#CampusTech – Making the Most of Multimedia


Session Description: Technological advances have put multimedia directly into the hands of faculty and students. It is not uncommon to find video lectures, interactive modules, audio/video assignment feedback, and other multimedia tools used in both online and face-to-face courses. Learn how to take your multimedia content to the next level. This presentation explains how to use audio, images and video effectively to make your presentations and courses more engaging. Additionally, you’ll see examples of mini-lecture videos, audio feedback and screencasts from faculty at the University of Cincinnati.

Speakers: JP Long, Nikki Holden, University of Cincinnati

Notes:

  • What is multimedia? Well… it’s anything digital eg.: webcam videos, screen recordings, lectures, guest speakers, presentation slides, interactive applications, etc.
  • Online Learning at CECH: 8,163 faculty created videos in CECH were produced, 13,927 student created videos, 23,015 faculty created videos in all of UC.
  • Benefits of multimedia: add instructor presence, demonstrate processes, promote UDL, increase retention, reinforce learning objectives, etc.
  • UC faculty use self-produced videos such as screencasts, lectures, software demos, assignment feedback, student video assignments, web conferencing tools, interactive modules, etc. 

Four Best Practices of Design

  1. Contrast
  2. Repetition
  3. Alignment
  4. Proximity

Design tips from presentationzen:

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#CampusTech – Creative Leadership: A Human-Centered Approach to Building Technology Strategies

Session Description: Student and stakeholder engagement throughout the strategic development process is essential to creating technology that is relevant, effective and forward-looking. Taking a human-centered approach, the Annenberg School for Communication and Journalism partnered with innovation and strategy firm MO Studio to redesign an annual Student Technology Survey. Initially designed as a tool to collect basic usage data, it is now being used as a platform to increase student engagement. By building student empathy, focusing on collaborative design and generating insight, the school is able to better understand how students learn and faculty teach and to use this understanding to drive better technology decisions. The team will share the story of the approach, outcomes and impact of this process on the school’s ongoing strategic effort to develop an innovative technology roadmap.

Speakers: James Vasquez, CIO, University of Southern California and Sue Tan and Jeff Scheire, MO Studio

Notes: 

  • Survey… it all begin with a tech based survey. What tech are students using… now >>> asking about the student experience and not focused on technology hardware/software.
  • Map a users journey – the best services are designed around a broad understanding of the different interrelated moments along an end-to-end experience that balances, supports, and evolves to support academic priorities: awareness > consideration > commitment > experience > reflection
  • What keeps you up at night?


  • A survey can be more than just a tool to collect basic usage data – desire for deeper use: 1) how might we create a holistic survey that provides insight to prepare use to go from practical to strategic, 2) how to design a survey that is engaging, and 3) how can we use a survey to experiment with new ways of engaging students for feedback and ideas.
  • It’s about how the technology adds value to teh learning experience and not about th technology.
  • Vision > Value > Student Experience > Facilities and Resources
  • Design Thinking approach: 1) understand the problem, 2) reimagine the solution, 3) execute and deliver
  • Survey has 16 questions with 3 open ended… “how might we questions”.
  • Uncover insights (why) from the opinions (what) shared by users.



The Annenberg Digital Lounge was an outcome and provided the insight of importance of communicating with students that such a valuable resource was available.


The Digital Lounge is a creative makerspace where members of the Annenberg community can learn to experiment and play with the digital tools they have received as part of the Digital Literacy Initiative. We are located on the third floor of our new, state-of-the-art building, Wallis Annenberg Hall, located right in the heart of campus and literally designed to foster creativity, collaboration and media. Through workshops, events, helpdesk support and Adobe Certification Courses, we aim to promote a DIY culture that empowers our students to create and learn, regardless of their background or prior experience. From audio to video, to interactivity and the web, we want to make these tools approachable and fun for all!

