CPT_20140101_Jan_2014

8132019 CPT_20140101_Jan_2014

httpslidepdfcomreaderfullcpt20140101jan2014 137

IN THIS ISSUEvol 27 no 5 campustechnologycom January 2014

2 | LOGIN Beyond the MOOC Hype

DEPARTMENTS

27 | 5 WAYS ONLINE ADVISING CANIMPROVE ON FACE-TO-FACE

Online tech gives students instant access toadvisers and tools to help them succeed

32 | HELPING STUDENTS TUNE INON ANY DEVICE

CUNY faculty members are using studentresponse software to keep students engaged

7 | WHATrsquoS HOT WHATrsquoS NOT 2014

Five IT thought leaders take the temperature of thebiggest tech trends in higher education

18 | BREAKING THE MOOC MODELSebastian Thrun has declared that massive openonline courses donrsquot work for higher educationWhere do MOOCs go from here

24 | A COLLABORATIVE APPROACHTO IT SUPPORTSocial learning tools tap the expertise of individualusers cutting back on help desk requests

15 | HOW TO EARN A GRADUATEDEGREE ON A SMARTPHONE

Students at USC can stream lectures and interactwith their peers all on a mobile device

3 | CAMPUS amp INDUSTRY Flipped Classroom Survey

35 | C-LEVEL VIEW Technology Change Is How You Use It

6 | PRODUCT ROUNDUP Wireless Presentations and More

37 | ABOUT USINDEX

UDACITY THREW A

WRENCH IN THE MOOC

MODEL BY ABANDONING

HIGHER ED WHATrsquoS

NEXT p 18

B R E A K I N G

2014INNOV AT OR S C ALL F OR NT R IE P AGE 13

________________

S

8132019 CPT_20140101_Jan_2014


IIF AS THE The New York Times declared 2012 was ldquoThe

Year of the MOOCrdquo then 2013 might well be called ldquoThe

Year of MOOC Hyperdquo

Itrsquos always a little sad to see an ed tech innovation with so

much potential fall prey to the backlash spawned by overex-

posure Though the past year has seen plenty of interestingexperimentation with MOOCs mdash particularly blended mod-

els mdash I can recall more than one presenter at the Campus

Technology and Educause annual conferences last year

actually apologizing for adding yet again the dreaded ldquoMrdquo

word to the conversation

Even legitimate concerns from faculty and academic tech-

nologists about the efficacy of MOOC-style learning have

been overshadowed by MOOC burnout

a general feeling of ldquoPlease no not

another MOOC storyrdquo I think this might

be what Gartnerrsquos Trough of Disillusion-

ment feels like

Yet when Udacity founder Sebastian

Thrun revealed in a Fast Company inter-

view that his company is abandoning

higher education and moving to corpo-

rate training

he managed to

recapture our

attention in one

fell swoop How can one of the biggest purveyors of mas-

sive open online college courses be throwing in the towelAnd where do MOOCs go from here

The truth is the underlying issues behind MOOCs in higher

education are ongoing As Athabasca Universityrsquos George Sie-

mens told CT in our cover story (see page 18) ldquoA year from

now wersquoll be talking about something different from MOOCs

but in my view wersquoll still be asking essentially the same ques-

tions How do we teach in digital networked environments

How do we teach when the power balance between a faculty

member and a learner is different than it was in the past How

do we teach when learning can be tracked and measured and

assessed outside the university or formal educationrdquo

With or without Udacity MOOCs are still contributing to

the exploration of new learning models in higher ed Like it

or not they will continue to be an important trend for 2014

MOOCs certainly were a topic of conversation for the five

panelists in ldquoWhatrsquos Hot Whatrsquos Not 2014rdquo (page 7) our

L O G I N

Beyond the MOOC HypeWhat new tech trends will knock massive open onlinecourses out of the spotlight this year

Continue the conversationE-mail me at rkelly1105mediacom

CAMPUS TECHNOLOGY | January 20142

ADVISORYBOARD

Link Alander

Vice Chancellor and CIO Lone Star College System (TX)

Jill Albin-Hill

CIO Dominican University (IL)

Keith Bailey

Director Office of Online Learning

University of Georgia

Edward Chapel

VP for IT Montclair State University (NJ)

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)

third annual roundup of trending ed tech topics for the new

year But for the first time they were edged out in ldquohotnessrdquo

by a new player adaptive learning As consultant Phil Hill put

it ldquoThe ability to use online technologies to create multiple

pathways for students and to personalize learning will be a

strength that can even go beyond face-to-face methodsrdquo

Can adaptive learning live up to its promise Wersquoll be watch-

ing as early adopters pave the way Tell us what you think

SHARE

Rhea Kelly

Executive Editor

CALL FOR ENTRIES

Our 10th annual

CT Innovators

Awards kick off this month Entry

deadline Feb 17 See page 13

8132019 CPT_20140101_Jan_2014


DOING THE FLIP Half of university fac-ulty members have deployed the flipped

classroom model or plan to within the next

12 months according to a survey from the

Center for Digital Education and Sonic

Foundry A better learning experience for

students greater access to supporting

technologies and positive results from ini-

tial trials were listed as the main reasons

faculty adopted the model And amongrespondents who have already flipped a

class 57 percent said it was extremely

successful or successful Read the full

story online

LMS ROLLOUT Dartmouth College (NH)is rolling out Instructurersquos Canvas learning

management system campuswide following

an 18-month review and pilot program The

school was looking for a cloud-based sys-

tem that ran on mobile devices and included

audio and video capabilities notification and

communication tools and an easy-to-use

interface Read the full story online

RASPBERRY PI LINUX CLUSTER

The San Diego Supercomputer Center

has built a Linux cluster around Raspberry

Pi devices SDSC part of the University

of California San Diego

debuted the 16-node Me-

teor cluster this fall in a

UCSD course on visual-

ization Though its primary

use is as a teaching tool

itrsquos also used as a market-

ing tool to help spread the

word about parallel comput-

ing and generate interest in

parallel programming Read

the full story online

OPEN SOURCE SIS With the help ofrSmart the University of Washington

has deployed Kuali Student a student

information system built on the Kuali open

source platform The SIS which integrates

with UWrsquos existing systems includes

modules for student academic planning as

well as course and program development

Read the full story online

BIG DATA CHALLENGES A survey

from the Association for Information

and Image Management identified three

major challenges to big data adoption

1) difficulty of connecting structured

transactional datasets to unstructured

data or text-based content 2) lack of

skilled users to work with big data tool-

sets and 3) security and privacy con-

cerns Survey respondents came from

a variety of business sectors including

government finance and education Read


MAKING NEWS VIA MOBILE APP

Student reporters at Lynn University

Industry+Campus

TECHNOLOGY HAPPENINGS IN HIGHER EDUCATION

CTONLINE


Click here for breaking news

P h o t o c o u r t e s y o f U C S

a n D i e g o P u b l i c a t i o n s

UCSDrsquos Supercomputer Center built a Linuxcluster based on Raspberry Pi devices

8132019 CPT_20140101_Jan_2014



Industry+Campus

(FL) are using a new tool to providenews coverage of campus events for

their campus television station The

school has adopted LIVE+ a mobile

app from Ontario Canada-based

Dejero a developer of electronic

newsgathering solutions The app

loaded onto 10 iPad minis owned

by the journalism department allows

reporters to record and transmit

video mdash using a WiFi connection

mdash to the station which delivers live

and on-demand video through the

schoolrsquos Web site Read the full

story online

HYBRID CLOUD FOR EDUCA-

TION Researchers at the Mas-

sachusetts Institute of Technol-

ogy The University of Texas at

San Antonio and the University

of Notre Dame are collaborat-

ing with Internet2 and Rackspace

Hosting to build a new OpenStack-

optimized hybrid cloud environment

designed to help the research and

education community use the cloudfor big data research Expected to

be available to other institutions in

spring 2014 the service will enable

universities to connect their private

clouds to the Rackspace public

cloud using Internet2rsquos secure high-

performance network Read the full

story online

ADVANCING DIGITAL CON-

TENT Courseload a provider of

e-textbooks and digital resources

for higher education has joined the

Readium Foundation a nonprofit

consortium that seeks to advance

EPUB and Open Web Platform

publishing Founded in early 2013

Readium projects include an EPUB

rendering engine for browser-

based readers an EPUB rendering

engine for native apps and a Ja-

vaScript library and viewer for ren-

dering EPUB files from Web sites

and cloud readers Read the

full story online

Introducing the SRG Series pantiltzoom cameras

Sony the people who brought you the best-selling EVI Series have just upped the ante Feast your eyes on 1080p60 HD

Discover wider wide angles extended zoom higher sensitivity IP control plus View-DRreg processing to master the harshest

light conditions What hasnrsquot changed is the uncanny smoothness of our pantiltzoom or the clarity of our legendary

Exmorreg sensors Sony SRG Ser ies cameras Yoursquove got to see th em for yourself

Arrange a demo at sonycomptz

Simulated imagescopy 2013 Sony Electronics IncAll rights reserved Reproduction in whole or in part without written permission is prohibited Features and specifications are subject to change without noticeSonyExmorView-DR and the Sony makebelieve logo are trade marks of Sony

raise your sights

__________

8132019 CPT_20140101_Jan_2014


Industry+Campus

Webinars on DemandRegister for the latest Campus

Technology webinars online

Transforming Your Campus

Through Mobile Device

Management

Best practices for managing mobile

devices on campus and keeping

security control and privacy issues

in check

Sponsored by CDWG

MOOCs Designing Developing

and Delivering Them on Your

Campus

Learn about UC Irvinersquos experiences

deploying MOOCs on campus

Sponsored by Canvas Network

Portland State Demonstrates

the Value of IT With Project and

Portfolio ReportingProject and portfolio manage-

ment reporting has helped Port-

land State Universityrsquos (OR) IT

department document its value

constraints priorities and scope of

current activities

Sponsored by TeamDynamix

Upcoming Events

Feb 3-5

Educause Learning Initiative

ELI 2014 Annual Meeting

New Orleans

Feb 11-13

Digital Signage Expo 2014

Las Vegas

Feb 15-18

Instructional Technology Council

eLearning 2014

Orlando FL

Feb 23-28

The Data Warehousing Institute

TDWI World Conference

Las Vegas

March 2-5League for Innovation in the

Community College

Innovations 2014

Anaheim CA

To submit your event e-mail

editors1105mediacom


______________________________

8132019 CPT_20140101_Jan_2014


n e w

r e l e a s e

s

PRODUCT R OU N D U P The latest releases services and new product versionsEditorPicks


