EDUCAUSE | Recent Wiki Updates http://connect.educause.edu/wiki_rev/feed EDUCAUSE CONNECT http://connect.educause.edu/wiki_rev/feed http://connect.educause.edu/educause/images/e_rss.png events, concepts, and conversation from EDUCAUSE The EDUCAUSE Podcast Crew EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. Our podcasts provide information about a range of topics including Leadership, Policy and Law, Teaching and Learning, Emerging Technologies, Open Source, Research Computing, Cyberinfrastructure, and Digitial Libraries. http://connect.educause.edu/browse/content/node/691/list/feed A listing of the most recently changed wikis. en "TLChallenges09" updated on 2008/09/04 - 5:06am http://connect.educause.edu/wiki/TLChallenges09

Challenges Header

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]]> "2009 Southeast Regional Conference Program Committee Wiki" updated on 2008/08/15 - 10:01am http://connect.educause.edu/wiki/2009+Southeast+Regional+Conference+Program+Committee+Wiki

Please add your ideas for the conference theme.

  • Rethinking IT Services for a Sustainable Future
  • Lean Green IT Machine [Lean (money will always be tight) Green (sustainability issues are critical) IT Machine (that cares about people)]
  • A Changing World: Rethinking IT Services for a Sustainable Future
  • Meeting the Needs of a Changing World: Rethinking IT Services for a Sustainable Future
  • Planning towards the Future: Innovation, Sustainability, and Progress
  • Building the lean green IT machine

]]> "Identity Management/Non-Traditional Populations/Account Management" updated on 2008/08/14 - 8:00pm http://connect.educause.edu/wiki/Identity+Management/Non-Traditional+Populations/Account+Management

Authentication credential creation, management and life cycle for people who are loosely affiliated with an institution are a common need in higher education.  The uses and terms for these credentials vary widely and the task of managing use and expectation while maintaining security provides IT with many challenges. In this framework, we will attempt to define and clarify some of the uses and management mechanisms that have been found to be functional at some institutions and may be useful in other areas.

Traditional populations: 

  • Faculty
  • Staff
  • Students
  • Residents
  • Visiting Faculty
  • Visiting Students
  • Alumni
  • Non-Degree seeking students and life long learners

Some defined non-traditional populations:

  • Friends of the institution:  People who may donate their time to the institution
  • Contractors: People hired directly or indirectly by the institution
  • Prospective Students:  High School Students
  • Collaborating Faculty: Faculty from other instutition and use local resources
  • Guest Lecturers: Short time or non-paid faculty
  • Benefactors:  People who gift funds or property to the instutition
  • Honorary Degree Recipients: self explanatory
  • Neighbors: People who live in the vacinity of the institution
  • Beneficiaries:  People or groups who are allowed access to institutional resources (soccer fields)
  • Special Project collaborators:  People who may require access to resources due to projects funded by the institution, i.e. study volunteers, k-12 grade students, accredidation recipients.
  • Library Patrons
  • Docent
  • Family Members

Defined Business needs for non-traditional population access:

  • Contract obligations (building, outsourced labor, ASP, systems and service support)
  • Grant requirements
  • Fund Raising
  • Pedagogy
  • Research interests
  • Community Building (good neighor, good corporate citizenship)
  • State or Federal requirements (libraries, repositories, emergency shelters)
  • On Campus services (food courts, book store, vending,health services, security) 

Account Terms:

  • Short well defined terms: i.e. semester, course term, contract term - generally defined by a contract, agreement or funding period.
  • Short term: events volunteers
  • Long term well defined terms:  Graduate students, guest lecturers
  • Long vague term:  Friends, neighbors

Management of not-traditional role accounts:

  • Sponsorship - A traditional member sponsors a non-traditional member
  • Unsponsored - Ad Hoc, give on request
  • Self Sponsored - Non-traditional member identity is self asserted
  • Sponsor transfer - what happens to sponsored accounts when the sponsor leaves the institution
  • Role Migration - When a non-traditional member becomes traditional or the reverse
  • Automated inactivity management - Mechanisms to manage inactive sponsor accounts
  • Supporting non-traditional accounts - Help Desk and other support
  • Self Service Management - Web based password changes

Access control Management:

  • Defined by sponsor (sponsor chinese menue)
  • Defined by resource managers - resource manager decides authorization criteria
  • Birth Right Services - any services or access granted based on acceptance of default terms
  • Defined by role
  • Defined by special request

 

]]> "Identity Management/Non-Traditional Populations" updated on 2008/08/14 - 7:59pm http://connect.educause.edu/wiki/Identity+Management/Non-Traditional+Populations

Introduction

Get us started ...

