
typically seen in larger and more expensive projectors.
Low cost of ownership, low power consumption, installation flexibility,
and its trim, light design make these ideal for any professional market.
A full line of Install Models
is also available.
pro.usa.canon.com/projectors
© 2013 Canon U.S.A., Inc. Canon and REALiS are registered trademarks of Canon Inc. in the United States and may also be trademarks or registered trademarks in other countries.
A N A LY T I C S
great for the faculty to have that stuff, too.”
But Milliron cautions that achieving success with predictive analytics isn’t easy. Some people overreach—oversell-
data said otherwise. “Online learning is totally color-blind,”
Mining Trace Data
says Ice. “The non-significance of that finding was probably
Learning management systems are an obvious source of data
one of the most significant things we ever found.”
about learning, which explains why so many LMSes now fea-
ing its power and underselling how complex the work is—
Because APUS’ findings ran counter to the prevailing re-
ture analytics modules. The LMS is also where many schools
while others rebel against making changes based on what
search, Ice initially doubted his own analysis. He wanted a
have focused their analytics work, assuming that the “sweet
the data shows.
reality check, a way to compare his team’s findings with those
spot” for gauging student engagement lies in how quickly or
from other schools. This desire for corroboration prompted
frequently students participate in class activities.
The Drive to Big Data
the school to join the Predictive Analytics Reporting (PAR)
But limiting your school’s focus to the LMS is a big mistake,
It can also be difficult for a single school—particularly a small
Framework, with Ice as the principal investigator. PAR is an
according to Rey Junco, an associate professor of library sci-
one—to develop data sets large enough to be statistically
initiative by the Western Interstate Commission for Higher
ence at Purdue University (IN) and a faculty associate at the
valid. As a result, any analysis based on a small data set—
even if it eventually turns out to be spot-on—is likely to spur
some doubt.
This was certainly the experience of Ice when he joined
APUS five years ago, even though the school has a large en-
With 16 institutions participating, the Predictive Analytics Reporting
Framework is able to sift the anonymized records of 1.6 million
students as well as 8.1 million course-level records.
rollment of just under 40,000 students. According to Ice, he
and his team “built some very good models around why stu-
Education Cooperative for Educational Technologies (WCET)
Berkman Center for Internet & Society at Harvard University
dents were dropping out,” but some of their findings seemed
that, according to its website, “brings together two-year, four-
(MA). Junco believes the current state of LMS research is
extraordinary.
year, public, proprietary, traditional, and progressive institu-
too basic. “We’re just focusing on the number of posts on an
tions to collaborate on identifying points of student loss and
LMS, or the number of times a student logs in,” he complains.
to find effective practices that improve student retention.”
The problem with these kinds of data points, he says, is that
First, students who had transfer credit—even a single credit—were four times more likely to stay enrolled than students
24
who arrived without any credits. Second, neither ethnicity
With 16 institutions participating, PAR is now able to sift
often what are “being looked at in terms of prediction are also
nor gender were significant predictors of whether a student
the anonymized records of 1.6 million students as well as
actually course requirements. Of course the number of posts
would drop out. “That is, in itself, absolutely stunning,” notes
8.1 million course-level records. As for APUS’ finding about
on the course-management system predicts success—the
Ice. Until then, he explains, research had concluded that mi-
ethnicity, another PAR pioneer, Rio Salado College (AZ),
faculty member is grading the student on the posts.”
norities were less likely to succeed than Caucasians. APUS’
reached the same conclusion.
CAMPUS TECHNOLOGY | September 2013
Junco encourages schools to cast a wider net. “There’s so
A N A LY T I C S
much more data that can be collected,” he notes. “We’re
books, a project for which Junco is acting as an adviser for
them,” Guardia recalls, noting that his interaction with the
really missing out.” He has coined the term “trace data” to
digital publisher CourseSmart. “It’s so incredibly innovative
students sparked conversations about the obstacles in their
describe the “bits of data that students leave behind.” It’s
to track textbook usage,” he proclaims. “Heck, why didn’t we
lives that stood in the way of schoolwork. In the end, all three
valuable because it can be used as “proxies for all sorts of
think of this before?”
students (even the one who didn’t meet with him) pulled up
their engagement indexes, signaling that they were hitting the
variables…related to student success.”
E-book Data
books. “I think our connection inspired them to reassess their
that show how often students use a library resource, or what
The CourseSmart initiative provides faculty members with
habits and reaffirm their commitments to their studies,” Guar-
activities they perform on their computers and for how long.
an analysis of student usage of the company’s e-texts. Each
dia concludes. And nobody in the pilot failed the class—an
Or it might be how long students spend in their digital text-
time a student views a page in an e-text, the detail is record-
unusual event, in his experience.
Examples include such “throwaway” data as card swipes
VIDEO: Fern Halper, director of TDWI Research
for advanced analytics, explains how predictive
modeling works.