In closing…

#CampusTech – The Decade Ahead for #HigherEd

Session Description: Higher education is on the cusp of far-reaching changes over the next decade as technology plays a larger role, and as students, parents and educators ask what colleges should teach and how learning should be measured in an era of shifting needs in the economy. Drawing on research from his bestselling book, College (Un)Bound, and his follow-up report for The Chronicle of Higher Education, Jeffrey Selingo will discuss the attributes of a new era of higher education, demographic changes coming to campuses in the next decade, emerging learning pathways, and the roles of technology and the physical campus in the future directions of higher education.

Speaker: Jeffrey Selingo, Washington Post, @jselingo

Notes:

  • There is life after College [Book]
  • Education will be facing the impact of technology as other fields have… Education is behind when compared to consumer, business, etc.

  • The Growth Era: 1968-1990 every year more and more people came to higher ed.
  • The Tech Era: 1991 – 2010 – Growth of LMS, online learning.
  • The Collaboration Era: 2011 – Current – Enrollment is slowing, changes in economy, different jobs

What we learn?

  • 50% of jobs are under thread from automation
  • Accountants, Technical writers, Commercial pilots, economists, chemical engineers, athletic trainers leading to job losses…

  • Burning Glass Technologies scraped job adds and in 3 of 4 job ads, just 25 skills appeared: communication/writing, organizational skills, planning/detailed oriented, problem solving/customer service, and…. MS Excel

“We need to rethink the concept of college; of highered in general.” #Aftercollege

“In many ways the modern work world looks a lot like a pre-school classroom where curiosity, sharing, and negotiating are front and center.” #Aftercollege

  • Workplace of Old: Showing up on time, following a list of tasks, just a like a class, we follow the syllabus
  • The New Workplace: Mashup of a variety of projects /tasks and the unknown, no one is telling you what to do next

“People know how to take a course, but they need to learn how to learn.” – John Leutner, Head of Global Learning at Xerox #Aftercollege

  • STEM is fine as long as they are there with SOFT SKILLS


Many students wait for college to happen to them:

  • 33% of students had no learning gains
  • 40% of college seniors fail to graduate with complex reasoning skills
  • 50% of college seniors said they talked often with a faculty member abou their career plans

“There are things you’re taught and then there are things you learn… A lot of what college comes down to is not what happens in the classroom. It’s about navigating life and building relationships.” – Rick Settersten, Oregon State

Who Learns

  • Ed was designed to educate a small number of people. Apprenticeships trained people for jobs. This pathway was never designed to serve 18 milllions students. Learners that are entering are changing and changing drastically with financial concerns. Nearly 1/2 of states more than 50% of families in K12 make under $40,000 each year.

  • Age of financial independence for college graduates is 30 in 1983 it was 26. (Georgetown Center on Education adn the Workforce)
  • Students are sprinters (determination, jump right in), wanderers (take their time, takes them a few years to get going and many students have switched majors), stragglers (press pause, the 30th Birthday is their prompt for getting something done)
  • Most will change jobs 8 times in their 20s30s.
  • 3 factors determine success: debt (how much), internships (how many), credential (the value of)
  • 43% of sprinters had less than $10,000 worth of debt at graduation, far short of the $37,000 average for the class of 2016.
  • Internships are crictical are an important cog in the hiring wheel – 75% of new hires come from their internship pool. 79% of sprinters had internships

  • Credentials, those in their 20s make up the largest share (12 million) of the 31 million adults in the US who left college without a degree.

Where and when we learn?

  • Learning is continual… we think of school as something that happens to young people, the future is about lifelong learning.
  • Education is not about being episodic. 
  • Searches on YouTube, 100M+ was the number one search for how to do something.
  • 73% of Gen Xers watch YouTube videos.
  • A lot of growth of “non-organized” educational opportunities: Khan Academy, Lynda, Codeacademy, Skillcrush, treehouse, General Assemply, Skillshare, edX, Coursera, LinkedIn Learning, Facebook Learning
  • Growth of credentials and nano-degrees. Georgia Tech – Masters Degree for $7,000 for Computer Science.
  • Large growth in stackable credentials.
  • Stanford Open Loop University – Design Exercise Idea (could be a game changer…)

How we communicate learning?

