Author Archives: uthscfrc

Continued Prompts to Lose the Lecture

Posted on by
Reply

A January 1, 2012 NPR Feature describes how Physicists Seek to Lose the Lecture as Teaching Tool. This is not new news – at least for many people it won’t be new news. Some people, however, find it interesting that physicists and faculty who teach in the “hard sciences” are coming to the conclusion that for the delivery of all course content, lectures are missing something in the return.

The article refers to Joe Redish who leads a Physics Education Research Group and a Biology Education Group. Here’s a link to Redish’s University of Maryland bio.

The article also talks about Eric Mazur, a well-respected Harvard Physicist. Mazur has a website that describes a lot of what he does in education research – including Peer Instruction and technology use in education.

David Hestenes is also discussed as an early pioneer in identifying what did and didn’t work in physics instruction. Some of Hestenes’ work is linked from this page. Several instruments he’s developed with others are available on that page for download and use.

There’s been a lot of interest in active learning strategies in the past couple of years (versus what is typically seen as passive strategies associated with listening to lectures). While we’ll devote some space to the positives of lecture (the lecture is NOT dead) in a future post, for now here are links to some sites that have good information about active learning:

Take time to explore a couple of the above links. What strategies do you use in your classes that reflect active learning? What strategies might you start incorporating that will encourage students’ engagement in their education?
Centre for Active Learning, University of Gloucestershire

Image attribution: Image copied by C Russell 20120104 // Photo of Centre for Active Learning, University of Gloucestershire // Photo provided by JISC_Infonet http://www.flickr.com/photos/jiscinfonet/ // http://www.flickr.com/photos/jiscinfonet/858125920/ // Some rights reserved by JISC_Infonet http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en

Join UTHSC’s IT Security Group & EdTech Team for Data Privacy Month Webinars

Posted on by
Reply

January 2012 is Data Privacy Month and a time you can learn more about privacy issues. The UTHSC Information Technology Security Group and the Educational Technology Team invite you to join us for a series of 4 webinars on this topic from EDUCAUSE and the Higher Education Information Security Council.

Weds, Jan 4, 12-1pm, GEB A304, Data Privacy for Higher Education [Register here]

Speakers: Jolynn Dellinger (Program Manager, NCSA), Merri Beth Lavagnino (Chief Privacy Officer & Compliance Coordinator, Indiana University), and Nat Wood (Assistant Director for Consumer & Business Education Bureau of Consumer Protection, FTC)
Moderator: Diana Oblinger, President and CEO, EDUCAUSE

For several years EDUCAUSE and the Higher Education Information Security Council have been promoting October as National Cyber Security Awareness Month. Beginning in 2012, we will begin a similar campaign that will recognize January as Data Privacy Month. As institutions of higher education seek to improve information security and protect personally identifiable information, there is a growing need to raise awareness of privacy issues among our students, faculty, and staff. Privacy topics range from institutional adoption of Fair Information Practices to individual behaviors that impact privacy in settings such as use of mobile devices, social media, or online commerce. This webinar will introduce the new privacy awareness campaign, highlight federal government efforts, and describe higher education programs and initiatives.

Tues, Jan 10, 2-3pm, GEB A304, Privacy and Security Risks in Higher Education [Register here]

Speaker: Daniel J. Solove, John Marshall Harlan Research Professor of Law, George Washington University Law School
Moderator: Tracy Mitrano, Director of IT Policy, Cornell University

Privacy is a major and often underappreciated risk area for institutions of higher education. Many data security breaches, for example, are not the result of high-tech hacking, but of low-tech blunders made by faculty and staff – lost USB drives or laptops, data improperly placed on unauthorized servers, etc. Beyond data security, schools face liability for breaches of confidentiality, failure to share personal information when necessary, failure to address cyberbullying and harassment, and improper surveillance. Professor Solove will provide advice for how institutions of higher education can reduce the risk of having a privacy fiasco by discussing a series of case studies involving topics such as confidentiality and people in distress; outsourcing; data security; and online social media.

Recommended links:

TeachPrivacy website (includes videos and other materials)

Privacy Risks Video

Weds, Jan 25, 12-1pm, GEB A304, A Balancing Act: Student Privacy and Student Data in the Electronic Age [Register here]

Speaker: Kathleen Styles, Chief Privacy Officer, Department of Education
Moderator: Rodney Petersen, Senior Government Relations Officer & Managing Director of Washington Office, EDUCAUSE

Mon, Jan 30, 12-1pm, GEB A304, Protecting Personal Data: What Every Student Needs to Know About Online Reputation Management [Register here]

Speaker: Matt Ivester, founder of JuicyCampus and author of lol…OMG!
Moderator: Merri Beth Lavagnino, Chief Privacy Officer and Compliance Coordinator, Indiana University

Data Privacy Day is actually January 28, 2012. It’s an annual international celebration designed to promote awareness about privacy and education about best privacy practices. Visit some other great resources:

Come join colleagues to learn more about Data Privacy and staying safe!

ECAR National Study of Undergraduates & Information Technology 2011

Posted on by
Reply

The audio recording, slides and transcript are available at http://www.educause.net/Archives/2719

Important resources about the study are located at http://www.educause.edu/Resources/ECARNationalStudyofUndergradua/238012 – includes the full report, a slide deck, an infographic, and survey questions.