For a captioned version, visit CT on YouTube.
ed along with session length and other data points. The data
While these success stories sold Guardia on the value of
is then compiled into an online report that faculty can view
the CourseSmart data, it also caused him to reevaluate some
either on a classwide basis or by individual student. What
of his own instructional materials. By reviewing the engage-
transports the CourseSmart data into the realm of predic-
ment index, Guardia discovered that even top-performing
tive analytics is its use of an “engagement index,” based on
students were less engaged in the textbooks than he would
a proprietary algorithm that weighs the data to gauge how
have predicted. “I had spent a good amount of time and ef-
engaged a student is with the material.
fort in selecting books that were up-to-date,” he notes. “They
Adrian Guardia, an instructor in the College of Business at
were interesting and entertaining. They had color pictures, in-
Texas A&M University-San Antonio, monitored three un-
teresting stories, games, PowerPoint slides, videos.” In spite
dergraduate classes—one online and two hybrids—as part
of these multimedia riches, engagement indexes for even the
of a pilot to test CourseSmart Analytics. About four weeks
best students came in around 40, not the 60 or 70 Guardia
into the spring semester, he identified three students in the
would have predicted. (The index scale runs from a low of 20
online class who hadn’t done well on quizzes and who also
to a high of 80.)
had low engagement index scores. He reached out to all
“It really caught me off guard,” he recalls. “I didn’t know
three, supplying them with copies of their analytics reports,
what to make of it.” Now he’s on a quest to figure out how to
and two responded.
incorporate the e-texts into some of his course assessments
“They were surprised that I made the effort to contact
25
CAMPUS TECHNOLOGY | September 2013
in a bid to spur more engagement with the materials. One
A N A LY T I C S
idea: open-book quizzes developed
acceptance of this data gathering stems
from content in the e-texts. If these
from pure obliviousness. Through his par-
new strategies don’t have the desired
ticipation in the Berkman Center, Junco
impact, he may ultimately decide to re-
is part of a Microsoft-sponsored group
place the e-text with other resources.
that is studying student privacy. When
There’s a general lack of awareness among
the public about how predictive models work.
Privacy Matters
it comes to “spooky predictive models,”
Naturally, all these initiatives assume
he says, there’s a general lack of aware-
that students won’t mind having their
ness among the public about how they
traces vacuumed up and sifted for par-
work and what they do. “If you ask most
ticles of insight. And, for the most part,
people, ‘Why do you think you’re seeing
it appears they don’t care. According
this ad?’ and point to it on their comput-
to Cindy Clarke, CourseSmart’s senior
er screen, they’re going to say, ‘I don’t
VP of marketing, 75 percent of sur-
know.’ There’s a lack of understanding
veyed students told the company they
about how these things work as we use
were comfortable having their behavior
them in our day-to-day lives.”
tracked. The remainder were either in-
Junco recommends that schools
different or not opposed. Nevertheless,
openly share how they collect data
CourseSmart does provide an opt-out
about their students and how it could
on its website and follows the practices
be used. “Hopefully, talking about the
laid out by TRUSTe, which certifies sites
educational data can help students
and services on their privacy practices.
transfer that knowledge and skills to the
It’s quite possible, though, that student
26
CAMPUS TECHNOLOGY | September 2013
rest of their online world,” he says.4
SHARE
A N A LY T I C S
Wanted: Data Jockeys
software from Adobe Marketing Cloud (previously Omniture),
currently doing. “I’m not saying that education is a commer-
As far as APUS’ Ice is concerned, the sky’s the limit when it
which delivers personalized experiences online. In a business
cial transaction,” says Ice, “but the math that underlies how
comes to the potential of predictive analytics in higher ed-
setting, for example, the tool might make purchasing recom-
to get someone to a point of sale can be repurposed to un-
ucation. The next big thing at his institution is repurposing
mendations based on analytics about what the customer is
derstand what type of content and educational experience to
3 PREDICTIONS FOR ANALYTICS
The biggest barrier to this bright future, says Ice, is finding
1) Multiple Learning Paths. Phil Ice, VP of research and development at the American Public University System, believes
qualified people who understand the software and the com-
that learning analytics will drive development of courses that provide multiple learning paths. As a result, he says, “you’re going
plex math involved. “Higher ed is so short of the human capi-
to have to build out six to seven times more content for one course than you do now.” This will jack up the cost of developing
tal they need around analytics,” he laments. “A lot of [institu-
and maintaining a single course by as much as $100,000. To share the burden, says Ice, universities will begin to partner in
tions] are not going to be able to implement the extremely
the creation of a common curriculum for 100-level classes. At that point, he adds, “the real differentiator becomes the faculty
robust stuff by themselves.”
members at each institution—how they add their personal touch and the interactions [they have] with the students.”
2) Assessments Based on Trace Data. Rey Junco, a faculty associate at the Berkman Center for Internet & Society at
Harvard University (MA), sees great promise in the growing use of trace data for creating assessments. He compares it to the
Minnesota Multiphasic Personality Inventory, a personality test with hundreds of questions that provide insight into a person’s
mental health. “They use statistics alone to be able to discriminate between groups of people who have certain psychological
disorders,” says Junco. “So a question that looks as if it [is completely unrelated] could tell you if a person is depressed, for
instance, or if a person is lying about their answers.” Junco believes trace data could be used in similar fashion. “There are going
to be variables in the cloud [of trace data] that are going to be highly predictive of students’ behavior and characteristics that
lead to their success or lack thereof.”