Barcorsquos CSM Base Unit part of the companyrsquos ClickShare wirelesscollaborative presentation system allows up to eight users to share HD

content on a single projector with one presenter using the screen at one time

Read the full story online Click here for new releases

rollout Virtual Security Phone

Rochester Institute of Technology

(NY) has adopted a safety app

that works like a virtual blue light

security phone allowing members

of the campus community to

connect immediately with public

safety officers in the event of an

emergency The mobile app is a

service developed by CampusSafe a company launched

by an RIT MBA student Read the full story online

Network Upgrade

In order to support its BYOD and flipped classroom

initiative Wittenberg University (OH) has revamped

its network with Enterasys products from Extreme

Networks The networkrsquos core capacity has increased

from 1 gigabit to 10 gigabits and the WiFi network now

uses the higher

capacity 80211n

standard Read

the full story

online

8132019 CPT_20140101_Jan_2014


I T T R E N D S

THE START OF a new year has long been a catalyst for re-

flection and prognostication and at CT it kicks off an annual

tradition taking the temperature of the top tech trends in higher

ed We asked five IT thought leaders (see ldquoMeet the Panelistsrdquopage 8) to assess the ldquohotnessrdquo of everything from mobile de-

vices and flipped classrooms to adaptive learning badges and

the LMS mdash and to explain the reasoning behind each rating

Are they on target or did they get it all wrong E-mail us

5 IT thought leaders take thetemperature of the biggest tech

trends in higher education

CAMPUS TECHNOLOGY| January 20147

WHATrsquoS NOT 2014 by David Raths

s h u t t er s t o ck c om

PHIL HILLMALCOLMBROWN

ELLEN WAGNER

ADRIANSANNIER

REY JUNCO

8132019 CPT_20140101_Jan_2014



I T T R E N D S

Mobile Platforms and BYOD

Adrian Sannier According to a study published

this summer by Google nearly half of US college students

bring a tablet to school and three-quarters of students

bring a smartphone As these percentages grow the long-

awaited market for a new kind of digital educational experi-

ence will finally open an experience produced not at cot-

tage scale but at global scale It will be realized with high

production value through ongoing investment that incorpo-

rates big data analytics and personalization driven through

machine learning mdash to provide students and their teachers

with a much more complete picture of a studentrsquos proficien-

cies and challenges capable of producing a truly personal-

ized learning path

Malcolm Brown Information

technology departmentsrsquo normal ap-

proach of ldquoletrsquos standardize so we can

support you betterrdquo will no longer hold in

a time when most faculty and students

have multiple devices and nobody has ex-

actly the same device and app set So IT

is challenged with respect to its tradition-

al models and its traditional ldquoway of think-

ingrdquo about what business it is in Like the

MEET THE PANELISTSPHIL HILL (PhilOnEdTech) is an educational technology consultant and analyst who has

spent the last 10 years advising in the online education and educational technology markets He

is also an author blogger at e-Literate and speaker and has become recognized in the ed tech

community for his insights into the broader education market trends and issues

REY JUNCO is an associate professor of library science at Purdue Uni-

versity (IN) and a fellow at the Berkman Center for Internet amp Society His research has

focused on informing best practices in using social technologies to enhance learning

outcomes He blogs at Social Media in Higher Education

MALCOLM BROWN has been director of the Educause Learning Initiative

(ELI) since 2009 Previously he was the director of academic computing at

Dartmouth College (NH)

ADRIAN SANNIER is a professor of practice in the School of Com-

puting Informatics and Decision Engineering at Arizona State Uni-

versity Previously Sannier was senior vice president for product at

Pearson From 2005 to 2010 he served as CIO and a profes-

sor in the Division of Computing Studies at ASU

ELLEN WAGNER is executive director of WCET (WICHE

Cooperative for Educational Technologies) a division of the Western Interstate Com-

mission for Higher Education She is also a partner and founder of Sage Road Solu-

tions providing advisory oversight for industry intelligence and enablement services

and solutions practices Previously she was senior director of worldwide e-learning at

Adobe and senior director of worldwide education solutions for Macromedia

HILL

JUNCO

BROWN

WAGNER

SANNIER

HOT

WARM

COOL

COLD

RATINGS KEY

8132019 CPT_20140101_Jan_2014



Forget business as usual With our state-of-the-art Present

Collaborate and Impress projector series meetings will never be

the same again By offering an extensive portfolio of one-chip

and three-chip DLP projectors - with brightness levels from 5000

up to 10000 lumens and a broad range of resolutions from XGA

to WQXGA - we can always meet your projec tion needs Now the

same high performance brightness and reliability delivered by

industry-leading digital cinema and event projectors is available

in Barcorsquos new simply stylish corporate AV solutions

Choose your projector on wwwbarcocomCorporateAV

A different view on smart collaborationPresent to impress

library has been doing IT must makecareful decisions about what to out-

source and what to run locally IT or-

ganizations will be sorting this out for

several years with no two institutional

approaches being the same

Adaptive Learning

Sannier Proponents assure

us that the same machine-learning

techniques that pore through human-

ityrsquos Google searches and Amazon

purchases to predict so successfully

what we want to know and buy can

also be used to help each of us learn in

our own way at our own pace so that

in the end we can all learn substantially

more in substantially less time From

Knewtonrsquos $54 million in investment

capital to the $75 million paid by the

Apollo Group for Carnegie Learning

substantial bets are being placed on

the idea that machine-learning algo-

rithms crunching the click patterns of

millions of students can help each of

us learn better and faster If adaptivelearning is going to work it will work

first in subjects like math and science

subjects where student success rates

using traditional approaches are a se-

rious challenge but where right and

wrong are easier for a machine to es-

tablish Expect efficacy to be the word

of the day as institutions begin to go

public with outcomes this year

Phil Hill Like MOOCs adap-

tive learning can be heavy on hype

and light on actual results For the

first generation of online learning the

tendency was to replicate the factory

model of education (one size fits all)

but just do it online For the second

generation the ability to use online

technologies to create multiple path-

ways for students and to personalize

learning will be a strength that can

even go beyond face-to-face meth-

ods (for any classes larger than 10 to

15 students) One challenge here is

that vendors tend to push automated

I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



I T T R E N D S

data-driven solutions as the only way to go when the op-portunities for faculty-selected or student-selected path-

ways have at least as much promise

Brown Adaptive learning is where learning analyt-

ics was two years ago lots of potential lots of promise with

the vast majority of its future before it Adaptive learning might

well play out in much the same way that learning analytics

has a very important and useful tool but no miracle cure

Big Data

Brown Obviously big data is itself not the big deal

itrsquos what you do with the data and the actions you take

based on its analysis that is truly the ldquobig dealrdquo Therersquos

a great deal of potential for schools to work imaginatively

with their data Schools might want to think twice before

simply buying ready-made modules and instead think

more specifically about their institutional goals when for-

mulating plans about what to do with their big data

Rey Junco There have been some amazing strides

in big data applications in education over the last year Until

recently predictive analytics in education has focused on

using limited data points from learning and course manage-

ment systems and this has limited

the predictive abilities of these mod-

els More recently a focus on exam-

ining data already available about

students and data sources that go

well beyond online discussion board

activity has led to breakthroughs

in how prediction might work For instance CourseSmart

uses data from student use of digital textbooks to calculate

an engagement index that is a stronger predictor of student

course outcomes than previous academic achievement

Such data collection is only the beginning

Ellen Wagner Relatively few institutions are truly le-

veraging big data techniques such as pattern recognition or

predictive analytics to report on or to evaluate institutional val-

ue and impact even when it comes to issues such as student

retention progress and completion Nevertheless expecta-

tion of stakeholders from other sectors of the US economy

that do depend on big data for proactively anticipating where

to focus investment time and energy are forcing the educa-tion community to move toward data-driven decision-making

This comes as demands for more accountability regardless

of the size of the data source(s) continue to grow

Hill I believe that the concept of combining data from

multiple sources on a large scale to create unique insights

will be very important for education in the long term But

right now the focus is too much on enterprise software

solutions to vague problems with ill-defined data The real

potential in the short term is for consumer-driven tools to

allow experimentation with new data which will eventually

lead to enterprise-class solutions

Flipped Classroom

Wagner As someone who has worked in the field

of educational technology for a while now the excitement

over the flipped classroom is highly satisfying Using me-

dia to capture repeatable information-transfer tasks so

that the value of interactive interpersonal moments can be

maximized has always been the strongest value proposi-

tion for leveraging media in instructional settings I appre-

ciate that flipped classrooms are helping make this direct

benefit of media deployment for greater learner engage-

ment more obvious

ldquoItrsquos easy to tell that flipped classroom is a hot

topic because itrsquos already spawned a subgenre

of overheated apocalyptic pushback from some segments of facultyrdquo mdash Phil Hill

8132019 CPT_20140101_Jan_2014


Sannier

The flipped class-room movement legitimizes the use of

a wide range of technologies mdash from

e-texts and instructional videos to

MOOCs and the Khan Academy mdash

to replace traditional in-person de-

livery of content As more and more

instructors make this shift it will con-

tinue to strengthen demand for quali-

ty Flipped classrooms strengthen the

value of certain kinds of instructors

mdash those who connect well with stu-

dents as individuals and specialize in

providing guidance and inspiration in

addition to expertise As more classes

flip pressure for change will mount

particularly in large lecture classes

aimed at general education This is a

trend I see accelerating for some time

to come

Brown The flipped classroom

is now an established course model itrsquos

the ldquoflavorrdquo of blended learning that is

generating the most buzz The risk here

is to rely too heavily on the model itself

thinking that simply by executing a flipthat the course will improve is a variant

of ldquojust give them technology and things

will improverdquo The opportunity is to do

research into which kinds of flipping lead

to improved learning outcomes San

Jose State University [CA] has led the

way as it has begun to discover where it

works and where it does not

Hill Itrsquos easy to tell that flipped

classroom is a hot topic because itrsquos al-

ready spawned a subgenre of overheat-

ed apocalyptic pushback from some

segments of faculty You can also tell

because the term ldquoflipped classroomrdquo

has lost much of its meaning Not all

hybrid classes are flipped classes and

not all flipped classes are designed on

the same principles However there is

solid research that some of the biggest

potential for improvements in learning

will come from deliberately designed

hybrid classes and the flipped version

if done well leads to more active learn-

ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


CampusTechnologycomInnovators

10 yearsCelebrating

AWARDS 2014

Call forNominationsCampus Technology Innovators Awards recognize higher

education institutions technology project leaders and

vendor partners who have worked together to deploy

innovative technology solutions to higher education

challenges

Official Sponsor of the2014 Campus Technology Innovators Awards

6 Award Categories

Teaching and Learning

IT Infrastructure and Systems

Student Systems and Services

Leadership Governance and Policy

Administrative Systems

Education Futurists

N o m i n a t e a n I T S u p e r s t a r T o d a y N o m i n a t i o n s a c c e p t e d J a n 6 ndash F e b 1 7

connectedness of these devices that

will count in the future as our person-

alized network of devices aided and

abetted by the Internet of Things will

continue to ldquogrow intordquo our household

our cars and many other dimensions of

our lives Second the true story will be

in software the apps As [Silicon Val-

ley veteran] Marc Andreessen put it

ldquoSoftware is eating the worldrdquo

Junco Giving students iPads and

other tablets does not automatically

lead to better learning outcomes Itrsquos

part of a myth that many in higher edu-

cation have readily adopted that throw-

ing technology at an educational prob-

lem will automatically produce better

learning outcomes Accepting this myth

then absolves institutions from provid-

ing faculty professional development

to best use these tools in the curricu-

lar process Instead of starting with the

learning goals or outcomes institutions

start with the technology (because itrsquos

ldquocoolrdquo ldquonewrdquo andor ldquoshinyrdquo) and hope

expect that the learning outcomes will

automatically follow Before investing

considerable resources in tablet initia-

tives (or even worse requiring students

to invest their own resources) we must

ask ourselves What is the goal of using

tablets and can those goals be more ef-

ficiently and effectively reached without

an expensive technological tool

Wagner Tablets are shaking up

thinking on how to design learning ex-

periences that take better advantage

of mobility personalization connectiv-

ity and convenience But it seems that

the creative discussions around learning

design and distributed pedagogy are

running in parallel with the implementa-

tion and security questions that IT orga-

nizations need to balance The devices

themselves are part of a big enterprise

IT conversation that has been burning

brighter for a while now But I donrsquot see

them as the creative catalyst that the

other so-called ldquohot technologiesrdquo are

bringing to this conversation

I T T R E N D S

CAMPUS TECHNOLOGY | January 201413 _____________________________________________________

