Views & Opinion How the ‘always-connected world’


is changing higher education Comment by Tobias Andersson, COO of Projectplace


The world is entering an era of full connectivity thanks to cloud technology. This uninterrupted, always-on environment is changing the way we live, work and study. Tradition is being challenged by new technology and it’s happening at an increasingly faster pace. One example of technology disruption is through the


development and adoption of cloud technologies; data and software tools stored in online services as opposed to local servers or hard drives. This transformation is tearing down geographical boundaries and opening up new opportunities – particularly in the field of education. A growing number of institutions are boosting their internal processes and competitiveness by tapping into cloud collaboration and project management platforms, allowing users to access shared information in real-time, from wherever they are.


But it is also giving rise to challenges as administrators, students and faculty are required to work together and share resources while creating a sense of ‘one team’ across different geographies.


Collaboration pain points Just like in the business world, mobile working is gathering pace in colleges and universities. It’s changing the way higher education institutions operate as administrators, management, professors, lecturers and students all need to work together through technology on a range of projects. This includes the exchange of studies, interdisciplinary research, community partnerships, global research initiatives and events. While long-distance initiatives spur innovation in teaching and research, they also make teamwork challenging. Face-to-face meetings are impractical between team


members in different countries and generational issues arise as tech-savvy millennials, who are comfortable using online communication and collaboration, are forced to use more traditional ways of working – an issue that runs the risk of negatively impacting teamwork and motivation.


Creating a cross-border community


To overcome these challenges and boost their competitiveness, cloud collaboration enables people and institutions to coordinate their work and share resources while creating a sense of ‘one team’ across geographies.


Students and professors are increasingly using collaboration platforms and digital Kanban boards – a Japanese system in which cards are placed in columns to represent planned tasks, allowing teams to visualise the progress of complex


projects - to keep everyone up to date and involved in decision making. It also enables teams to self-organise and fosters effective teamwork while making everyone feel part of a closely-knit group.


In this way, students, faculty and administrators virtually exchange updates on project progress and securely share knowledge, documents and data in a way that allows everyone to always be up to date. Even though they aren’t physically in the same space, they can work together effectively, without having to try to arrange impossible in- person meetings or trawl through endless email chains.


Overcoming complexities Colleges and universities are complex collaboration environments, bringing together a range of internal and external stakeholders including lecturers, students, researchers, management, affiliated institutions and government organisations. All of these need to be able to exchange ideas, keep up to date on projects, collaborate on often-sensitive documents, and come together as a team, no matter where they a located in the world.


Smart devices can be top


of the class in education Comment by Martin Large, CEO Steljes


Technology will never compete with traditional methods of teaching, however, there is no doubt that it can enhance the educational experience for both teachers and pupils. In today’s fast-moving technological world, tablets and other smart devices are becoming increasingly common in the classroom environment, complementing the role of teachers and bringing a fresh approach to everyday lessons.


The irony is that while the use of modern technology does play a vital role in many areas of education, when things go wrong it can also be a barrier to teaching and learning. It’s a two pronged challenge for the sector - making technology widely available and accessible to teachers, as well as pupils in a classroom environment, while ensuring that the connectivity is effective enough to prevent any unwanted disruption. Part of the problem is that the future of technology in the classroom is not about one specific device. The market has a vast array of different smart technologies, with dramatic variations in both price and capabilities. Whether it is a tablet or laptop – the options are seemingly endless and research by BESA, the trade association for education suppliers, indicates the take up of these devices will continue to escalate over the next few years. In fact, the BESA study, carried out in 2013, predicts an approximate 200


January 2015


per cent increase in tablets in classrooms by the end of 2020.


Working Smarter


While the benefits of using personal devices in the classroom are well recognised, the question is what is needed to ensure that both educators and students can capitalise on them? Regardless of the stage or level of education, technology can assist teachers in developing and delivering lessons, saving valuable planning time. In addition, it can help to ensure that content is kept continuously up to date. For students, laptops and other smart devices have also opened up more opportunities for interactive learning, engagement and collaboration in a variety of subjects on the curriculum.


Subjects with strong visual elements, such as media or the graphic arts, will benefit from technologies that facilitate collaborative learning. Core subjects, such as maths and science, can also be enhanced from a practical perspective, using technology that enables modelling, simulation or virtualised problem solving.


Preparing for the future of technology Investing in the technology itself may be one of the first obvious steps to take, particularly if we remove the ever-present barriers of funding.


However, one of the most fundamental requirements is to have the necessary network infrastructure in place to support the variations in technology in the classroom. A fast, robust internet connection with infrastructure that delivers a reliable service is key. Many schools and educational institutions have cited the absence of suitable Wi-Fi and broadband connectivity as a true obstacle to adopting more technology in the classroom environment.


As a result, there is a pressing need for a high speed, safe and reliable internet access for both teachers and students. If the network is slow, with poor connectivity, students and teachers will be discouraged from using the devices. While it may present a chicken and egg situation, in the majority of cases a suitable infrastructure has to be in place before the full potential of smart devices is realised. Opting for Wi-Fi-as-a-Service, paid for on a monthly basis, is a sensible way of simultaneously providing the required connectivity infrastructure, as well as leaving available the capital budget for devices. With no initial capital outlay Wi-Fi–as-a-Service is best thought of as a utility, similar to gas or telephone, which can be absorbed as an operational cost.


Conclusion


The solution for schools and educational institutions to take advantage of these growing technological demands is simple; future proofing the onsite IT infrastructure will pave the way for the use of smart devices and allow key technology to be integrated into every part of the learning environment. Many educational institutions are already embracing the latest technology, and together with a high performing Wi-Fi solution and strong connectivity it will make a significant difference to the way that lessons can be delivered.


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