3) Instruction Based on Learning Styles. Mark Milliron, chief learning officer of Civitas Learning, foresees the day when
students will be able to use an app that guides them to the most effective learning resources based on how they learn best. “[It
might say] something simple like, ‘A student similar to you who was stuck on this chemistry concept found these three learning
objects to be useful. Click here to use them.’ Wouldn’t that be great?” he marvels. “That’s not rocket science. This is stuff we
can do if we can connect the dots.”
28
provide to a student to optimize learning outcomes.”
CAMPUS TECHNOLOGY | September 2013
The hope is that organizations like WCET’s PAR Framework
and Civitas can fill the gap, bringing together schools to share
the work of compiling and normalizing the data, creating models, and customizing them for individual use. But Ellen Wagner,
executive director of WCET, cautions against looking too far
ahead. In her view, most schools aren’t ready to start doing “all
kinds of unstructured, deep-dive, Hadoop types of analysis to
find patterns we’ve never seen before.” Better, she suggests,
to “find insights from the data we already collect.”
Wagner’s prediction? The next few years will be a “really
interesting time of trying things out and looking for answers. I
think everyone is a little nervous.”
Dian Schaffhauser is a senior contributing editor of
Campus Technology.
go
back
to
TOC
NEXT:
Scheduling the
Right Space at
the Right Time
R O O M S C H E D U L I N G david lamartina
The Right Space at the Right Time
New teaching and learning models are testing schools’ abilities to provide students and faculty with
the spaces they need. CT looks at the latest features of today’s room-scheduling tools.
PITY THE POOR
1) Role-Based Permissions
classroom scheduling. Gone are the days when students
By their very nature, the changes in
tramped off to the same lecture hall at the same time each
teaching and learning on campus
week. Instead, today’s campus throws up a dizzying array
necessitate some decentralization of
of scheduling challenges: blended courses that meet only
the scheduling process. While cen-
occasionally; collaborative learning models that require
tral administrators can handle most
specialized spaces; flipped classrooms divvied up into
course scheduling, professors, low-
discussion sections—even online learners arriving to take
er-level staff, and students need to
proctored exams. And that’s just the beginning: Don’t for-
be able to make other room bookings.
get all the semiformal spaces where students gather to
To prevent complete mayhem, though,
work together on projects and case studies.
it’s vital that the scheduling
Courtesy of Visix
29
administrator responsible for
While classroom scheduling software has been around
rights of these other users
for a long time, older systems often lack the flexibility
be restricted only to what’s
and features to handle the complexities of a modern
necessary. Ironically, the
Marsha Walters, assistant registrar at Miami University
school. Fortunately, the price of sophisticated schedul-
ability to have a decentral-
of Ohio, has decided to simplify matters by switching the
ing software—and the digital signage that displays
ized booking capability is reliant on creating a centralized
school’s entire scheduling and calendaring to College-
schedules outside classrooms and elsewhere—has
governing system. Although scheduling and permissions
NET’s Series25, a software-as-a-service solution that
come down, putting the promise of an efficient system
can be handled by separate software packages, it’s far
automatically allocates space based on need and avail-
within reach of most colleges. Here, CT looks at some
more efficient to bring everything together into a single
ability. “Right now we have multiple entities on campus for
of the latest developments in room scheduling and its
system—especially when bookings will be displayed on
scheduling different classrooms,” says Walters. “The
accompanying signage.
a campuswide network of screens.
problem lies in pulling all of that information into a central-
CAMPUS TECHNOLOGY | September 2013
missions capabilities. Take CastNET,
allow Walters and other admins to
for instance, a digital content man-
assign levels of permission based on
ager that can display information on
users’ roles. If a student books a
everything from signs to laptops and
meeting, for instance, a professor or
phones. All new users are assigned a
staff member will have to approve it
role that determines exactly what they
before the meeting is published to
can view, create, and edit. “Each
public calendars.
piece of content can be tailored by
Most of the software packages on
T
IN
the school’s scheduling, Series25 will
ES
S TO EDU
CA
T
N
the market today feature robust per-
NT
ME
IO
ized calendar.” Besides centralizing
V
ROOM SCHEDULING
user roles and permissions,” says
SCHEDULING IN THE CLOUD
BEG
IN HERE
With so many schools moving to the cloud for other services, it makes sense to
consider third-party networks for room scheduling, too. To meet the demands of
smaller schools with limited server space, both AsureSpace and CastNET offer
cloud-based solutions that put all signage apps and scheduling data on their
remote servers. Since a full-fledged signage system is a big investment, they recommend these options to save clients money, time, and IT labor.
For schools that can afford additional servers, however, cloud-based scheduling
may not be such a great move. According to Josh Hoffert, CastNET’s director of
professional services, the company’s higher ed customers typically stick with on-site
solutions, since many are still wary of putting something as critical as scheduling data
on third-party networks. Phil Knutel, executive director of academic technology at
Begin your investment with quality equipment from
a trusted brand. Special rates and services are
available for education purchases.
Bentley University (MA), agrees, noting that “as long as our intranet is online, we’ll
still have access to our room schedules.” Temporary loss of access to other services
may be manageable, but colleges can hardly afford to lose track of their schedules.