8132019 CPT_20140101_Jan_2014


I T T R E N D S

Learning Management Systems

Junco Irsquom glad to see the LMS trend ldquocooling downrdquo

LMSes are a perfect example of what can happen when as

an educational system we adopt a technology before eval-

uating all of the possibilities for reaching desired learning

outcomes (not that I believe any learning outcomes were

ever considered when colleges and universities were first

adopting LMSes) LMSes are static unengaging platforms

that are typically not intuitive to use For these reasons

faculty and students dislike them In fact research shows

that students would much rather use social technologies

such as Facebook for the ldquolearningrdquo features of LMSes

Itrsquos about time we move toward more engaging platforms

that help bolster student engagement and social and aca-

demic integration

Wagner There is a perception in some circles that

LMSes as we have known them mdash primarily the content and

course syllabi student participation and record manage-

ment tools mdash are artifacts of the past I would suggest that

as learning experiences of all kinds migrate to the Internet

and as online learning blended learning and on-the-ground

learning programs all look to leverage digital assets and ex-

perience more effectively we are seeing a new generation

of LMS emerge The need for learning and content man-

agement platforms that interoperate with academic plan-

ning and advisements systems CRM systems social me-

dia and student information systems is more pronounced

than ever LMSes as we have known them earn two chilies

The new emerging platforms that cover enterprise learning-

experience management are closer to three chili peppers

Hill Irsquom going to go against the grain and say that the

LMS is a hot topic albeit a boring and frequently frustrat-

ing one While many people recognize that first-generation

course management systems do not directly impact learning

in most cases (they give administrative benefits by managing

classroom chores) we are just now getting to the point where

a majority of faculty actually use an LMS in their classes The

systems are finally accepted and it is hard to argue with the

benefit to students of seeing grades and having access to

course materials in an organized fashion The opportunity is

for LMS providers (old and new) to keep these benefits while

moving past the walled garden approaches that got us here

Ease of use and intuitive design cannot be overestimated as

important aspects for future systems

Sannier Am I just stubborn How can I maintain year

after year that the LMS is dead when the LMS market is so

clearly flourishing and expected to grow more than 25 per-

cent annually each of the next five years Investors are ex-

cited about LMSes too Just over a year ago Desire2Learn

raised $80 million in venture money and Canvas raised $30

million this past June Even stodgy market leader Black-

board has a fresh new CEO bent on resurgence If this is

dead then what does hot look like

The LMS is an established learning technology a way for in-

dividual teachers one class at a time to digitally hand out pa-

pers collect assignments deliver quizzes or post announce-

ments To the extent that this technology introduced modest

efficiencies in the classroom those (very modest) gains have

been fully realized I donrsquot dispute that more LMSes will be

sold next year than were sold last year I just donrsquot expect

them to have any more impact on improving teaching and

learning next year than they had this year Dead

David Raths is a freelance writer based in Philadelphia

SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree

on a SmartphoneCAMPUS TECHNOLOGY | January 201414

WHAT ABOUT THE lsquoMrsquo WORDWhen five higher ed IT experts have a conversation

about trends you can usually expect at least one ofthem to mention MOOCs To find out what our panel

had to say about massive open online courses e-text-

books and open educational resources read ldquo3 Learn-

ing Content Trends to Watch in 2014rdquo at CampusTech-

nologycom Also donrsquot miss this issuersquos ldquoBreaking the

MOOC Modelrdquo on page 18

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



M O B I L E C O M P U T I N G

chemical engineering and materials

science ldquoItrsquos very easy and convenient

I like that I can watch lectures anywhere

and donrsquot have to pull out my laptoprdquo

The average class size is 44 with

most classes accommodating a maxi-

mum of 10 to 20 online students

These students might be on assign-

ment in another country or they might

be at home with the kids ldquoTheyrsquore

very mobilerdquo emphasized Tran ldquoand

we make sure that the technology

supports that mobility with interactive

toolsrdquo The course management sys-

tem for example is accessible via

mobile and tablet browsers along

with digitized notes and various

course tools

ldquoMobile access is important but the

ability to access information at a

distance is transformationalrdquo said

Gaurav Sukhatme professor and

chairman of the USC Computer Sci-

ence Department ldquoThe fact that

geography doesnrsquot impose con-

straints on education is transforma-

tional The fact that you donrsquot have to

uproot your life in order to finish your

education is transformational The

mobile device provides added flexibil-

ity and is important in that regardrdquo

To give its students maximum flexi-

bility and make the online learning

experience as valuable as possible

the school provides faculty with exten-

sive tech support mdash a dedicated

ldquoMobile access is important but the ability

to access information at a distance is

transformational The fact that geography

doesnrsquot impose constraints on education is

transformationalrdquo mdash Gaurav Sukhatme USC ___________________________________

8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model

operator monitors up to 13 classes from a central control

room mdash and a range of technology options Professors

have at their disposal computers writing pads electronic

boards and tablets Wearing a clip-on microphone so they

can walk or sit instructors can use voiceover as a camera

zooms in on formulas or notes use a blackboard or white-

board write on paper or speak and look directly at the

camera ldquoThis is a healthy diversity of teaching styles all of

which are embracedrdquo said Sukhatme

Most of the 130 classes held each semester are highly

interactive with WebEx and phone conferencing enabling

online students to be seen and heard in the classroom The

instructor or room moderator can also pass control to online

participants for remote presentation sharing For student

group meetings there is a link for an interactive group URL

which sends students into a virtual meeting room with the

ability to use videoconferencing desktop sharing and chat

To avoid disturbing their classmates those students par-

ticipating via mobile device must follow some basic guide-

lines For instance they must keep their phones on mute

unless they are asking or answering a quest ion Sukhatme

who has been teaching classes with mobile access for

about three years believes that ldquoremote students are good

about thisrdquo As a result he said he is generally not aware

of where students are located whether at work an airport

offshore or in a combat zone

Asynchronous Options

Because many USC engineering students are out-of-state

or abroad mdash the school has students from 20 different

countries mdash scheduling can be a problem ldquoWe have a lot

of global partnersrdquo said Tran ldquoWe work with international

corporations such as Kuwait Oil Company with engineers

taking masterrsquos and completing PhD programsrdquo

To accommodate different time zones bandwidth limita-

tions and student schedules DENViterbi does not

require students to attend lectures live if itrsquos not feasible

Instead it provides a variety of options for downloading

and streaming materials Some students might use audio

only others might download the recorded lecture which

is available 15 minutes after class for mobile devices and

tablets ldquoThose in petroleum engineering working offshore

or in the military might have Internet access once or twice

a weekrdquo explained Tran ldquoOur program allows them to stay

up-to-daterdquo

The way students use mobile devices to attend lectures

and complete their coursework varies widely although it

does require a certain amount of discipline on the stu-

dentsrsquo part ldquoOn-campus students use mobile devices to

review materialrdquo said Sukhatme ldquoTruly remote students

often do everything on their remote devices In either case

it works quite well for engineering The challenge with

mobile devices is time management The student has to

discard other cognitive load and pay attention to the lec-

ture Also reviewing and relearning can be a challengerdquo

ldquoWith a live interactive component in all classes there

are always challenges as to how we manage the applica-

tionsrdquo concluded Tran ldquoBut on the plus side the faculty

has access to professional students with real-life experi-

ence and the technology keeps the students engaged

The mobile infrastructure enables student successrdquo

Toni Fuhrman is a writer and creative consultant based in

Los Angeles

SHARE

To accommodate different time zones bandwidth limitations and

student schedules DENViterbi does not require students to attend

lectures live if itrsquos not feasible Instead it provides a variety of options

for downloading and streaming materials

8132019 CPT_20140101_Jan_2014


O N L I N E L E A R N I N G

IT WAS ABOUT a year ago that the

idea of using the Web to provide open-

access online learning at scale was

thrust into the international spotlight InNovember 2012 The New York Times

christened ldquoThe Year of the MOOCrdquo

and a concept that had been percolating

relatively quietly in academia quickly

became The Next Big Thing

Udacityrsquos SebastianThrun threw a wrenchin the MOOC model by

declaring that massiveopen online courses donrsquot

work for higher education

Whatrsquos next for the onlinelearning trend


i S t o c k p h o t o c o m

By John K Waters B R E A K I N G

8132019 CPT_20140101_Jan_2014


1Or 12000 hourswhichever comes firstWhen purchased from Sony or authorized resellers2Depends on projector environment and setup conditionscopy 2013 Sony Electronics IncAll rig hts reserved Reproduction in whole or in part without written permission is prohibitedFeatures and specifications are subje ct to change without noticeSony and the makebel ieve logo are trademarks of Sony

Introducing the VPL-FHZ55mdashthe worldrsquos first 3LCD laser light source projector Beyond best in class in a class of

its own sonycomlaser

this changes everything

Now a founder of one of the leading

for-profit MOOC providers says mas-

sive open online courses arenrsquot work-

ing in higher education In a recently

published Fast Company interview

Sebastian Thrun co-founder of Udac-

ity and one of the most-often quoted

champions of the MOOC model said

that his company has ldquoa lousy prod-

uctrdquo and revealed that hersquos planning to

shift his enterprisersquos focus from higher

education to corporate training

Thrun a Google Fellow and pioneer

of the self-driving car has a high pro-

file in the MOOC world so his com-

ments provoked widespread reaction

mdash everything from gleeful I-told-you-

sos and barbed comments about his

companyrsquos ldquoSilicon Valley blindnessrdquo

to existing learning research to point-

ed criticisms of Udacityrsquos business

plan and Thrunrsquos hyperbolic branding

and buildup of unrealistic expectations

about an online education delivery

model that is still evolving

Therersquos plenty of evidence mdash and no

shortage of acronyms mdash to suggest

that MOOCs are in fact evolving The

first generation of cMOOCs based on

the connectivist peer-learning model

led to the xMOOCs that hit the market

in 2011 with a more traditional lecture-

based format and the backing of com-

panies like Udacity Coursera and edX

Cathy Sandeen vice president for

education attainment and innovation

at the American Council on Education

(ACE) has identified a third genera-

tion mdash MOOCs 30 mdash which disag-

gregates the elements of the xMOOC



ldquoThe truth is itrsquos never been at all clear what

people mean when they say lsquoMOOCrsquordquo

mdash Michael Wesch Kansas State University

____________

8132019 CPT_20140101_Jan_2014


Sonyrsquos VPL-CW275 is the 5100 lumen i nstallation projector thatrsquos easy to install easy to operate andmdashat an

estimated street price of l ess than $2100mdasheasy to afford Discover education rebates and warranty upgrades

at sonycomEDUprojectors

even the economics are brilliant

Viewable areameasured diagonallycopy 2013 Sony Electronics IncAll rig hts reserved Reproduction in whole or in part without written permission is prohibitedFeatures and specifications are subje ct to change without noticeS ony and the makebelieve logo are trademarks of Sony

for customized uses on campus

Some have labeled versions of this

model ldquosmall private online coursesrdquo

(SPOCs) In early 2013 University of

Texas at Austin psychology profes-

sors James Pennebaker and Samuel

Gosling taught the first ldquosynchronous

massive online courserdquo (SMOC)

which added coordinated live lectures

to the model This past fall some 17

colleges and universities offered a

MOOC variation developed by Anne

Balsamo dean of the School of Me-

dia Studies at The New School (NY)

and Alexandra Juhasz a professor of

media studies at Pitzer College (CA)

called ldquodistributed open collaborative

coursesrdquo (DOCCs) in which classes

are organized around a central topic

and the expertise is spread amongthe participants Last spring Daniel

Hickey associate professor at the In-

diana University School of Education

got a grant from Google to create a

ldquobig open online courserdquo (BOOC) a

MOOC-like class built on Googlersquos

Coursebuilder course management

system for up to 500 students And

coming in 2014 homemade MOOCs

built on a platform that will be man-

aged and hosted on moocorg by edX

What does it say then about the fu-

ture of the morphing MOOC when the

man who has been called ldquoThe Godfa-

ther of MOOCsrdquo seems to be throw-

ing in the towel

According to George Siemens not

that much in the long run Siemens is

a professor at the Center for Distance

Education and a researcher and strat-

egist with the Technology Enhanced

Knowledge Research Institute at Atha-

basca University in Alberta Canada

Back in 2008 Siemens and online

learning maven Stephen Downes de-

signed and taught what is widely con-sidered the first MOOC (of the con-

nectivist variety)

ldquoA year from now wersquoll be talking about

something different from MOOCsrdquo

Siemens told Campus Technology

ldquobut in my view wersquoll still be asking



__________________

8132019 CPT_20140101_Jan_2014


your top selection

in projectionTRUE LASER

ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE

4K ULTRA HIGH RESOLUTION

copy 2013 Sony Electronics IncAll rights reserved Reproduction in whole or in part without written permission is prohibitedFeatures and specifications are subject to change without noticeSony and the makebelieve logo are trademarks of Sony