]]> "PKI" updated on 2008/08/14 - 7:58pm http://connect.educause.edu/wiki/PKI

]]> "Kerberos" updated on 2008/08/14 - 7:56pm http://connect.educause.edu/wiki/Kerberos

]]> "Shibboleth" updated on 2008/08/14 - 7:53pm http://connect.educause.edu/wiki/Shibboleth

Shibboleth

]]> "Identity Management/Authorization" updated on 2008/08/14 - 7:53pm http://connect.educause.edu/wiki/Identity+Management/Authorization

Introduction

This section is focused on authorization mechanisms.

Topics

]]> "Signet" updated on 2008/08/14 - 7:52pm http://connect.educause.edu/wiki/Signet

Signet

]]> "Nexus" updated on 2008/08/14 - 7:51pm http://connect.educause.edu/wiki/Nexus

https://meta.memphis.edu/display/Nexus/Main

]]> "LDAP" updated on 2008/08/14 - 7:49pm http://connect.educause.edu/wiki/LDAP

LDAP Recipe

middleware.internet2.edu/dir/docs/ldap-recipe.htm

 

 

]]> "Grouper" updated on 2008/08/14 - 7:46pm http://connect.educause.edu/wiki/Grouper

middleware.internet2.edu/dir/groups/grouper/

]]> "Identity Management" updated on 2008/08/12 - 9:32am http://connect.educause.edu/wiki/Identity+Management

Introduction

The Identity Management Working Group Steering Committee will be working on this section to provide structure and seed information to the site.

]]> "2008 LTL Program Ad-Hoc Bibliography" updated on 2008/08/08 - 3:01pm http://connect.educause.edu/wiki/2008+LTL+Program+Ad-Hoc+Bibliography

This is a list of resources I collected during the 2008 EDUCAUSE LTL Program. Whenever someone said "You should really look at xyz article/book." I  tried to capture it in a list in the back of my notebook. Feel free to add any others that I missed or annotate the list.

Bridges, William. Managing Transitions:Making the Most of Change.

Buckingham, Marcus. First, Break All the Rules: What the World's Greatest Managers Do Differently.

    Now, Discover Your Strengths.

    Go Put Your Strengths to Work: 6 Powerful Steps to Achieve Outstanding Performance.

Ornstein, Robert. The Roots of the Self; Unraveling the Mystery of Who We Are.

Surowiecki, James. The Wisdom of Crowds.

From Harvard Business Review:

From Educause Quarterly:

 

 

]]> "Recommended Reading for 2008 LTL Program" updated on 2008/08/08 - 3:00pm http://connect.educause.edu/wiki/Recommended+Reading+for+2008+LTL+Program

 

Recommended Reading for 2008 LTL Program

 

Readings from LTL Faculty:

From Carole Barone:

(Pre-program reading)

  • Best of HBR on Leadership, “Stealth Leadership,” 2004, HBR Collection of (4) Articles, (the best by Debra Meyerson, “Radical Change, the Quiet Way.”)
  • “The Seasoned Executive’s Decision-Making Style,” HBR, February 2006, pp.111 – 121.
  • “What Makes a Leader?” Daniel Goleman, HBR, Nov/Dec 1998, pp. 93-102.
  • Hawkins, Brian, “Twelve Habits of Successful IT Professionals,” EDUCAUSE Review 2006 (ID: ERM0613)
  • Bill George, et al., “Discovering Your Authentic Leadership,” HBR, February 2007, pp. 129-138.

 From Lanny Arvan:

 Readings from LTL Participants:

From Sarah Walkowiak:

This is a list of resources I collected during the LTL Program. Whenever someone said "You should really look at xyz article/book." I  tried to capture it in a list in the back of my notebook. Feel free to add any others that I missed or annotate the list.

Kouzes & Posner interviewed  leaders at all levels about leading at their "Personal Best." This book  covers the results of their work and what they consider to be the five practices of exemplary leadership: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart

  • The Center for Creative Leadership, ccl.org, publishes a wide variety of materials on leadership including a free e-newsletter, whitepapers and books.

Of particular interest are the "Ideas into Action" Guidebooks, which are short, focused, inexpensive booklets, often with worksheets on a specific topic. Examples include "Building Resiliency: How to Thrive in Times of Change" and "Ongoing Feedback: How to Get It, How to Use It."