30
CAMPUS TECHNOLOGY | September 2013
www.usa.canon.com/educationsales
EMAIL CANONSALES SEDINTLCOM s PHONE ©2012 Cano
Canon U.S.A., Inc. Canon is a registered trademark of Canon Inc. in the United States. imageANYWARE is a trademark of Canon. All rights reserved. All images are simulated.
Josh Hoffert, CastNET’s director of
tier users (such as students) may not
professional services. “There are
even be able to view rooms or meet-
numerous ways to set up the system;
ings to which they’re not invited.
it all depends on the workflows within
a particular university.”
31
schools want to give users the ability
to book a room via the touchscreen
within the system goes beyond a sim-
mounted by the doorway. CastNET’s
ple desire to avoid scheduling snafus.
Hoffert notes that card swipes could
Because these schedules are dis-
be required, but his company is still
played on digital signs campuswide—
working on a solution of its own. In the
be they outside each classroom or in
meantime, many schools may judge it
the student union—schools can ill
too risky to allow anyone to schedule
afford to have them be incorrect or
meetings right outside rooms.
use prom
o code
“camad”
Not so Bentley University, a small
Plus, on large open campuses,
suburban college in Waltham, MA. An
there’s an issue of security: Contro-
AsureSpace client, Bentley has 24
versial campus figures or celebrity
rooms that are available for schedul-
students may not want their locations
ing by faculty, staff, and students.
broadcast for the whole world to see.
While most users book them well in
For this reason, some systems allow
advance via AsureSpace’s proprietary
the scheduling administrator to hide
mobile app, anyone can use the
or abbreviate the name of the person
touchscreens without providing cre-
organizing the event and those of the
dentials. According to Phil Knutel,
attendees. Additional restrictions can
executive director of academic tech-
be placed on what information is avail-
nology, Bentley doesn’t have some of
able through mobile devices: Lower-
the security concerns of other institu-
CAMPUS TECHNOLOGY | September 2013
register
Now!
Of course, permissions get trickier if
The need to limit who can do what
hijacked (even as a student prank).
ocTober 7 – 9, 2013
FairmonT chicaGo
millennium park
www.WirelessedTech.com
Typeface: New York
ROOM SCHEDULING
The FuTure oF educaTion is Wireless!
Register now to hear Robbie Melton of the Tennessee Board of
Regents, internationally recognized authority on the transformation
of education with technology, as Wednesday keynote speaker for
Wireless EdTech.
TiTanium sponsor
plaTinum sponsor
Gold sponsor
silver sponsors
smart solutions for kids™
reGisTer online aT WirelessedTech.com
SHARE
ROOM SCHEDULING
tions. “Waltham isn’t exactly a high-traffic area,” he says.
Omnivex, a Canadian digital signage company, offers sim-
Energy savings aside, room scheduling software can
“It takes some effort to get to the campus, find a parking
ilar capabilities. “The software goes behind the scenes and
also help out building-maintenance crews. AsureSpace
spot, and walk to the library.”
connects to Exchange servers, grabs calendar information,
customers will often grant login credentials to their main-
and schedules the room,” explains Jeff Collard, Omnivex’s
tenance staffs, who establish work assignments based
2) Calendar Integration
president. The company’s digital signage system allows for
on scheduled meetings. Maintenance teams get up-to-
Given a choice, faculty and students—like everyone else—
Active Directory integration, so users can log in remotely
the-minute views of which rooms will be occupied and
prefer to use only one calendar to keep track of their appoint-
with their existing campus credentials. And as long as users
when, allowing them to perform their work uninterrupted
ments. Not surprisingly, digital signage and room schedul-
log in with their LDAP credentials, the permissions and
throughout the day. CastNET uses a similar system for
ing companies have pushed hard to integrate their products
blocks set by network administrators will be retained.
resource management: Certain bookings automate
requests for A/V equipment and other essentials to be
with commercial calendars. For most vendors, for example,
3) Utility and Maintenance Savings
integration with Microsoft Outlook poses no problems.
delivered and ready for use.
“We’re able to tie into central Exchange servers for Out-
Finally, scheduling software can also be used to streamline
look, and rooms assigned as resources within the Exchange
a variety of campus services—and save money. Take light-
David LaMartina is a freelance writer based in Kansas
environment can be dis-
ing, for example. Rather than require meeting attendees to
City, MO.
played and booked,” says
manually flip switches, Omnivex allows schools to auto-
Hoffert.
of
mate overhead lights and curtains based on room book-
Astra Schedule (Ad Astra)
whether a CastNET cus-
ings. Certain users—typically those who create the book-
AsureSpace (Asure Software)
tomer schedules a meeting
ings—can override the automation when necessary.
CastNET (Alpha Video & Audio)
through Outlook, a brows-
EMS Campus (Dean Evans
er,
ROOM-SCHEDULING
PRODUCTS
Arrive InfoPoint (Arrive)
sense in large formal spaces such as lecture halls and pre-
proprietary software—and
sentation rooms, where cancellations are unlikely. For small-
MeetingMinder (Visix)
regardless of whether he
er spaces that are frequently used for ad hoc gatherings, it’s
Moxie (Omnivex)
uses a laptop, tablet, or
probably not such a smart move. Considering how fre-
phone—the info will be
quently such meetings are rescheduled or canceled, schools
pushed to every relevant
may be better off opting for proximity sensors: The lights
screen and user.
won’t come on at all if attendees decide to skip.