From the auditorium to the lecture hall to the classroom nothing puts the focus on education like a Sony projector

Our innovations include the worldrsquos first commercial 4K projector and the worldrsquos first 3LCD laser projector We do

what others canrsquot because unlike nearly every other brand we design and build the microdisplays at the very

heart of our projectors So you get the uncommon picture quality reliability and affordability that are invaluable

for todayrsquos colleges and universities

Educate yourself about the advantages at sonycomEDUprojectors

For a limited time Education customers get a FREE replacement lamp rebate (a value of up to$1170) and a FREE warranty extension to 5 years Visit our website for details

essentially the same questions How

do we teach in digital networked en-

vironments How do we teach when

the power balance between a faculty

member and a learner is different than

it was in the past How do we teach

when learning can be tracked and

measured and assessed outside the

university or formal educationrdquo

Those questions point to the underly-

ing trends that spawned the MOOC in

the first place Siemens said mdash namelyrising tuition and the growing influence

of technology and social media on

learning

ldquoMOOCs are a reflection of a series

of trends that continue to influence

the education sectorrdquo he said ldquowhich

means that tomorrow MOOCs could

go away and those challenging as-

pects of our higher education systems

would still be thererdquo

Full Steam Ahead

MOOCs certainly donrsquot seem to be

going away any time soon Thrunrsquos

broody admissions notwithstanding

other MOOC-in-higher-ed ventures

are moving forward apace Future-

Learn for example is busily rolling out courses for a big pilot program in the

United Kingdom Coursera just landed

another $20 million in new funding

The business-oriented social network

LinkedIn announced partnerships with

Coursera edX Udacity and others that



ldquoItrsquos the blended model that gets the improved

outcomes that gives the MOOC a different role

mdash as a resource that can improve the quality of

the residential university experience rather than

an entity that competes with itrdquo

mdash George Siemens Athabasca University

__________________

8132019 CPT_20140101_Jan_2014




will make it possible for members to cite their completed

MOOCs in their reacutesumeacutes Stanford Universityrsquos (CA) Ven-

ture Lab project has blossomed into NovoEd which is part-

nering with the Carnegie Foundation for the Advancement

of Teaching on MOOC-like approaches to support college-

level quantitative literacy and math skill development And

Udacityrsquos own partnership with Georgia Tech to offer the

first fully accredited MOOC leading to a low-cost Master of

Science in Computer Science degree is about to bear fruit

The program was developed in partnership with ATampT and

is set to launch this month

Siemens has mixed feelings about all the entrepreneurial

activity erupting around MOOCs He said he was happy ini-

tially to see pioneers like Thrun and Courserarsquos Andrew Ng

and Daphne Koller ldquoexperimenting and trying to stir up the

inertia in the education sectorrdquo but the hype generated by

Thrunrsquos branding activities in particular ldquoderailed the qual-

ity conversationsrdquo among researchers and educators about

the challenges MOOCs were addressing

Thrun went on the record early with rhapsodic predictionsabout the impact of MOOCs on higher education ldquoYou can

take the blue pill and go back to your lecture of 20 stu-

dentsrdquo he told journalist Blake Graham shortly after his first

MOOC experiment at Stanford ldquoBut Irsquove taken the red pill

and seen wonderlandrdquo A few months later he told Wired

magazine that in 50 years the proliferation of MOOCs

would reduce the number of institutions delivering higher

education worldwide to 10

This kind of rhetoric cast the MOOC as competition for

traditional colleges and universities which would eventually

rile faculty and Siemens argued obscure the potential of

the model to expand services to students and the commu-

nity But he also noted that that language has been chang-

ing as MOOCs are increasingly seen less as models that

might replace faculty and more as potential extensions of

the university

No ldquoOne Course Format to Rule Them Allrdquo

Thrunrsquos announced pivot away from higher ed comes after

San Jose State University (CA) published the initial re-

sults of a much-talked-about experiment with a for-credit

MOOC program developed with Udacity Disappointing

student performance prompted the school to put the pro-

gram on pause this past fall with plans to start it up again

this month Lost in the headlines generated by those re-

sults Siemens pointed out is an earlier SJSU program de-veloped with edX the joint effort of Harvard (MA) and the

Massachusetts Institute of Technology to create an open

source online learning platform That program provides edX

courses as optional resources for SJSU professors who

want to use them for flipped classes

ldquoIt added a MOOC layer to existing university activity and

that produced significantly better resultsrdquo Siemens said

ldquoThatrsquos the biggest change wersquore seeing now Itrsquos the blend-

ed model that gets the improved outcomes that gives the

MOOC a different role mdash as a resource that can improve

the quality of the residential university experience rather

than an entity that competes with itrdquo

Alexander Halavais associate professor in the School of

Social and Behavioral Sciences at Arizona State Universi-

ty is a social media researcher well known higher ed blog-

ger and president of the Association of Internet Research-

ers He agreed that pitting the MOOC makers against the

colleges and universities whether part of the plan or a by-

product of the hype has been counterproductive

ldquoMOOCs have at least in the incarnation that has been

especially pushed by Udacity been hyped to a ridiculous

degreerdquo Halavais said ldquoIn particular placing them in ten-

sion with a traditional liberal arts classroom which is a pretty

rare beast is guaranteed to make them a losing proposition

Itrsquos not about MOOCs replacing courses at liberal arts col-

leges Itrsquos about learning happening across a large numberof institutions and networks in lots of new ways and making

sense of that new complexityrdquo

Halavais sees the MOOC as ldquoa collection of disruptive

elements sparking something else in the higher ed ecosys-

temrdquo and doesnrsquot believe the term ldquoevolutionrdquo fits in that

context ldquoMOOCrdquo is shorthand for ldquoexperimenting with on-

8132019 CPT_20140101_Jan_2014



line education at scalerdquo he said But the term could work

he allowed if the evolution of the MOOC is seen as more

of a Cambrian Explosion in which a large number of new

approaches are appearing quickly and disrupting the eco-

system as a whole

ldquoThere isnrsquot one course format to rule them allrdquo he said

ldquoThere never will be and there never should be MOOCs

were and are just one potential collection of approaches to

organizing a courserdquo

An Ongoing Evolution

In fact said ACErsquos Sandeen ldquoMOOCrdquo may be a sexy buzz-

word for the press but for those in the thick of educational

research itrsquos just another stage in the ongoing evolution of

online learning Even among the big three providers itrsquos an

imprecise category she noted Coursera is all about global

access so ldquomassiverdquo was always part of its strategy as was

partnering first with elite universities to gain enrollments

Udacity was always about a higher level of instructional de-

sign and the use of analytics The resulting MOOC was amuch more vertically integrated and controlled product In

the middle is edX a nonprofit that integrates a high degree

of instructional design into its programs but provides little

instructional design support for institutions

ldquoThe MOOC is going in all sorts of directionsrdquo Sandeen

said ldquowhich is understandable But we at ACE still be-

lieve therersquos some promise in the idea of using MOOCs to

help students gain degrees Some institutions will accept

MOOCs for credit if they have third-party validation associ-

ated with them and usually some authentication And some

employers may consider MOOCs on job applications So

there are many different ways in which this story will con-

tinue to unfoldrdquo

The most exciting thing about that unfolding story said Mi-

chael Wesch associate professor of cultural anthropology at

Kansas State University is the way those who are experi-

menting with and changing MOOCs are dissolving catego-

ries and ldquomaking us rethink what it is wersquore actually up tordquo

ldquolsquoMOOCrsquo is not so much a definable thing as a rallying

cry to serve people who cannot come to traditional higher

ed institutionsrdquo Wesch said ldquoThe term has taken on a lot

of baggage but I suspect we wonrsquot be using it for much

longer The truth is itrsquos never been at all clear what people

mean when they say lsquoMOOCrsquordquo

Gerry McCartney CIO at Purdue University (IN) is no

fan of the MOOC in higher education and said corporatetraining is a much more appropriate application of the mod-

el However he applauded the MOOC makers for demon-

strating that ldquocontent has almost no valuerdquo

ldquoThe money is not in the contentrdquo he said ldquoItrsquos not in the

material and it never was I can watch The History Channel

and learn a whole pile of stuff but I donrsquot get college cred-

its for that What a MOOC does is automate a part of the

process that was already fairly low value Thatrsquos what the in-

vestors missed Yoursquore not hitting the high-value part of the

equation Itrsquos not just a question of well now we can get the

best Chaucerian professor in the world and have her teach

one class to everyone in the whole world They can just go

read her book if they want that experience Itrsquos the personal

interactions with the people who are in the room with you

mdash the instructors the other students mdash that have the value

And thatrsquos not scalablerdquo

Amin Saberi the Stanford associate professor of manage-

ment science and engineering who developed the NovoEd

platform argued that Thrunrsquos pivot has within it something

essential for the evolution of the MOOC in higher education

ldquoWe need that kind of willingness to acknowledge les-

sons learned and to make changes accordinglyrdquo Saberi

said ldquoWe maybe donrsquot think of him as humble exactly but

this shows a kind of humility that we need to move forward

The technology of the Web and online education are going

to continue to have a disruptive effect on higher educationbut MOOCs are just one model We will all be learning our

lessons and then applying them in slightly different ways as

online learning evolvesrdquo

John K Waters is a freelance writer based in Mountain

View CA

SHARE

goback

to TOC

NEXT A Collaborative

Approach to

IT SupportCAMPUS TECHNOLOGY | January 201423

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC

NEXT 5 Advantages of

Online Advising

some highly complex piece of software they have to learn

Yoursquove seeded the online community with quality content

you want everybody to listen to and check outrdquo

Now people create their own training sessions with the

webcam recording features built into the program Users

simply log in to the site the camera on their computer

ldquoactivatesrdquo and the recording can begin

Getting IT ldquoOut of the Wayrdquo

Users access INsite through a customized portal page

with featured content and recent and popular posts ques-

tions and video series The latter are collections of videos

created to address a given topic Staff can filter results by

type of resource subject category and tags They can also

choose to ldquofollowrdquo specific contributors which is how

functional areas within the university are staying on top ofcurrent department activities