 

 Other Materials

From Ron Kraemer:

Michael Wesch Video

 

]]> "Group Projects" updated on 2008/08/08 - 4:53am http://connect.educause.edu/wiki/Group+Projects

I plan to orgainze research on how and why to do group projects

]]> "Group Classroom Learning Articles" updated on 2008/08/08 - 4:46am http://connect.educause.edu/wiki/Group+Classroom+Learning+Articles

This is where I plan to collect and organize articles on how to conduct successful group activities.

]]> "Help/Search" updated on 2008/08/07 - 9:31am http://connect.educause.edu/wiki/Help/Search

EDUCAUSE Connect Advanced Search Help

This page provides an explanation of the EDUCAUSE Connect?s advanced search feature.

Primary Filters

  • Topics? the EDUCAUSE taxonomy is divided into topic areas. Selecting a topic area will search that term and all terms associated with it.
  • EDUCAUSE Publications ? Selecting a specific publication will result in the searching of only that contributing source(s). More than one publication may be checked.

Community Filters

The community filter includes Governance, Carnegie Classification and FTE:

Governance

  • Any Control
  • Public
  • Private

Carnegie Classification

FTE: (Full Time Equivalent)

  • Any FTE
  • Small (Under 2000)
  • Medium (2,000-7,999)
  • Large-Medium (8,000-18,000)
  • Large (18,000+)

Policy Filters

The Resource Center includes links to hundreds of technology policies from colleges and universities around the country. The policies are searchable by policy type, keyword, and community filter. To submit a policy for inclusion in the library or to correct a link, please write to contribute@educause.edu.

Because many policies don't fit neatly into a single topic area, you may benefit from searching several categories. Below is a brief explanation of the categories:

  • Acceptable/Responsible Use Policies ?policies contained in this category deal with the appropriate use of computer systems for a specific institution. For example, some institutions prefer that their employees not use e-mail for personal correspondence while at work in accordance with a broader policy that prohibits personal phone calls as well.
  • Access Policies ? policies concerning how access may be gained to a specific computer system and by whom.
  • Cellular Telephone Policies ? policies concerning the use of cell/mobile phones for work purposes that are the property of the institution.
  • Conditions/Guidelines for Use ? while these documents may not officially be considered policies, they contain information on what is expected of users on a specific computer system.
  • Copyright / Intellectual Property Policies ?policies that deal with copyright and intellectual property laws and their application to university research, as well as those who use university resources for academic purposes.
  • Data Retention Policies ? policies that deal with the retention of records by faculty or other institutional staff concerning research programs.
  • E-mail Policies ? policies concerned solely with the use of electronic mail on computer systems.
  • Electronic Communications Policies ?policies concerned with the use of e-mail to communicate official school business to the members of the institution's community.
  • Ethics Policies ? policies that are usually applied to a broader area than just computer systems that are a good place to look for the tone of policies within the organization. They are also sometimes referred to from policies regarding computer systems.
  • Information Policies ? policies that deal with more than two policy areas. They vary from generic one-paragraph policies to long, detailed ones.
  • Library Policies ? policies that contain information pertaining to the library, such as mission, and library use.
  • Licensing Policies ? policies that usually deal with software and electronic resource licensing.
  • Password Policies ? policies that concern the security of computer systems and the selection of passwords.
  • Privacy Policies ? policies that contain information about the privacy of electronic information within the organization (also known as student records policies). The Family Educational Rights and Privacy Act (FERPA) of 1974 and the Electronic Communications Privacy Act (ECPA) of 1986 guide a majority of U.S. policies in this category.
  • Security Policies ? policies concerning the security of a computer system, usually through the use of a password or access restrictions.
  • Web Policies ? policies concerned solely with World Wide Web usage and publication on computer systems.
  • Wireless Policies ? policies concerning the development and administration of wireless network service. Information may also be included on network security maintenance and integrity.

]]> "Help" updated on 2008/08/07 - 9:29am http://connect.educause.edu/wiki/Help

EDUCAUSE CONNECT HELP

]]> "Green Computing" updated on 2008/08/06 - 11:42am http://connect.educause.edu/wiki/Green+Computing "IDM/IAM Software Vendors" updated on 2008/07/27 - 7:49pm http://connect.educause.edu/wiki/IDM/IAM+Software+Vendors

This page is not an endorsement nor a recommendation of vendors who provide software solutions and is provided as a resource list only.  The vendor software listed here have been identified as providing some or all of the functions of Identity and Access Management merge and provisioning.  The vendors are provided in random order.  Please feel free to email suggestions or additions. If you are using one of these products or solutions and please contact us for a case study opportunity.