RMS Enterprise (AMX)
RoomWizard (Steelcase)
Series25 (CollegeNET)
32
CAMPUS TECHNOLOGY | September 2013
the
Linking utility usage with scheduling probably makes most
company’s
& Associates)
or
Regardless
C T C O N F E R E N C E 2 0 1 3 david raths
The Need for Innovation Amid Change
Issuing dire warnings about the threat facing higher ed, keynote speakers at Campus Technology
2013 also offered tough love and guidance for the future.
ATTENDEES AT the Campus Technology 2013
nies and industry sectors. “Tower
conference in Boston this summer could have been for-
Records used to have a big store
given for thinking that they had walked into a trailer for an
in Times Square,” he recalled.
apocalyptic blockbuster. “You know what we really need
“Now they are just a hole in a strip
in this society? Lots more fancy retirement homes. That’s
mall. The music they were being
what a lot of colleges are on the verge of becoming,” pro-
paid for—people began snatching
nounced Tony Wagner, Innovation Education Fellow at the
it from the air and not paying for it.
Technology and Entrepreneurship Center at Harvard Uni-
That’s called the Napster moment.
versity (MA), during his keynote.
Oh, I’m dead, you realize.”
“The Harvards, the Yales, the Stanfords…will be around
Sannier feels that higher education
500 years from now,” added Adrian Sannier, former CIO
is facing its own Napster moment,
of Arizona State University. “The rest? Some will, some
although he cautioned against taking
will not. The next two decades decide.”
the analogy too far. Higher ed, he
insisted, is not a retail business.
warnings, but this year their prophecies were more urgent
Instead, it’s more like the nation’s
and more frequent, thanks in large part to the rise of
banks, woven into the very fabric of society. “A world without
The Need for Relevance
MOOCs. Imminent, massive change was the message of
banks is unthinkable,” he intoned. “All hell breaks loose.” But
What must colleges and universities do to emerge as one
many of the speakers, who advised attendees to prepare
the banks that survive today, he added, are very different from
of the survivors? For many speakers, the answer to that
now or be crushed.
the banks of the past: They had to reinvent themselves in the
question boiled down to one word: relevance. Through a
digital age. Those that did so successfully now thrive; those
combination of high costs, outdated pedagogy, and
that failed are gone. “The same thing is coming for us.”
structural inflexibility, many of today’s schools are in dan-
In the opening keynote, Sannier drew parallels between
higher education and some of America’s biggest compa-
33
Keynoter Tony Wagner stressed that colleges will go out of
business if they fail to reinvent themselves.
In recent years, conference speakers have issued similar
CAMPUS TECHNOLOGY | September 2013
CT CONFERENCE 2013
July 28 – 31, 2014
HYNES CONVENTION CENTER
BOSTON, MA
ger of simply becoming irrelevant to
“We’re not serious about making
students—and employers.
courses better by leaps and bounds.”
Wagner asked attendees to think
In thinking about continuous improve-
about what skills students need in
ment, he believes we have been tin-
today’s workplace. “The world no lon-
kering around the edges too much,
ger cares how much students know,”
unlike revolutionary new players such
Wagner stressed. “People can do just-
as Knewton and the MOOC provid-
in-time learning to solve problems.
ers. “In the core business of teaching
What the world cares about is what
and learning, we are careful not to
they can do with what they know.”
tread on toes, whereas these new
The primary purpose of college
34
entrants are not.”
should not be to transmit content, he
But more than the pedagogy must
claimed; it should be to develop skills.
change if higher education is to rees-
Content knowledge still has its place,
tablish its relevance. How universities
he said, but collaboration, skill devel-
are structured, how learning takes
opment, and the ability to transform
place, and how that learning is
content knowledge are just as impor-
rewarded are all under the micro-
tant. “Every student should have an
scope. For instance, the current sys-
e-portfolio that shows progressive
tem of degrees is ripe for disruption,
mastery,” he added.
noted Lev Gonick, former VP for Infor-
And yet the transition toward provid-
mation Technology Services and CIO
ing students with these new skills
at Case Western Reserve University
remains painfully slow within tradition-
(OH), during his keynote. Once the
al higher education. For example,
initial hype around first-generation
noted Sannier, many courses are
MOOCs dies down, he believes the
taught the same way year after year:
conversation will shift to a more pro-
CAMPUS TECHNOLOGY | September 2013
21st ANNUAL EDUCATION TECHNOLOGY CONFERENCE
MARK YOUR CALENDAR AND PLAN TO
JOIN US IN BOSTON NEXT YEAR!
Make Campus Technology part of your professional development
strategy for 2014. Join industry thought-leaders and experts at
the nation’s premier higher education technology conference,
produced by the award-winning Campus Technology team.
HAVE A GREAT IDEA FOR A PRESENTATION?