The service has been well adopted within Davenport

reported Miller Recently for example the university has

been posting content into INsite to help staff prepare for the

goal-setting process ldquoWersquove got 584 full-time staff and

there are some goal-setting videos that have that much traf-

fic on them People are going in there to figure out lsquoHow

am I supposed to write those Smart Goals againrsquordquo

But what most amazes Miller he said is the cultural

impact of the social learning platform that provides con-

nections across geographic boundaries

ldquoIf you look at our organization we are spread out across

the state with significant numbers of students and staff in

multiple locations Without having to deploy all kinds of

specialized software we can leverage the Web for learn-

ing instead of just e-mailrdquo Miller said

One example A couple of years ago Davenport began a

ldquovirtual in-seat learningrdquo (VISL) program that allows students

to participate in higher-level courses at other campuses by

connecting synchronously via webcam and videoconferenc-

ing software But the institution was finding that VISL ldquoworksreally well in some places and not so well in other placesrdquo

Miller explained ldquoWe would hear from Saginaw that they

were having all sorts of trouble with instructors not standing

in front of cameras Students in the remote locations would

see the whiteboard but they wouldnrsquot see the instructorrdquo

However Davenportrsquos Holland campus was having ldquofan-

tastic successrdquo Miller continued To help share their skills

the Holland faculty used INsite to record and post a series

of videos on best practices for VISL This grassroots effort

became a ldquoreally popular video seriesrdquo he recalled

Miller was quick to credit users for the benefits of the

social learning system ldquoPeople would start thanking me

for it but IT had nothing to do with this wonderful success

I told them lsquoGo thank Linda in Hollandrsquo They just used

these tools exactly the way they were meant to be used

to roll out learning socially on the other side of the state

without any big roadshow or training event They were able

to put this stuff up thererdquo

As a result student surveys are showing growing satisfac-

tion with VISL from multiple locations And said Miller ldquoI can

personally guarantee you that our faculty are feeling much

more confident about their ability to deliver class materials

this way which was the goal of those training videosrdquo

Miller now is an advocate for social learning ldquoWhen itrsquos top

of mind you can take action When somebody else needs

an answer they can go out and look for it which is prettynicerdquo he declared ldquoThe best tool is the one where you donrsquot

need IT to use it You just need us to get it working Once

itrsquos working you just need us to get out of the wayrdquo

Dian Schaffhauser is a senior contributing editor of Cam-

pus Technology

SHARE

ldquoEverybody loves our help desk but when we donrsquot have to deploy

help desk resources to fix things that people should be able to do

themselves thatrsquos a win for usrdquo mdash Brian Miller Davenport University

8132019 CPT_20140101_Jan_2014


S T U D E N T S U C C E S S


5Online technologies are moving advising out of

academic offices and onto the Web where students

gain anytime anywhere access to advisers and tools

to help them succeed By Dian Schaffhauser

Ways Online Advising Can

Improve onFace-to-Face

A LOT RIDES on the shoulders of college

advisers Theyrsquore the ones who make sure students

have the right mix of courses to graduate They help

out with information and guidance about transfercredit and policy financial aid personal concerns

study abroad opportunities academic petitions

or special requests complaints about instructors

dropping and adding courses and making referrals

to other campus services Theyrsquore often expected to

help students set life goals and explore career options

They evaluate studentsrsquo academic progress and help

steer them toward reaching their academic goals


8132019 CPT_20140101_Jan_2014




Itrsquos a heavy load but when you take into consideration the

fact that many advisers are responsible for hundreds of stu-

dents at once the task seems almost superhuman As a result

institutions have turned to online systems to streamline the

process helping automate administrative tasks and giving stu-

dents self-service access to decision-making tools But even

as the use of technology has grown tremendously in the work

of academic advising the human element is still an important

part of the mix Here CT looks at five ways online advising sys-

tems can complement mdash and even improve mdash face-to-face

1) Making Requirements Transparent

As is typical of most sizable institutions the University of

Hawaii System offers a variety of pathways to a degree

including a ldquotonrdquo of exceptions and special allowances for

particular students said Gary Rodwell architect of the insti-

tutionrsquos STAR degree-audit system First released in 2006

STAR lets students track their progress toward their degrees

Rodwell described it as a cross-institutional ldquocloudrdquo interface

over the systemrsquos Banner student information systemWhen students were given permission to bypass a partic-

ular class sometimes those exceptions would show up in

STAR and sometimes they were written out on a piece of pa-

per tucked into a file That in turn led to disputes over course

requirements and waivers as students moved from one major

to another or from one university or college to another

In the name of transparency a watchword for the STAR ini-

tiative the vice chancellor strong-armed the systemrsquos Council

of Academic Advisors into agreeing that all advisory excep-

tions needed to be put into STAR Now ldquoeverybody can see

whatrsquos going on and students can move to different programs

and majorsrdquo Rodwell said ldquoItrsquos still not 100 percentrdquo he ac-

knowledged but it did ldquomove things along a lotrdquo

That transparency has also shed some light on conflict-

TOP TIPS FOR DEPLOYING ANONLINE ADVISING SYSTEMDonrsquot worry about mobile yet Usage analytics at the University of Washington show that students donrsquot expect to do

their academic planning on a small screen ldquoAcademic planning is not something that people do every dayrdquo said IT Student

Program Director Darcy Van Patten While a ldquomobile-first perceptionrdquo exists she explained ldquoCertain interactions that arehighly complex require processing of a lot of information at the same timerdquo Those activities are tough to do on a mobile device

Keep advising solutions student-centered The University of Hawaii conducted surveys among the student popula-

tion before it set out to design and build its STAR online advising system And at UW the development teamrsquos user experi-

ence designer spent two months interviewing students to understand their needs She used those to create four separate

ldquopersonasrdquo one-page descriptions of end user ldquotypesrdquo that help steer development priorities

To improve student engagement get advisers engaged Even though it was the student technology fee committee

that commissioned development of UWrsquos MyPlan online advising system the university has learned that itrsquos not enough to

promote use of the advising system to students alone ldquoA lot of adoption is going to be because of the influence of advisers

on this processrdquo said Van Patten ldquoSo itrsquos incorporated into how they talk to their students about planning how they use

their face-to-face time itrsquos not something thatrsquos separaterdquo

Pursue staged development In order to track the functionality of its online advising tool Advising Sidekick Brown

University (RI) started with the needs of its 2009 freshman class Said Director of IT Christopher Keith ldquoAs the class of

2013 entered as first-years we had enough functionality for them to upload their letters to advisers In 2010-11 we had

to develop the ability for 1500 sophomores to declare an academic majorrdquo Now 10 distinct modules meet the needs of

students at different points in their academic careers

8132019 CPT_20140101_Jan_2014


ing academic requirements within the

university system Individual schools in

Hawaii may have different requirements

for the same degree For example one

may require more social sciences units

than another However a global agree-

ment among the institutions says that

if you meet the requirements for one

campus you meet them everywhere

Sorting that out ldquowithout STAR is very

hard work but STAR does it automati-

callyrdquo Rodwell said

As a result the campuses are being

forced to reconsider their requirements

ldquoItrsquos actually quite goodrdquo he added The

online advising system is identifying

conflicts among the academic

programs and forcing faculty

from across the system ldquoto talkabout corerdquo

2) Helping Advisers

Take Action

A major goal of MyPlan de-

veloped at the University of

Washington was to offer a

tool that pulls together all the

information needed by stu-dents and advisers into a sin-

gle place ldquothatrsquos actionablerdquo

said Darcy Van Patten stu-

dent program director in the

universityrsquos IT organization

Funded through the student



VIDEO Bob Bramucci vice chancellorof technology and learning services forthe South Orange County CommunityCollege District (CA) talks about whystudent advising should be a blend offace-to-face and online toolsFor a captioned version visit CT on YouTube

___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014




technology fee MyPlan allows students to search for cours-

es receive recommendations from advisers map out plans

by quarter and monitor their academic progress through a

degree-audit function Previously students relied on an as-

sortment of applications mdash word processors spreadsheets

the course catalog the time schedule and a legacy degree-

audit system mdash to cobble together academic plans Now

with MyPlan once the student has a plan in place it can be

shared (or not) with an adviser and an in-application mes-

saging feature can be used for back-and-forth conversation

Because advisers in the central advising staff at UW may beassigned rosters with several hundred students they have little

time to start from scratch with each student especially those

who come in ldquobelieving that we have four or five majorsrdquo (The

university has about 160 majors) Now advisers can have an

introductory meeting and tell students ldquoWhy donrsquot you go out

to MyPlan do some exploration start to develop a plan and

then letrsquos sit down and start to talk about that planrdquo The result

has been a reduction in the use of face-to-face advising ldquofor

things that could be met in other waysrdquo mdash while making thecollaboration between student and adviser ldquomore efficient but

also more value-addrdquo said Van Patten

3) Guiding Recommendations

If Amazon can figure out what we might want to read next why

shouldnrsquot schools be able to tell students what courses they

ought to take next Thatrsquos the idea behind the guided recom-

mendation functionality in Degree Compass a course recom-

mendation tool developed at Austin Peay State University

(TN) and acquired by Desire2Learn early last year Using pre-

dictive analytics based on grade and enrollment data the pro-

gram provides two kinds of insight a sequence of courses

that best suit a studentrsquos program of study and a star rating

to inform the student about how well he or she is expected to

do in any given course The student makes the final decisions

ldquoWe sort of hoped that when students made more in-

formed choices they would do better And they haverdquo saidTristan Denley the mastermind behind that online service

who has since moved from the university to the Tennessee

Board of Regents as vice chancellor for academic affairs

A similar pursuit mdash informing choices mdash comes into play

with UHrsquos STAR but in that case an academic pathway

diagram lays out a studentrsquos progress toward a degree As

Rodwell pointed out a lot of students assume that once

they hit 120 units theyrsquoll be eligible for a degree Itrsquos a shock

to realize that what courses they take is just as important

ldquoThis is [part] of the evolution of trying to find a trigger point

that students really find valuable right from the beginningrdquo

he said ldquoThe issue we want to overcome is that a true lib-eral arts education is really diverse in what you can take to

ADVISING STUDENTS WHERE THEYHANG OUT ONLINEHand-crafted advising systems are great mdash if you can get rsquoem But some schools are supplementing their student outreach

with online media they know students inhabit or wear comfortably The advisers in the College of Arts amp Sciences at Texas

Tech run a Facebook fan page University of Oregon advisers maintain a blog called ldquoGrade First Aid Your Guide to a

Healthy GPArdquo The Academic Success Center at the University of Nevada Las Vegas maintains a Twitter account Ohio

State provides advising in person or via video Advisers at Northern Illinois University use Skype as well as face-to-face

Radford University (VA) offers a public chat room where students can tune in and pose anonymous questions

Some experiments however have seen their day and passed into obscurity like the advising podcast produced by Uni-

versity of Washington advisers which still lives online in a hundred episodes but hasnrsquot been updated since 2009 or

the Second Life advising center maintained by the Penn State World Campus which generated a lot of attention when it

launched in 2009 but now presumably exists only in the archives of the virtual world platform