  • “The signal of the degree” 
  • Employers now pay more than 22million in education for employees aka Starbucks, JetBlue
  • 1990’s Best Colleges for US News and World Report Rankings are based on inputs.
  • Now The Economist, Forces, Best Colleges Money, WSJ College rankings are now looking at outputs.

“Busy workers don’t have time to distinguish between colleges and universities. We’re doing that work for them and eliminating some of the complexity.” – Bonny Similar, President Jet Blue

Collaboration Examples

  • Coalition for Access, Affordability, and Success
  • American Talent Initiave
  • University Innovation Alliance

“The decade ahead will be about developing platforms for success – both for students & campuses – through institutional alliances and throughout the lifecycle of a students’ education.”

#CampusTech – Measuring Student Success: What #HigherEd can learn from @Fitbit


Session Description: What gets measured gets improved. We are tracking activity like never before using wearables to measure steps and sleep. This data leads to greater awareness, which, in turn, perpetuates positive changes in user behavior. What if we applied this same concept by measuring activity in the classroom? Research shows that the more a student is engaged in class, the better he or she does in the course. Hear how behavioral data from the classroom, like learning management system engagement during the first weeks of class, note-taking and reviewing recorded lectures, can offer real-time insights about student success and transform the teaching and learning experience.

Panel Speakers: Travis Thompson – University of South Florida, Jenna Talbots – Whitehead Advisors, Kristin Eshleman – Davidson College, Mark Milliron – Civitas Learning, Fred Singer – echo360

Notes:

What can higher ed learn from wearables?

  • Last leg of the journey… data analysis and revealing insight
  • Ability to analyze large streams of data
  • Realizing simple basic things from large amounts of data
  • Giving data to users for the benefit of the user
  • When people interact with their own data they change their behavior 
  • People wear Fitbit for the data – get hooked
  • Using data to chart the way forward
  • Getting data to the people in the way that is useful to them
  • The experts are “us” if we have the data
  • Education is far behind in data gathering when compared to other industries eg. health care, athletics, insurance, finance, etc.
  • In the classroom, can we track what is happening there? Yes we have grades, but what about the information DURING class? 
  • Data is there to empower faculty not to replace them…
  • Data can provide self-awareness and intrinsic motivation
  • Fitbit gives data about the environment, in the classroom what about the environment (lighting, classroom space, temperature, active learning interactions, etc.) – how can we understand student engagement more fully with data?

What are we learning from data?

  • Meaningful stories about data – move the needle, they are compelling as a continuous improvement movement
  • Putting the data in terms familiar to users – this engages them, especially if there are incentives
  • Retention – these data are needed BEFORE the semester is over BEFORE it’s too late
  • Early detection is helpful
  • In class, asking in realtime questions
  • Engagement in class via active learning resulted in lower video lecture watching, why is this… unknown as of yet
  • Awareness allows the change in behavior
  • Engagement data outpaces demographic data quickly – what students DO is far more predicative than WHO they are…
  • Data: 1) relative variables (usage vs other users), 2) consistency (when a pattern is broken there is an alert), 3) Min/Max, 4) Averages across user activity 
  • Pinpoint data is helpful as far as the basics (logging into LMS), but beyond that we need more sophisticated analysis – pinpoint is still valuable as you can see heatmaps of engagement – you can see “cramming” behaviors for example…
  • Nudge campaigns can help with variables of data
  • If learning is a change agent, why aren’t we also learning along side students using data
  • Most faculty don’t have access to the data they need about their students
  • The data about learning is signal processing – in a face to face small classroom this is done extremely well by faculty (body language, eye contact, in realtime) 
  • With data and predictive modeling and simple nudge campaigns (you have done great so far, you can do it, we are here to help!) 
  • Analytics don’t tell you why but the signal is there and it can start the conversation and social engagement between faculty an students
  • Micronarratives can tell you a lot and give you insight of the “weak” signals – with the goal of helping students to thrive and feel connected
  • The integration of a variety of sources provides the strongest light of data
  • Design thinking is helpful in how to manage the data to interact with the users
  • Bridging the people and technology under a shared why is key
  • Extractive data is important, but this is our students data – so how can we go where they are and find out what matters to them and how can we give back to them – to help them 
  • Let’s use all of our sensors (data gather devices) to begin a movement of infrastructure of analytics to create student success scientist…