‘Call for Papers’ applications will be accepted
September–December 2013 on the
Campus Technology conference website.
campustechnology.com/summer14
CT CONFERENCE 2013
found discussion about the value of a
behind if they continue to fight yes-
university degree. In his mind, valu-
terday’s battles about issues such as
able alternatives to traditional degrees
outsourcing e-mail or PC versus
will exist within 10 years. “We need to
Mac. “Those things are irrelevant to
grapple with that,” he said.
our current students and to incoming
students,” said Gonick, who is now
In the Hot Seat
chief executive officer of OneCom-
At the CT conference two years ago,
munity, a nonprofit organization that
CIOs debated ways for IT to secure a
is helping to drive Northeast Ohio’s
seat at the table with their institutions’
digital capabilities. “The creative
Valuable alternatives to traditional degrees
will exist within 10 years.
leaders. Today, CIOs are not only at the
destruction process that’s underway
table but all eyes are on them—for good
means that if we choose to remain
reason. The success or failure of institu-
plumbers, we do so at our own peril,
tions is going to rely in large part on
realizing that we will likely be washed
how schools handle the technology that
over in the tsunami of change that is
is disrupting education in the first place.
happening around us.”
Given such awesome responsibilities, IT shops must also fundamentally change what they do and how
35
Gonick listed several trends that
CIOs should embrace, including:
Acknowledge that the PC era is
they do it. Gonick warned attendees
dead.
that their IT departments will fall
spends about $4 billion on desktop
CAMPUS TECHNOLOGY | September 2013
Higher
education
New
iPad App
Available!
Search the iTunes
App store for
“CT Mag” to
download now.
83%
indicate the magazine helps
improve job performance
Data from Campus Technology 2011 Reader Survey
Not a Subscriber to
Campus Technology Magazine?
Don’t wait for colleagues to share an article
with you. Get your own FREE subscription to
this dynamic, revolutionary higher education
technology publication now.
SUBSCRIBE NOW
Other Campus Technology Resources You Might Like:
Online Articles and News | Campus Technology 2013
Campus Technology Forum | Microsites | 11 Newsletters
Campus Technology Virtual Leadership Summit
Learning Environments 2013 | White Papers
Campus Technology Executive Summit | Webinars
For details, visit: www.campustechnology.com
overall
Subscribe Now—It’s Free
SHARE
CT CONFERENCE 2013
PCs and support, even though sales trends suggest that
factor, we have to get out in front of these trends,” not
colm Brown, director of the Educause Learning Initiative,
desktop PCs are on the way out. In contrast, “How many
fight rearguard battles about holding onto roles and
and Kyle Bowen, director of informatics at Purdue Univer-
of you feel on top of tablet- and smartphone-based educa-
responsibilities as an entitlement.
sity (IN). In Brown’s view, an overemphasis on efficiency
tion?” he asked the audience.
and quick turnaround tends to produce standard, in-the-
A Culture of Innovation
box ideas. He urged IT administrators to give their employ-
infrastructure as a service, platform as a service, and
But creating a new culture of innovation—whether in IT or
ees the freedom to be creative.
software as a service, Gonick sees one of IT’s biggest
campuswide—is daunting. Indeed, in his most recent
It’s a strategy that appears to be working at Purdue,
challenges as identifying IT’s value-add. “There’s no
book, Creating Innovators: The Making of Young People
whose IT group has started what it calls “Living Dead
doubt that x as a service is exploding in front of us,”
Who Will Change The World (Scribner, 2012), Wagner
Week.” During slow or “dead” times in the academic cal-
Gonick said. “If we don’t want to be seen as a limiting
came to believe that the culture of higher education is
endar, IT employees get one week free twice a year to
fundamentally at odds with the ability
work on a single deliverable, such as a new product fea-
to innovate. For instance, it compart-
ture or professional skill development. “We schedule these
mentalizes knowledge and rewards
when demand is low, and we plan it out in advance,” said
specialization, whereas innovation
Bowen, adding that several applications in use at Purdue
happens at the margins and intersec-
were developed during Living Dead Week.
Embrace x as a service. With the trend toward
VIDEO: Watch a mashup of CT 2013 keynote highlights.
For a captioned version, visit CT on YouTube.
tions of disciplines. Schools teach
Brown would like to see an IT organization spend 70
students to be compliance-driven and
percent of its time on core services, 20 percent on initia-
risk-averse.
demands
tives that gradually make things better, and 10 percent on
risks and failures,” Wagner said.
revolutionary ideas. “There is a real advantage to that 10
“There is no innovation without trial
percent,” noted Brown. Even if most of the new ideas fail,
and error.”
you learn and bring ideas back to the core services. “Cul-
“Innovation
So can schools—and IT—turn the
tures of innovation are cultures of learning,” he concluded.
ship around? Yes, given the right
“Value the good failure. ‘F’ is the new ‘A.’ Failure is not a
leadership, atmosphere, and expecta-
thing to be afraid of.”
tions. That, at least, was the message
of the joint closing keynote by Mal-
36
CAMPUS TECHNOLOGY | September 2013
David Raths is a freelance writer based in Philadelphia.
WWW.EDCHANNELPARTNER.COM
THE WAIT IS OVER—A NEW RESOURCE FOR
EDUCATION BUSINESS PROFESSIONALS
The newly re-imagined EDUCATION CHANNEL PARTNER NEWSLETTER AND WEBSITE
has returned to help senior business executives, distributors, value-added resellers,
channel managers, sales and marketing professionals and solution strategists
improve the selling process and the products and services they offer to
educational institutions.