8132019 CPT_20140101_Jan_2014



meet the requirements but that leaves so much choice open

for students You can choose from 1500 courses Yoursquore

numb because you canrsquot possibly make that decision STAR

guides you down and down through those choicesrdquo

4) Finding Hidden Information

Frequently the inability to steer through university process-

es holds students back from obtaining their degrees and

these people may never reach out for professional help

ldquoThere is some high percentage of students who go in and

out of college having never seen an adviserrdquo said UWrsquos VanPatten ldquoItrsquos a reality whether you have good systems or bad

But if you have good systems [students are] getting better

information than they would have otherwise and at least

theyrsquore not purely self-advising or peer-advisingrdquo

In fact online advising systems can help uncover informa-

tion that might be missed by both student and human advis-

er In a process called

ldquoreverse transferrdquo for

example UHrsquos STARsystem informs stu-

dents when theyrsquove

earned a degree even

if they were unaware

of it As Joy Nishida

assistant director of

the STAR Technology Office explained students of Hawaiirsquos

public institutions can pursue a degree at any campus from

any campus Somebody attending Manoa for example could

receive a degree from Hilo as long as a stipulated number of

credits are earned from the degree-granting university

This could happen for instance when somebody transfers

from a community college to a four-year school without com-

pleting an associatersquos degree As classes are taken at the

second school STAR automatically sends those new credits

back to the first institution to see what the result is ldquoWhen

theyrsquore eligible it says lsquoBlingrsquordquo Rodwell noted Thatrsquos impor-tant because ldquoif you have these milestones along the way it

helps the student go forward with the next degreerdquo

5) Improving Human Interactions

The most effective online advising systems act as a kind

of exoskeleton that extends human advisersrsquo capabilities In

one example UWrsquos Van Patten cited a student who was

pursuing a double major one in community environment

and planning and another in civil engineering His goal wasto finish his studies in as timely a manner as possible With

the help of undergraduate adviser Mariko Navin the stu-

dent was able to use MyPlan to create a roadmap of all the

courses he would need In that process adviser and student

also uncovered a way to add two minors mdash in mathematics

and urban planning mdash and graduate in the same time

A student could do all of that on his or her own said Van

Patten ldquobut they would have to cross-reference the majors

and the minors and make sure they havenrsquot made mistakes I

love that MyPlan could help that student but it couldnrsquot have

been done had he not also sat down with Mariko his adviserrdquo

In other words the current crop of online advising tools

supplement mdash not supplant mdash face-to-face time between

adviser and student With every form of outreach the ad-

viser is tending to job one helping the student make the

decision to remain in college excel or extend by providing a

one-on-one relationship that forges a personal link betweenstudent and institution

The tools themselves are making students ldquomore lsquoplanfulrsquordquo

as one UW adviser expressed it to Van Patten Online advis-

ing programs are making students think more about their aca-

demic planning early on so theyrsquore more intentional about the

coursework that they take ldquoThatrsquos a great resultrdquo she said

ldquoTheir No 1 priority is registration and getting the classes

they need but at the same time they need to be thinking

ahead mdash theyrsquore not just getting into classes but the rightclasses Itrsquos kind of like the difference between lsquoHelp me do

the things Irsquom doing betterrsquo and lsquoHelp me do better things

and be more effective in my decision-makingrsquordquo


pus Technology

SHARE

goback

to TOC

NEXT Helping Students

Tune in on Any

Device

VIDEO EXTRAS

To learn more about the advising systems inthis article check out these online videos

University of Hawaii STAR for Students

Academic Pathway

University of Washington MyPlan

Desire2Learn Degree Compass


8132019 CPT_20140101_Jan_2014


S T U D E N T E N G A G E M E N T


dian schaffhauser

Faculty members at the City University of New York are using student response softwareto keep students awake and attentive in class

research project using the program in their classes as a tool

to improve student performance

Finding an Attention-Grabber

Wandt was convinced there had to be some form of technol-

ogy that would allow him to reach students through theirsmartphones and tablets and encourage them to stay atten-

tive in class He discussed the problem with a doctoral stu-

dent who also happened to be a software engineer and on

a lengthy bus ride shortly after that conversation the student

created a rudimentary version of what Wandt sought A quiz

built with PowerPoint slides would show up on the screen

in class and a student would use software on his com-

puting device to answer each question submitting his

e-mail address for identificationldquoIt was very basic and it didnrsquot do much but I

knew we were going in the right directionrdquo

said Wandt

Then Wandt attended an education technolo-

gy conference and happened to hit the trade

show booths where he discovered Via

Response This program from a company of the same

name is a Web-based tool that lets the instructor create

quiz content that can be delivered to student devices for

assessments homework polling and social learning ses-

sions It integrates with Blackboard Desire2Learn and

Instructure Canvas it interoperates with other learningmanagement systems via the IMS Global Learning Tools

Interoperability specification

Helping Students Tune in on Any Device

WHEN STUDENTS enter one of Adam Wandtrsquos

night courses at the City University of New York John Jay

College of Criminal Justice campus the first thing they do

is sit down and turn on their computing devices They know

that at precisely 615 pm theyrsquoll be able to access that eve-

ningrsquos quiz for exactly 10 minutes After that itrsquos no longeravailable and theyrsquoll lose any credit they could have received

Wandt continues to pop up polls and other interactive

activities throughout the class time The goal to keep these

working adults and tired graduate students awake and

engaged in the class after a long and tiring day of well life

Wandt an assistant professor and deputy chair for aca-

demic technology in the Department of Public Manage-

ment at John Jay hasnrsquot always structured his courses this

way But over and over he was finding that even his beststudents were coming to class exhausted and ill prepared

for a two-hour session on information security Plus they

were continually distracted with their mobile devices

The solution he eventually adopted turned out to be a soft-

ware application that could be used in multiple ways To test

it out Wendt and a group of CUNY faculty undertook a


8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R

Campus Technology Innovators Awards recognize

higher education institutions technology projectleaders and vendor partners that have workedtogether to deploy innovative technology solutions

to higher education challenges

6 Award Categories

and Policy

Of1047297cial Sponsor of the

2014 Campus Technology Innovators Awards

2013 InnovatorsSan Jose State University

Derrick Meer president and co-

founder of Via Response told Wandt

that hersquod supply a free semester-long

license of the software to any class of

a faculty member who wanted to try it

out (While the program is always free

to faculty students pay at most $20

per semester for access the price

goes down for longer commitments)

Wandt took that offer back to one of

the academic technology subcommit-tees he participates in the Academic

Technology Research and Develop-

ment Group Skunkworks as itrsquos also

known pulls 40 active volunteer

researchers from almost every cam-

pus in CUNY to meet virtually and talk

about academic technology A hand-

ful of them mdash representing LaGuar-

dia Community College The City College of New York Lehman Col-

lege Queensborough Community

College and Queens College mdash

agreed to join Wandt at John Jay Col-

lege in a research project during the

spring 2013 semester to try the soft-

ware with their students and report

back on how it worked

ldquoWe had professors in biology chem-

istry philosophy public policy and

cybersecurity all trying this stuff out in

the same timerdquo recalled Wandt ldquoWe

gave them the software we set them

free and what we were really impressed

to find out was that almost every

researcher did something differentrdquo

Attendance and Polling

One instructor used the program sim-

ply to take attendance At the begin-

ning of class the faculty member would

display an attendance slide with a

password for the night which students

had to be in class to see A student

would pick up his device log into Via

Response enter the password and berecorded as being in attendance

Wandt tried a similar approach for the

first couple of classes and found that it

forced students to get to class on time

so theyrsquod see that password before it

disappeared But after a class or two

_____________________________________________________

8132019 CPT_20140101_Jan_2014




he eliminated that and replaced it with his quiz

Wandt said he frequently hears complaints from under-

graduate professors who ldquohate to take attendance because

it takes too much timerdquo But in some cases theyrsquore required

to do so by law ldquoIn this circumstance you could put [the

attendance feature] on the screen time it for 10 or 20

seconds and then turn it off Whether you allow students

to register late or not is up to yourdquo

Two other researchers mdash including Wandt mdash used the

system as a classroom clicker ldquoThe student doesnrsquot have to

go to the bookstore and spend $40 or $50 on [a dedicateddevice] theyrsquore never going to use againrdquo he noted ldquoThey

use their smartphones laptops or tabletsrdquo He would create

ldquoquick pollsrdquo in advance to make sure the students under-

stood the topic or to make sure they stayed on topic

Homework and Tests

Other researchers in the project used the homework module

of the program The instructors would enter questions into a

ldquocurriculum content bankrdquo and then assign a set of homeworkquestions to the students ldquoThen they were able to monitor

the homework module over the course of the weekrdquo Wandt

explained ldquoIf they saw students not taking the homework [or]

having difficulty with the questions they could reach out If

students did very well they could congratulate themrdquo Then

right before a class would begin the teachers could check

the general metrics to see where the majority of students had

problems so they knew what subject matter to emphasize

ldquoWe donrsquot want to waste class time going over ideas and

topics that students are already proficient with By using

the homework module professors were able to get a real-

ly good idea of where their studentsrsquo strengths and weak-

nesses were before they came into the classroom so they

could focus on the right placesrdquo he added

Wandt expanded on his quiz practice by delivering full-

length midterms and final exams through the sof tware But

in those cases he also recommended that students bringin a laptop or use a college-supplied one ldquoIt could be a

little problematic taking a 50-question quiz on a smart-

phonerdquo he noted The program allows for multiple choice

true-false short answer and long answer questions

Magical Metrics

When the semester ended Wandt surveyed the students

in his class and those from another course on the soft-

warersquos usability and valueThe majority of respondents mdash 69 percent mdash found the

program ldquointuitiverdquo or ldquovery intuitiverdquo Most students were

able to get the software going on their devices with little help

Three-quarters were able to use it without any outside help

The others ldquoneeded somebody standing over their shoulder

for a minute or two of helprdquo But for the most part he added

faculty and students ldquocould get set up on day onerdquo

To avoid delay in his courses now Wandt asks his students

to set up the software before class He ensures it happens

by giving them a homework assignment in the program ldquoI find

that works really wellrdquo he said ldquoIt gives the student time to

play around with it before they come into the classroomrdquo

The entire student survey group ldquoagreedrdquo or ldquostrongly

agreedrdquo that the use of Via Response ldquoforcedrdquo them to

come better prepared for the class 90 percent said it

helped them succeed ldquoI think these are really the magical

metricsrdquo Wandt reported ldquoThe reason I started this proj-ect was because as a professor I was getting very frus-

trated with my students not reading properly before class

I understand their stresses that theyrsquore busy But I also

need to make sure when we all get into the classroom we

can have a very targeted conversation about something

they already have a background onrdquo

Applying technology to encourage students to prepare

for class could help them in small but influential ways to

fulfill their learning objectives Wandt observed ldquoIf we canget over our preconceived notions about smartphones in

class [being] bad we can really give them tools that will

help them succeed in the long runrdquo


pus Technology

SHARE

8132019 CPT_20140101_Jan_2014


Sally Johnstone a true pioneer in the use

of technology in higher education has

worked extensively in high-level technol-

ogy policy strategy and application for the

advancement of higher education at pres-

tigious education institutions and in pro-

fessional organizations collaborations and

projects Today she is the vice president

for academic advancement at Western

Governors University a competency-

based online institution At the WICHE

Cooperative for Educational Technologies

annual conference this fall Johnstone

joined a panel that reflected on changeover the past 25 years particularly in on-

line learning Below CT asked Johnstone

to share some of her own perspectives

CAMPUS TECHNOLOGY What is dif-

ferent now from 25 years ago and

how is that driving change in higher

education

JOHNSTONE Therersquos a series of societal

issues now that are driving some real re-

thinking and changes within postsecond-

ary education One is the terrific push by

our policy leaders for more credentialed

citizens both to enable us to compete in-

ternationally and also for us to be able to

have a fully employed adult citizenry

Another big push that wersquore seeing at

both state and federal levels is for more ac-

countability within higher education Withthe reality that we now have the capacity

for better analytics mdash because of all the

technologies that are in place to collect very

good data mdash the question becomes Why

arenrsquot we all using the very best practices

that we know will ensure or at least in-

crease the chances of student success

And today this discussion is very public

The examination of student success and

accountability is no longer taking place be-

hind closed doors rather this is a very open

experience for everyone

Add to all this a whole new set of stu-

dents On the one hand we see the in-

clusion of more working adults within our

student framework and postsecondary

institutions and organizations still must

change in order to meet those students

on their own terms mdash working adult

students are not going to come to cam-pus and sit in classrooms all day This

demands technological flexibility Wersquore

learning more and more about what

works well and what doesnrsquot mdash and what

kinds of pedagogical practices we need

to include in the support for working adult

students (or post-tradition students)