What about you? Use the information in front of you to start!

#CampusTech – Adopting a Learning Object Initiative for Student Success


Session Description: The Digital Pathways initiative at Columbus State Community College enables faculty to create state-of-the-art digital content (learning objects) and to employ interactive delivery methods that enhance student engagement. As one of the largest community colleges in Ohio and a leader in distance learning, Columbus State has formed a collaboration with Apple that provides faculty, as curators of information, the tools and knowledge to enhance the overall teaching and learning process. You will hear the challenges involved in creating a college-wide initiative that will meet the needs of millennial learners and analyze examples of interactive learning objects used in courses to discover how they have impacted student learning.

Speaker: Ann Palazzo, Columbus State Community College

Notes:

  • Columbus State Community College has 26,000 students enrolled, largest online program in Ohio, 40% taking distance courses, each department has a DL lead 
  • Digital Pathways Initiative – Statewide student success initiative for textbook affordability
  • About learning objects at CSCC:

  • Grant was recieved which provided resources for Apple training
  • Faculty incentives + training: 124 faculty were loaned devices and completed Apple PD training, 17 faculty received Apple Distinguished training, 107 faculty atteneded additional deeper dive training
  • Faculty recieved Apple MacBook Air and training
  • Faculty received reassigned time for development 
  • Digitizations brown bags provided lunch time opportunities for learning and show and tell on Fridays
  • Support: eLearning Development Kit, systematic ID/faculty collaboration work to create iBooks, iPad pilots, Distinguished Apple Educator/Institution
  • Challenges: What’s with the cartoons? Can an hour long lecture be compressed into 5 minutes…? Changing roadmap, publisher products/addons, proprietary nature of Apple products, faculty digital divide – levels of training, changing timelines (reassigned time for developing)
  • Future: enhanced access to IDs, use of OERs, peer review of iBooks, becoming a 1:1 campus, going platform agnostic?

How does your campus develop learning objects, OERs, or support faculty with mutimedia?

#CampusTech – Supporting Online / Blended Learning


Session Description: Many institutions struggle to support faculty effectively as they migrate toward blended/online course formats. Andrew Topper will share experiences developing, implementing and evaluating a fully online graduate degree, and examine why traditional institutional support may not be effective for the successful transition to technology-based teaching environments. You will also learn effective practices for faculty development in support of hybrid/online courses.

Speaker: Andrew Topper, Associate Professor of Special Education, Foundations, and Technology

Notes:

  • Factors contributing to success in online success: faculty > institution > students
  • Framework for institutional adoption and implementation of blended learning: strategy, structure, support (Graham, Woodfield, & Harrison, 2013)
  • Strategy – alignment of blended learning with vision and mission, identify advocates, uniform definitions of distance education, faculty should maintain flexibility in pedagogy
  • Structure – infrastructure/technology as a baseline of reliability, catalogs, shared governance
  • Support – required support for faculty and students in blending learning is key, incentives can be helpful
  • Faculty Needs: systematic and sustained design of the complex pedagogical and technical aspects of blended learning
  • Factors that influence faculty use of online tools: 1) instructors attitudes and beliefs about learning, 2) interactions with students, 3) institutional support, 4) academic workload, 5) interactions with technology (Brown, 2016)
  • National survey of higher ed faculty: 90% of faculty = workshops 2-5 hours, 1:1 training, short sessions < 2hours, hands-on training lab, creating an online course, one time sessions 
  • How can we do a better job at reaching the needs of busy faculty?