Meet our expert contributors:
Jenny House, Ph.D., President and Principal, RedRock Reports
Julie Evans, CEO, Project Tomorrow
Larry Sugarman, Partner, Walkington/Sugarman Education Sales Advisors
Karen Billings, VP of Education, Software & Information Industry Association
Jeanne Hayes, President, The Hayes Connection
Tom Greaves, President, The Greaves Group
TRENDING ON EDUCATION CHANNEL PARTNER…
Report: Technology Integration Holds Steady with BYOD Set to Increase
Report: Smartphones Outsell Feature Phones for First Time
Privacy Concerns Drive Teens’ App Downloads and Usage
New Race to the Top Funding for Higher Education
Alabama State U and Tuskegee University To Teach STEM in Alabama
Subscribe now to Education Channel Partner Newsletter
Sales Contact
Information
COLLEGE/UNIVERSITY INDEX
campustechnology.com
vol. 27 no. 1
EDITORIAL DIRECTOR Therese Mageau
EXECUTIVE EDITOR Andrew Barbour
SENIOR EDITOR Rhea Kelly
EDITOR Mary Grush
SENIOR CONTRIBUTING EDITORS
Linda Briggs, Dian Schaffhauser, Matt Villano
CONTRIBUTORS Link Alander, David LaMartina,
Keith Norbury, David Raths
CREATIVE DIRECTOR Scott Rovin
GRAPHIC DESIGNER Erin Horlacher
CONTRIBUTING DESIGNER Chris Main
DIRECTOR, PRINT PRODUCTION Jenny Hernandez-Asandas
PRODUCTION COORDINATOR Anna Lyn Bayaua
EXECUTIVE PRODUCER, ONLINE David Nagel
ONLINE/CUSTOM CONTENT EDITOR Kanoe Namahoe
MULTIMEDIA/ONLINE EDITOR Joshua Bolkan
SENIOR WEB DESIGNER Brion Mills
WEB APPLICATIONS SPECIALIST Elliot McDonell
MEDIA ASSETS MANAGER/NEWSLETTER PRODUCTION
Thomas Brown
CHIEF CONTENT OFFICER Anne Armstrong
CHIEF REVENUE OFFICER Wendy LaDuke
CHIEF MARKETING OFFICER Carmel McDonagh
PRESIDENT & CHIEF EXECUTIVE OFFICER Neal Vitale
SENIOR VICE PRESIDENT & CHIEF FINANCIAL OFFICER
Richard Vitale
EXECUTIVE VICE PRESIDENT Michael J. Valenti
VICE PRESIDENT, FINANCE & ADMINISTRATION
Christopher M. Coates
VICE PRESIDENT, INFORMATION TECHNOLOGY
& APPLICATION DEVELOPMENT Erik A. Lindgren
VICE PRESIDENT, EVENT OPERATIONS
David F. Myers
CHAIRMAN OF THE BOARD Jeffrey S. Klein
38
CAMPUS TECHNOLOGY | September 2013
American Public University System
(online) .........................................22, 24, 28
Arizona State University ................2, 5, 33
Benjamin N. Cardozo School of Law (NY)
........................................................................3
Bentley University (MA) ................... 30-31
California State University ........................5
Capella University (MN) .......................2, 4
Case Western Reserve U. (OH)...... 3, 34
Central Piedmont Community College
(NC) ...................................................... 9, 11
Clover Park Technical College (WA) ......5
Colorado State University ............... 10-11
Darton State College (GA) .................... 14
Dominican University (IL) ..........................2
Harvard University (MA) ...........24, 28, 33
Herkimer County Community College (NY)
.............................................................. 12-13
Indiana University ..................................... 11
Kaplan University (online) .........................5
Lone Star College System (TX).2, 18-21
Long Island University (NY) ............14, 17
Miami University (OH) ............................ 29
Monroe Community College (NY) ........ 16
Montclair State University (NJ) ................2
Northwest Florida State College .......... 13
NYU Stern School of Business ...............2
Oakland University (MI) ..................... 9, 11
Purdue University (IN)......................24, 36
Rasmussen College (multiple locations) 3
Rio Salado College (AZ) ........................ 24
San Jose State U. (CA) ........2, 13, 15-17
State University of New York ....................2
Stony Brook University (NY).... 13, 16-17
Texas A&M University-San Antonio...... 25
University of Arizona...................................5
University of California, Berkeley .............4
University of Central Missouri ..................5
University of Georgia .................................2
University of Southern California ...............
....................................................... 13-14, 16
University of Tennessee at Chattanooga... 2
REACHING THE STAFF
Staff may be reached via e-mail, telephone,
fax, or mail. A list of editors and contact
information is also available online at
campustechnology.com/pages/contact-us.aspx.
E-MAIL: To e-mail any member of the staff,
please use the following form:
FirstinitialLastname @ 1105media.com.