Finally when we look at students who

are coming into the postsecondary sys-

tem straight out of secondary school we

see generally younger folks who are typi-

cally engaged with all kinds of technolo-

gies and are used to personalizing every-

thing around them what they choose to

look at who they choose to communicate

with how they set up their communica-

tion patternshellip They are always going to

go for whatever technology works best

and they have high expectations for the

quality of what they are using These arepeople entering our postsecondary sys-

tem bringing these high expectations

Frequently there is a big clash between

their expectations and the capacity that

we have on what we think of as our more

traditional campuses The bottom line is

Technology Change Is How You Use ItIn the face of changing technologies and student needs institutions must reevaluate the nature

of learning in higher education

By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE

There is a terrific demand for very differ-

ent ways of doing things and for very dif-

ferent ways of using technologies

CT How has the use of technology in

higher ed changed over the past 25

years and what are some changes we

still need to make

JOHNSTONE When we look backwards

about 25 years we see that we were using

certain kinds of technologies that enabled

us to reach students who were not coming

to a campus Most of those technologies

were video or audio based but our use of

them basically meant that we were export-

ing the classroom We had satellite and

cable television and the like These enabled

the faculty member to reach beyond what

he or she did in the face-to-face setting and

export that usually to certain fixed sites It

reached places where students may have

gathered for access

As we move forward in time and the

Internet is ubiquitous we have incred-

ible storage capacity amazing transmis-

sion speeds and multiple different kinds

of receiving devices So now we have a

great framework to reach out everywhere

Unfortunately we are still somewhat stuck

in that old model of mostly exporting the

classroom

CT But isnrsquot that changing

JOHNSTONE Yes Itrsquos difficult though

because people think in terms of faculty

ldquocontrollingrdquo the curriculum And I would

agree that faculty should always control

the curriculum within their programs

But Curriculum today may no longer

be so focused on what goes on inside a

classroom When we move into another

way of thinking about how we can help

make students successful and how we

can change our thinking around postsec-

ondary education and begin thinking in

terms of competency-based education

we really shift the conversation dramati-

cally Then the pedagogy does not have

to be ldquoexporting the classroomrdquo Instead

we can talk with faculty about curricu-

lum being their definition of what it is that

students need to learn and how you are

going to know whether they have actually

learned it

CT Does that shift mean placing more

focus on assessment and less on

classroom delivery

JOHNSTONE Assessment will mean dif-

ferent things for different fields In many

ways it may mean different things for dif-

ferent institutions allowing institutions to

maintain their own unique identities But

strong assessments make learning ex-

plicit So when you begin having that kind

of conversation with faculty the notion of

how the learning takes place becomes

much less important than the ability to

demonstrate the skills and knowledge

that are expected the learning outcomes

CT If demonstrating outcomes is

more important than the specific de-

livery of education does that open up

the use of various learning resources

JOHNSTONE The growth of open edu-

cation resources and the variety of high-

quality learning resources available to stu-

dents today plays right into that Resources

like Khan Academy along with materials

available from publishers that are truly per-

sonalized learning activities can be incor-

porated There are incredible materials that

are just emerging and being used that are

terrifically interactive and help students be

actively engaged in learning

CT Then how would you summarize

the change you are looking for now

JOHNSTONE We can change the na-

ture of learning within the structure of

postsecondary education letting faculty

be in charge of the curriculum mdash but re-

defining the idea of curriculum to include

what it is students need to know and how

we are going to measure that We can

offer students a much wider variety of

learning resources This all takes us back

to our efforts to better serve the needs of

working adult students while meeting the

expectations of our technologically con-

nected students for a more personalized

experience

8132019 CPT_20140101_Jan_2014


Wendy LaDuke Chief Revenue OfficerP (949) 265-1596C (714) 743-4011wladuke1105mediacom

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jdellarobba1105mediacom

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requests to Emily Jacobs (703) 876-5052 (phone) ejacobs1105mediacom

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Information

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 backissue requests and address changes Mail to Campus Technology PO Box 2166 Skokie IL 60 076-7866 e-ma ilCAMmag1105servicecom or call 866-293-3194 for US amp Canada 847-763-9560 for International fax 847-763-9564

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industry

vol 27 no 5campustechnologycom

EXECUTIVE EDITOR Rhea Kelly

EDITOR Mary Grush

SENIOR CONTRIBUTING EDITORS

Linda Briggs Dian Schaffhauser Matt Villano

CONTRIBUTORS Toni Fuhrman David RathsJohn K Waters

CREATIVE DIRECTOR Jeff Langkau

GRAPHIC DESIGNER Erin Horlacher

DIRECTOR PRINT AND ONLINE PRODUCTION

David Seymour

PRODUCTION COORDINATOR Anna Lyn Bayaua

EXECUTIVE PRODUCER ONLINE David Nagel

ONLINECUSTOM CONTENT EDITOR Kanoe Namahoe

MULTIMEDIAONLINE EDITOR Joshua Bolkan

PRESIDENT James Causey

CHIEF CONTENT OFFICER Anne Armstrong

CHIEF REVENUE OFFICER Wendy LaDuke

CHIEF MARKETING OFFICER Carmel McDonagh

PRESIDENT amp CHIEF EXECUTIVE OFFICER Neal Vitale

SENIOR VICE PRESIDENT amp CHIEF FINANCIAL OFFICER

Richard Vitale

EXECUTIVE VICE PRESIDENT Michael J Valenti

VICE PRESIDENT FINANCE amp ADMINIS TRATION

Christopher M Coates

VICE PRESIDENT INFORMATION TECHNOLOGY

amp APPLICATION DEVELOPMENT Erik A Lindgren

VICE PRESIDENT EVENT OPERATIONS

David F Myers

CHAIRMAN OF THE BOARD Jeffrey S Kle in

COLLEGEUNIVERSITY INDEX

Arizona State University 8 22Athabasca University (Canada) 2 20-21Austin Peay State University (TN) 30

Brown University (RI) 28Capella University (MN) 2City College of New York The 33City University of New York John Jay Col-lege of Criminal Justice 32-33Dartmouth College (NH) 3 8Davenport University (MI) 24-26Dominican University (IL) 2Georgia Tech 22 24Harvard University (MA) 22Indiana University 20Kansas State University 19 23LaGuardia Community College (NY) 33Lehman College (NY) 33Lone Star College System (TX)2Lynn University (FL) 3-4MIT 4 22 24Montclair State University (NJ) 2New School The (NY) 20Northern Illinois University 30NYU Stern School of Business 2Ohio State University 30Penn State 30Pitzer College (CA) 20Portland State University (OR) 5Purdue University (IN)8 23Queensborough Community College (NY) 33Queens College (NY) 33Radford University (VA) 30Rochester Institute of Technology (NY)6San Jose State University (CA) 11 22South Orange County Community CollegeDistrict (CA) 29Stanford University (CA) 22-23State University of New York 2St Lukersquos College (IA) 24

Texas Tech 30University of California Irvine 5University of California San Diego 3University of Georgia 2University of Hawaii System 28-31

University of Nevada Las Vegas 30University of North Florida 24University of Notre Dame 4University of Oregon 30University of Southern California 15-17University of Tennessee at Chattanooga 2University of Texas at Austin 20University of Texas at San Antonio 4University of Washington 3 28-31Western Governors University (online) 35Wittenberg University (OH) 6

COMPANY INDEX

Adobe 8Amazon 9 30Apollo Education Group9ATampT 22Barco 6Blackboard 14-15 32Bloomfire 24-26Califone 6CampusSafe 6CDWG5Comcast 24Courseload 4Coursera 19 21-23CourseSmart 10Data Warehousing Institute The 5Dejero 4Desire2Learn 14 30-32Extreme Networks 6Facebook 14 30FrontRow 6FutureLearn 21Gartner2Glip 6

Google 8-9 19-20 25Instructure 3 32Knewton9LinkedIn 21Microsoft 24

NovoEd 22-23Pearson 8Rackspace Hosting 4rSmart 3Sage Road Solutions 8Sonic Foundry 3TeamDynamix 5Twitter 30Udacity 2 18-19 21-23Via Response32-34WebEx 16YouTube 12 24 29

ADVERTISER INDEX

Barco 9barcocomcorporateav

Campus Technology Innovators 13 33

campustechnologycominnovatorsCampus Technology Subscription 16campustechnologycomsubscription

Canon 11usacanoncom

Canon 29missingkidscom

Fischer International 5fischerinternationalcomedu

Live 360 DEV Las Vegas 2014 25live360eventscomlasvegas

Sony 4sonycomptz

Sony 19sonycomlaser

Sony 20 21sonycomeduprojectors

REACHING THE STAFF

Staff may be reached via e-mail telephonefax or mail A list of editors and contactinformation is also available online atcampustechnologycompagescontact-usaspx

E-MAIL To e-mail any member of the staffplease use the following formFirstinitialLastname 1105mediacom

CORPORATE OFFICE

(weekdays 830 am to 530 pm PT)P (818) 814-5200 F (818) 734-15289201 Oakdale Avenue Suite 101Chatsworth CA 913111105mediacom


_______________

8132019 CPT_20140101_Jan_2014


IIF AS THE The New York Times declared 2012 was ldquoThe

Year of the MOOCrdquo then 2013 might well be called ldquoThe

Year of MOOC Hyperdquo

Itrsquos always a little sad to see an ed tech innovation with so

much potential fall prey to the backlash spawned by overex-

posure Though the past year has seen plenty of interestingexperimentation with MOOCs mdash particularly blended mod-

els mdash I can recall more than one presenter at the Campus

Technology and Educause annual conferences last year

actually apologizing for adding yet again the dreaded ldquoMrdquo

word to the conversation

Even legitimate concerns from faculty and academic tech-

nologists about the efficacy of MOOC-style learning have

been overshadowed by MOOC burnout

a general feeling of ldquoPlease no not

another MOOC storyrdquo I think this might

be what Gartnerrsquos Trough of Disillusion-

ment feels like

Yet when Udacity founder Sebastian

Thrun revealed in a Fast Company inter-

view that his company is abandoning

higher education and moving to corpo-

rate training

he managed to

recapture our

attention in one

fell swoop How can one of the biggest purveyors of mas-

sive open online college courses be throwing in the towelAnd where do MOOCs go from here