In this study, the objectives included:

  1. assess student OWNERSHIP and USE of technology
  2. explore how EFFECTIVELY students, instructors, & institutions use t echnology
  3. gauge students’ technology PERCEPTIONS and PREFERENCES

145 institutions participated in the 2011 study. In addition they used a national sample of undergraduates drawn from a consumer panel.

Key findings:

  1. students are drawn to HOT TECHNOLOGIES but rely on more traditional devices
  2. students recognize MAJOR ACADEMIC BENEFITS of technology
  3. students report UNEVEN PERCEPTIONS of institutions and instructors on technology
  4. Facebook-generation students juggle personal and academic interactions
  5. students prefer, and say they learn more, in classes with online components

Finding #1:

What percentage of students said they own an iPad? 8%, 12%, 23%, 37%
Correct answer: 8% of students own an iPad
This is in contrast to 43% of college presidents who report they own an iPad

Students prefer SMALL, MOBILE devices, such as laptop (87%), printer, DVD players, USB thumbdrives, WiFi, Stationary gaming device, iPod, HDTV, digital camera, webcam, desktop computer, handheld gaming device, netbook (11%), iPad (8%).

EXTREMELY VALUABLE for academic success:

  • laptop 81%
  • wifi 51% (and more were listed – get that from the slides)

Core software is essential – word processing, presentation software, spreadsheets – BUT MANY STUDENTS SAY THEY LACK SKILLS to use the particular software (again, get from slides) – library and course management systems are highly used.

Students at community colleges are more likely to own STATIONARY technologies
Students at institutions that award masters and doctoral degrees are more likely to own PORTABLE technologies

Finding #2:

The major benefits of technology for academic success include:
52% – gives me access to resources and progress reports
44% – makes me more productive
35% – helps me feel connected
33% – makes learning more engaging and relevant

Top 5 softwares that are extremely valuable in students’ academic success:

  1. word processors
  2. email
  3. presentation software
  4. course management software
  5. library software

What percentage of students in the study said they use their smartphones for academics? 22%, 37%, 53%, 76%
Correct answer: 37%

Smartphones are used for a variety of academic activities:

  • 66% email professors
  • 62% check grades
  • 45% have used smartphones to look up something on the Internet during class

Top 5 reasons Smartphones are used:

  1. email professors
  2. check grades
  3. texting other students about coursework
  4. looking up information on the Internet outside of class
  5. emailing other students about coursework

Value anytime, anywhere access – laptop and wifi
WiFi is an expectation, NOT a privilege

Wished instructors used more (top 3):

  1. email 39%
  2. course management systems 32%
  3. eTexts 33%

Key Finding #3

Opportunities for improvement include:
15% report technology is broken when attempting to use it in classrooms
1 in 4 strongly agree that institutions use technology effectively
43% of all students agree their institution needs MORE TECHNOLOGY

Students like basic online services at their institutions – % of students who say their institution does an excellent or good job at these online services:
course registration 86%
making grades available 81%
offering library resources 75% – DOCTORAL
making transcripts available 70% – DOCTORAL
making financial aid information available 70% – DOCTORAL
offering textbooks for sale 53%

Effective use of technology by instructors:
19% of students say instructors use technology effectively
20% of students say instructors use technology frequently enough
51% of students think they know more about how to use technology than their professors
31% think the instructor often requires the help of others to get technology up and running successfully

Key Finding #4

What percentage of students said it was appropriate for an instructor to “friend” them on Facebook? 97%, 64%, 31%, 14%
Correct answer: 31%
NOTE: Did not ask about students friending instructors; didn’t ask about difference in current or past instructor friending them.

Frequency of use for school or personal purposes (these are the top 5 communication tools used)

  1. email: 99% (75% several times a day)
  2. text message: 93% (74% several times a day)
  3. use Facebook: 90% (56% several times a day)
  4. download or stream web-based videos (YouTube, etc.): 85%
  5. read wikis (Wikipedia, course wiki, etc..): 85%

Social networking information:
students prefer to keep academic life and social life separate
students see email as a formal mechanism of communication
class online discussion boards are better for helping students connect with other students about coursework than a social network

Key Finding #5

58% of students report they learn most when there are some online components in courses
13% prefer an option to choose online components

Preferred learning environment (top 3)

  1. seminars & other smaller classes with some online components (36%)
  2. classes that give the option the use as many or as few online components as I need to (22%)
  3. large lecture classes with some online components (16%)

The one website that students can’t live without: Google!

11 Recommendations from the 2011 ECAR study

  1. investigate your student’s technology needs and create an action plan
  2. provide professional development opportunities and incentives
  3. enhance or expand students’ involvement in technology planning and decision-making
  4. meet students’ expectations for WiFi access anytime
  5. join the consumer migration to e-content
  6. support students’ use of core productivity software and applications (email, Word, Excel, library sites, course management systems)
  7. make more and better use of technologies that students value
  8. use technology in more transformative ways (participatory, higher level teaching and learning)
  9. give students different options for interacting with the institution and instructors
  10. move strategically toward blended/hybrid learning environments; have more and different ways for students to meet their learning needs
  11. establish or refine social media policies including how students use social media to enhance their academic and learning experiences