OVERHEARD @
EDUCAUSE OCTOBER 18-21 PHILADELPHIA, PA
Keeping the technology infrastructure current is an expensive cost. What is its value?
“The network is a utility now, it’s like water or light: you can’t run a campus without electricity, and you can’t run a campus without networking.”
“Budget is very tight. Education is forced to now adopt the new reality that people are bringing five devices each, and they now have to find budget to revamp their wireless infrastructure. It was not designed nor built to handle the scale of devices.”
“Access to wireless is actually a major criterion for kids to go to school (there). It’s incredibly important. It’s amazing how critical that wireless network is to the image of the school and the likelihood that they can recruit the right kind of students.”
“There are a lot of folks out there that feel like, okay, we’re spending on technology, but is it actually changing anything? Are we improving graduation rates?”
“The CIO has become part of the C-suite strategy team—not just a technician anymore.”
Improvements in technology and a better understanding of its potential are creating better student learning environments.
“We do think devices matter, and that they are a central part of the ecosystem, a central part of expe- riences and how people can connect and communi- cate. When most people think of mobile, they think of devices. When we talk about mobile, we talk about you, because you’re the one that’s mobile. We look at having the Cloud connect to that device, so that experiences actually follow you and change based on the context and modality that you need to have.”
“When you think about student engagement and
EDUCAUSE AND DEVLEARN
retention, it really is all about the types of applica- tions you can implement … ones that really engage the students in the learning environment and retain them from the time they enter college to when they get out.”
“Schools are struggling with how to get more rele- vant information and more relevant experiences to their students in the age of the social web. They need to find new tools to engage their students. We need to think about how to bring academic life online.”
“K12, K20 institutions are looking to change what they have and move pretty quickly onto a new platform, either because of economic drivers or because they’re interested in open (source). They’re interested in the community that comes along with the open source movement and having open applica- tions, open content, and a community of educators that they can connect with.”
Massive amounts of data and the tools to manage it make for smarter decisions.
“You can aggregate data on large scales to under- stand what’s happening in online learning around critical issues. Whenever you have enough data, you can impact change at a very granular level.”
“We understand there are things that are somewhat universal across all the institutions, and can help inform the state of online learning. One of the most intriguing things is that there are actually more differences than similarities [within a data set], which sets the stage for understanding which school is the best fit for which precise type of student.”
“Being a fully online institution, one of the most critical elements for us is understanding how our learning environment itself impacts students. With the right type of analytics, we can help give insight to the people who are designing those environments for students and really create robust, dynamic experi- ences for our students.”
44 NOVEMBER/DECEMBER 2011 |
TODAYSCAMPUS.COM
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