The truth is the underlying issues behind MOOCs in higher

education are ongoing As Athabasca Universityrsquos George Sie-

mens told CT in our cover story (see page 18) ldquoA year from

now wersquoll be talking about something different from MOOCs

but in my view wersquoll still be asking essentially the same ques-

tions How do we teach in digital networked environments

How do we teach when the power balance between a faculty

member and a learner is different than it was in the past How

do we teach when learning can be tracked and measured and

assessed outside the university or formal educationrdquo

With or without Udacity MOOCs are still contributing to

the exploration of new learning models in higher ed Like it

or not they will continue to be an important trend for 2014

MOOCs certainly were a topic of conversation for the five

panelists in ldquoWhatrsquos Hot Whatrsquos Not 2014rdquo (page 7) our

L O G I N

Beyond the MOOC HypeWhat new tech trends will knock massive open onlinecourses out of the spotlight this year

Continue the conversationE-mail me at rkelly1105mediacom


ADVISORYBOARD

Link Alander

Vice Chancellor and CIO Lone Star College System (TX)

Jill Albin-Hill

CIO Dominican University (IL)

Keith Bailey

Director Office of Online Learning

University of Georgia

Edward Chapel

VP for IT Montclair State University (NJ)

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)

third annual roundup of trending ed tech topics for the new

year But for the first time they were edged out in ldquohotnessrdquo

by a new player adaptive learning As consultant Phil Hill put

it ldquoThe ability to use online technologies to create multiple

pathways for students and to personalize learning will be a

strength that can even go beyond face-to-face methodsrdquo

Can adaptive learning live up to its promise Wersquoll be watch-

ing as early adopters pave the way Tell us what you think

SHARE

Rhea Kelly

Executive Editor

CALL FOR ENTRIES

Our 10th annual

CT Innovators

Awards kick off this month Entry

deadline Feb 17 See page 13

8132019 CPT_20140101_Jan_2014













story online
















































Industry+Campus


CTONLINE






8132019 CPT_20140101_Jan_2014



Industry+Campus














story online


















story online
















full story online








raise your sights

__________

8132019 CPT_20140101_Jan_2014


Industry+Campus





Management




in check

Sponsored by CDWG



Campus











current activities


Upcoming Events

Feb 3-5



New Orleans

Feb 11-13


Las Vegas

Feb 15-18


eLearning 2014

Orlando FL

Feb 23-28



Las Vegas


Community College

Innovations 2014

Anaheim CA


editors1105mediacom


______________________________

8132019 CPT_20140101_Jan_2014


n e w

r e l e a s e

s

















Network Upgrade






uses the higher

capacity 80211n

standard Read

the full story

online

8132019 CPT_20140101_Jan_2014


I T T R E N D S














ELLEN WAGNER

ADRIANSANNIER

REY JUNCO

8132019 CPT_20140101_Jan_2014



I T T R E N D S














ized learning path

































HILL

JUNCO

BROWN

WAGNER

SANNIER

HOT

WARM

COOL

COLD

RATINGS KEY

8132019 CPT_20140101_Jan_2014



















Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



I T T R E N D S








Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

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up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































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8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

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Online Advising
































































pus Technology

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8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































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pus Technology

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Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014













story online
















































Industry+Campus


CTONLINE






8132019 CPT_20140101_Jan_2014



Industry+Campus














story online


















story online
















full story online








raise your sights

__________

8132019 CPT_20140101_Jan_2014


Industry+Campus





Management




in check

Sponsored by CDWG



Campus











current activities


Upcoming Events

Feb 3-5



New Orleans

Feb 11-13


Las Vegas

Feb 15-18


eLearning 2014

Orlando FL

Feb 23-28



Las Vegas


Community College

Innovations 2014

Anaheim CA


editors1105mediacom


______________________________

8132019 CPT_20140101_Jan_2014


n e w

r e l e a s e

s

















Network Upgrade






uses the higher

capacity 80211n

standard Read

the full story

online

8132019 CPT_20140101_Jan_2014


I T T R E N D S














ELLEN WAGNER

ADRIANSANNIER

REY JUNCO

8132019 CPT_20140101_Jan_2014



I T T R E N D S














ized learning path

































HILL

JUNCO

BROWN

WAGNER

SANNIER

HOT

WARM

COOL

COLD

RATINGS KEY

8132019 CPT_20140101_Jan_2014



















Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



I T T R E N D S








Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


Approach to


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

SHARE




8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014



Industry+Campus














story online


















story online
















full story online








raise your sights

__________

8132019 CPT_20140101_Jan_2014


Industry+Campus





Management




in check

Sponsored by CDWG



Campus











current activities


Upcoming Events

Feb 3-5



New Orleans

Feb 11-13


Las Vegas

Feb 15-18


eLearning 2014

Orlando FL

Feb 23-28



Las Vegas


Community College

Innovations 2014

Anaheim CA


editors1105mediacom


______________________________

8132019 CPT_20140101_Jan_2014


n e w

r e l e a s e

s

















Network Upgrade






uses the higher

capacity 80211n

standard Read

the full story

online

8132019 CPT_20140101_Jan_2014


I T T R E N D S














ELLEN WAGNER

ADRIANSANNIER

REY JUNCO

8132019 CPT_20140101_Jan_2014



I T T R E N D S














ized learning path

































HILL

JUNCO

BROWN

WAGNER

SANNIER

HOT

WARM

COOL

COLD

RATINGS KEY

8132019 CPT_20140101_Jan_2014



















Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



I T T R E N D S








Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


Approach to


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

SHARE




8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014


Industry+Campus





Management




in check

Sponsored by CDWG



Campus











current activities


Upcoming Events

Feb 3-5



New Orleans

Feb 11-13


Las Vegas

Feb 15-18


eLearning 2014

Orlando FL

Feb 23-28



Las Vegas


Community College

Innovations 2014

Anaheim CA


editors1105mediacom


______________________________

8132019 CPT_20140101_Jan_2014


n e w

r e l e a s e

s

















Network Upgrade






uses the higher

capacity 80211n

standard Read

the full story

online

8132019 CPT_20140101_Jan_2014


I T T R E N D S














ELLEN WAGNER

ADRIANSANNIER

REY JUNCO

8132019 CPT_20140101_Jan_2014



I T T R E N D S














ized learning path

































HILL

JUNCO

BROWN

WAGNER

SANNIER

HOT

WARM

COOL

COLD

RATINGS KEY

8132019 CPT_20140101_Jan_2014



















Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



I T T R E N D S








Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


Approach to


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

SHARE




8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014


n e w

r e l e a s e

s

















Network Upgrade






uses the higher

capacity 80211n

standard Read

the full story

online

8132019 CPT_20140101_Jan_2014


I T T R E N D S














ELLEN WAGNER

ADRIANSANNIER

REY JUNCO

8132019 CPT_20140101_Jan_2014



I T T R E N D S














ized learning path

































HILL

JUNCO

BROWN

WAGNER

SANNIER

HOT

WARM

COOL

COLD

RATINGS KEY

8132019 CPT_20140101_Jan_2014



















Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



I T T R E N D S








Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


Approach to


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

SHARE




8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


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gathered for access









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8132019 CPT_20140101_Jan_2014














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David Seymour











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8132019 CPT_20140101_Jan_2014


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8132019 CPT_20140101_Jan_2014


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gathered for access









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EDITOR Mary Grush







David Seymour











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COMPANY INDEX




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Canon 11usacanoncom




Sony 4sonycomptz

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REACHING THE STAFF



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8132019 CPT_20140101_Jan_2014



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Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



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Big Data











































Flipped Classroom










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8132019 CPT_20140101_Jan_2014


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ing opportunities

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8132019 CPT_20140101_Jan_2014


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By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


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still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014



















Adaptive Learning










































I T T R E N D S

___________________ ___________________

8132019 CPT_20140101_Jan_2014



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Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

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Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


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Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















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NEXT How to Earn a

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course tools
























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8132019 CPT_20140101_Jan_2014




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By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014



I T T R E N D S








Big Data











































Flipped Classroom










ment more obvious




8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

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to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


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course tools
























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8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

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ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


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the university








































8132019 CPT_20140101_Jan_2014







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H E L P D E S K

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2) Helping Advisers

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___________

____________

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8132019 CPT_20140101_Jan_2014




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8132019 CPT_20140101_Jan_2014




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Y

G A R Y

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Homework and Tests























Magical Metrics































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education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


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still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014


Sannier



















to come





























ing opportunities

I T T R E N D S


Click for Mac

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















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8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


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H E L P D E S K

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pus Technology

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2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































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pus Technology

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to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


Approach to


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

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to TOC


Online Advising
































































pus Technology

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8132019 CPT_20140101_Jan_2014






















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8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

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goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014



10 yearsCelebrating

AWARDS 2014





challenges


6 Award Categories






Education Futurists




















































I T T R E N D S


8132019 CPT_20140101_Jan_2014


I T T R E N D S















demic integration

















































SHARE

goback

to TOC

NEXT How to Earn a

Graduate Degree









8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014





















course tools
























8132019 CPT_20140101_Jan_2014




goback

to TOC

NEXT Breaking the

MOOC Model












































up-to-daterdquo


















Los Angeles

SHARE





8132019 CPT_20140101_Jan_2014


















8132019 CPT_20140101_Jan_2014



















































____________

8132019 CPT_20140101_Jan_2014









































ing in the towel











nectivist variety)







__________________

8132019 CPT_20140101_Jan_2014


your top selection


ULTRA SHORT THROW

COMPACT amp MOBILE

BASIC INSTALLATION

LARGE VENUE























learning








Full Steam Ahead




















__________________

8132019 CPT_20140101_Jan_2014






































the university








































8132019 CPT_20140101_Jan_2014







system as a whole




































































View CA

SHARE

goback

to TOC


Approach to


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

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8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

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pus Technology

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8132019 CPT_20140101_Jan_2014




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8132019 CPT_20140101_Jan_2014




P H O T O B

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Homework and Tests























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pus Technology

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8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


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still need to make














gathered for access









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experience

8132019 CPT_20140101_Jan_2014














Sales Contact

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industry



EDITOR Mary Grush







David Seymour











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COMPANY INDEX




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Canon 11usacanoncom




Sony 4sonycomptz

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REACHING THE STAFF



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_______________

8132019 CPT_20140101_Jan_2014


8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

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8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

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8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

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goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014



H E L P D E S K

goback

to TOC


Online Advising
































































pus Technology

SHARE




8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014






















8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014





















































8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014





















2) Helping Advisers

Take Action














___________

____________

Click for Mac

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014



























































8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014







































































pus Technology

SHARE

goback

to TOC


Tune in on Any

Device

VIDEO EXTRAS



Academic Pathway




8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014




dian schaffhauser
















said Wandt
































8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014




P H O T O B

Y

G A R Y

P A R K E R




6 Award Categories

and Policy




















































_____________________________________________________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014


















Homework and Tests























Magical Metrics































pus Technology

SHARE

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014





















education

























































By Mary Grush

C-Level View


8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014


C-Level View


SHARE







still need to make














gathered for access









classroom






















learned it



classroom delivery











































experience

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

8132019 CPT_20140101_Jan_2014














Sales Contact

Information








industry



EDITOR Mary Grush







David Seymour











Richard Vitale







David F Myers







COMPANY INDEX




ADVERTISER INDEX




Canon 11usacanoncom




Sony 4sonycomptz

Sony 19sonycomlaser


REACHING THE STAFF



CORPORATE OFFICE



_______________

Documents

CPT_20140101_Jan_2014