“Professional development is important for all practitioners: by providing faculty with more information in how to teach effectively, institutions can help create a greater faculty satisfaction in the online classroom.”


  • Case Studies

#CampusTech – Privacy and Security in the Age of Algorithmic Spies

Session Description: Security experts often claim that people are the most unreliable part of their systems and that privacy is dead. Jennifer Golbeck, an expert in cybersecurity and human-centered technology design, asserts that the problem is not people behaving insecurely, but security systems that are designed with no concern for their users. She’ll discuss the risks organizations face when humans are not the center of their security plans, present simple changes that can make systems more secure and easier to use, and describe how we can educate people about simple steps they can take to regain control over their digital lives.

Speaker: Jennifer Golbeck, Director of Social Intelligence Lab, University of Maryland

Notes:

Better usability leads to better security!

  • 70% of security breaches result from weak passwords, but can we talk about the reason for this? All these rules…. Eeek, with cognitive science tells us 7 is what we remember best. How many passwords do you have? 
  • Should we use a password manager? Why do we have these? Because we created a system that requires you to use a password manager.
  • How can we make passwords easy to use! If we made microwaves like we have our passwords management processes, we would never use it.
  • If you make the system easy to use, it will be more secure.
  • Password changes every 6 months? Research shows that passwords become less secure.

Evidence shows that requiring password changes creates less security!

  • Enter > user experience design – can we make security easier for the user?
  • It’s important to undertstand who your users area, security is not a users’ task, it’s getting in the way to do their task. 
  • We need to get away from “because it’s easy it’s not secure” mentality.
  • If the security is easy it makes people use it.

People are Social

  • Once trust is earned, that can be a security flaw.
  • People have a nature to trust and to be nice.
  • It’s hard to say no.
  • We want to help.
  • People can do insecure things because of our nature and if we feel guilt.
  • If we understand that people are likely to do that, so then let’s look at how we can preven this.
  • E.g. How easy is it to create a guest login for visitors to our campuses? If it’s easy, then people will use it.
  • Once you give your password out, they have permanent access to your device, enter thumb print and biometric access tools.
  • Goal is to design technology around what we know about people and our systems.

Fear as a Motivator

  • If fear is created then people and motivate people – for good and for bad.
  • Take this Lollipop – Take This Lollipop is a 2011 interactive horror short film and Facebook app, written and directed by Jason Zada, which uses the Facebook Connect application to bring viewers themselves into the film, through use of pictures and messages from their own Facebook profiles. – This fear based app can motivate you to care about security adn privacy.
  • People are revealing so much information – more than they know.

New and Coming for Security and Privacy

  • Big data – take this data and find out what people have shared. Facebook likes are public. On the one hand it’s a narrow slice, on the other it’s public. 
  • Algorithms can predict intelligence: eg. likes for page for science, thunderstorms, Colbert report, and curly fries. These items correlate to high intelligence – and likes are social which can be modeled and artifacts can be found by computer algorithms. People are friends with people like them – sociologists call this “homophily”.
  •  Target predicts with big data – purchasing trends: “How Target Figured Out A Teen Girl Was Pregnant Before Her Father Did
  • Algorithms give us correlation and we can find deeply unique information about people.
  • Predicting future behavior for alcoholics – predicting if a person will be sober via data.
  • Predications are illogical and statistical, meaning you can’t look at a data point and be concerned with if that data is public or not.
  • We can change a lot of systems but we can’t change people. We are social creatures we don’t want to get rid of that social aspects of our lives, instea of forcing people to interrupt their work to do the security thing, wehat we should be doing is putting expel at the heart of our systems. Asking how do we build the systems around the people and what they do. This requires a shift in what we have developed – vs – an adversarial relationship web currently have with “regular” users and security people.
  • On security, we need to bmbrace the humans instead of burdoning them!