CORPORATE OFFICE
(weekdays, 8:30 a.m. to 5:30 p.m., PT)
P (818) 814-5200; F (818) 734-1528
9201 Oakdale Avenue, Suite 101,
Chatsworth, CA 91311
1105media.com
University of Texas at Austin .........4, 7, 23
University of Washington ................14, 17
University of Wisconsin-Platteville ....... 14
Western Governors University Texas ... 23
Versal ............................................................6
Visix............................................................. 32
Wiggio ..........................................................6
YouTube ..............................................25, 36
COMPANY INDEX
ADVERTISER INDEX
Ad Astra ..................................................... 32
Adobe ........................................................ 28
Alpha Video & Audio ............................... 32
AMX............................................................ 32
Apple .......................................................... 16
Arrive .......................................................... 32
Asure Software ........................................ 32
Bretford.........................................................6
CampusConnect ........................................4
Casio .............................................................6
Civitas Learning ................................23, 28
CollegeNET .......................................29, 32
Collegis Education .....................................4
CourseSmart ..................................... 25-26
Data Warehousing Institute, The ..... 5, 25
Dean Evans & Associates ...................... 32
Desire2Learn ....................................... 6, 14
Elsevier .........................................................6
Epson ............................................................6
Ex Libris ..................................................... 11
Google ..........................................................6
i>clicker ........................................................6
Instructure ................................................. 15
Knewton..................................................... 34
Microsoft ............................................26, 32
Moodlerooms...............................................9
NetGear ..................................................... 14
Nuance .........................................................5
Omnivex ..................................................... 32
Oracle ...........................................................5
Rasmussen ..................................................3
rSmart ................................................... 8, 10
Sony Electronics .........................................6
Steelcase .................................................. 32
TeamDynamix ...............................................5
Udacity ..........................................................2
Unicon ................................................... 9, 11
Campus Technology 2014 ................... 34
campustechnology.com/summer14
Campus Technology Online Resources
campustechnology.com ........................... 27
Campus Technology Subscription ... 35
campustechnology.com/subscription
Canon ............................................................ 23
pro.usa.canon.com/projectors
Canon ............................................................ 30
usa.canon.com/educationsales
Canon ............................................................ 32
usa.canon.com
CDW-G .......................................................... 10
cdwg.com/mobility
Education Channel Partner ................. 37
edchannelpartner.com
Fischer International .............................. 26
fischerinternational.com/edu
GovConnection ......................................... 18
govconnection.com
Maplesoft ..................................................... 16
maplesoft.com
Merit Network, Inc. .................................. 20
merit.edu/vdc
Sony ..................................................................8
sony.com/laser
Sony ............................................................... 15
sony.com/proaudio
Sprint ................................................................9
sprint.com/university
Wireless EdTech Conference .............. 31
wirelessedtech.com
WP Engine ................................................... 19
wpengine.com
Campus Technology (ISSN 1553-7544) is published monthly by 1105 Media, Inc., 9201 Oakdale Avenue, Ste. 101,
Chatsworth, CA 91311. Complimentary subscriptions are sent to qualifying subscribers. Subscription inquiries, print back
issue requests, and address changes: Mail to: Campus Technology, P.O. Box 2166, Skokie, IL 60076-7866; e-mail
CAMmag@1105service.com or call 866-293-3194 for US & Canada, 847-763-9560 for International; fax 847-763-9564.
As a subscriber of an 1105 Media, Inc. Education Group publication, you’ll periodically receive information about related
products and services. To view our privacy policy for more information, visit: 1105media.com/privacy.html
© Copyright 2013 by 1105 Media, Inc. All rights reserved. Electronic sharing of individual pages or single issues of an
edition by subscribers is permitted on a limited basis. Institutions that wish provide institution-wide access to academic
users for research purposes only must e-mail rkelly@ 1105media.com. For all other uses, submit your request at
1105reprints.com.
The information in this magazine has not undergone any formal testing by 1105 Media, Inc., and is distributed without any
warranty expressed or implied. Implementation or use of any information contained herein is the reader's sole responsibility. While the information has been reviewed for accuracy, there is no guarantee that the same or similar results may be
achieved in all environments. Technical inaccuracies may result from printing errors and/or new developments in the
industry.
Wendy LaDuke
Chief Revenue Officer
P (949) 265-1596
C (714) 743-4011
wladuke@1105media.com
Mark D. Buchholz
West Coast Sales Director
C (714) 504-4015
mbuchholz@1105media.com
M.F. Harmon
Eastern Region Sales Manager
P (207) 883-2477
C (207) 650-6981
mfharmon@1105media.com
Tom Creevy
Central Region Sales Manager
P (847) 358-7272
C (847) 971-5621
tcreevy@1105media.com
Jean Dellarobba
Senior Sales Account Executive
P (949) 265-1568
jdellarobba@1105media.com
Patrick Gallagher
Sales Director, Public Sector Events
C (617) 512-6656
pgallagher@1105media.com
Media Kits: Direct your media kit
requests to Emily Jacobs, (703) 8765052 (phone), ejacobs@1105media.com
Reprints: For reprints, posters, plaques,
and permissions, go to 1105reprints.com.
List Rentals: This publication’s subscriber
list, as well as other lists from 1105 Media,
Inc., is available for rental. For more
information, please contact our list manager,
Merit Direct: (914) 368-1000 (phone);
1105media@meritdirect.com; meritdirect.
com/1105.
Subscriptions: For questions on
subscriptions or circulation, contact Annette
Levee, 512-301-2632 (phone); 512-3013361 (fax); alevee@1105media.com