Send mail to idm@listserv.educause.edu

Open Source IdM/IAM

Some Implementers of IAM/IdM

Resources, Blogs, Forums and Groups

]]> "Active Directory" updated on 2008/07/21 - 12:29pm http://connect.educause.edu/wiki/Active+Directory

Active Directory Groups are one mechanism used by Windows Centric campuses to manage access control.  The benefit of using this approach for those campuses is that of centralized control.  Some assumptions need to be assessed in making a decision to use AD.  Many campuses use AD for windows specific access control and other resources as are required depending on your campus.

Some Assumptions:

  1. The majority of resources on campus are Windows based and use AD for access control.
  2. There is some manner of account management that populates and depolulates membership in AD groups as required.
  3. There are other systems that can be employed to manage access control in a scalable manner for those assets that do not or can no use MS AD for access control.

 

]]> "Students, Technology and Learning: Strategies for Success" updated on 2008/07/21 - 11:39am http://connect.educause.edu/wiki/Students%2C+Technology+and+Learning%3A+Strategies+for+Success

AASCU 2008: A Community Bibliography and Reflections

After reflecting and sharing in Orlando, it's time to build a community list of resources for ensuring student success on our campuses. Feel free to share links to readings, videos or other resources that further our understanding of teaching and learning in a digital age. Do include examples from your campus!

Please Note: You will need to create an EDUCAUSE profile to edit this wiki page. These profiles are free and open to the public. You can create yours at: http://www.educause.edu/createprofile/1668.

Readings

On Net Gen students:

On learning spaces:

Examples

  • River City, Harvard University Funded by the National Science Foundation, River City is an “interactive computer simulation for middle gradess science students to learn scientific inquiry and 21st century skills.” The project places students in a virtual environment that looks and feels like a videogame but challenges them to work collaboratively to solve a health mystery. (Mentioned during our "Next Generation Courses" presentation.)
  • SCALE–UP Classrooms The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project at North Carolina State University focuses on establishing highly collaborative, hands-on, computer-rich, interactive learning environments for large-enrollment courses. This site provides pictures and diagrams of classrooms from institutions across the United States that were designed using the SCALE-UP model. (Learning Space example)
  • Stanford University, Wallenberg Hall Wallenberg Hall has been designed to provide learning spaces for university classes and state-of-the-art facilities for research in learning and education, both locally and in collaboration with international partners. These spaces can be used individually or in varying combinations to support a myriad of learning activities. The lightweight, mobile furnishings in the Wallenberg Hall classrooms provide support for a wide range of traditional and emerging modes of teaching. The rooms contain sophisticated collaborative computing environments, the ability to record activities for later use, large wall displays that can be used as recording whiteboards or for videoconferencing and presentation, and adjacent breakout spaces for group work. (Learning Space example)

Video

  • A Vision of Students Today The video created by Michael Wesch at Kansas State University which offers a stark view of education today through the eyes of his students.
  • Student Tech Chat (A video created by University of Illinois at Urbana-Champaign student Emily Retzer exploring students’ attitudes about technology’s current use in the classroom.)
  • Net Experienced, But How Savvy? (A video of University of Minnesota students video from the University of Minnesota's Digital Media Center presents students talking about how they use digital technology in their lives and learning. It also compares those perspectives against survey data collected by the Digital Media Center.
  • Students and Social Networking Applications (A video from the University of Dayton that features students discussing in their own words how and why they use social networking applications such as Facebook.)
  • Technology from the Students' Perspective(A video of University of Central Florida students describing how they view technology and their learning preferences)
  • If Higher Education Listened to Me (A video of University of Central Florida students discussing their views on teaching, learning, and technology)
  • Why Games? (A video of University of Central Flordia students sharing their thoughts on why they are drawn to computer games and how they see the elements of those games applying to learning)

Web sites

  • Net Generation Learners A page dedicated to the exploration of today's learners by the EDUCAUSE Learning Initiative.
  • Project Kaleidoscope PKAL is a leading national advocate for building and sustaining strong undergraduate programs in science, technology, engineering and mathematics (STEM). It focuses on building learning environments that attract undergraduate students to the study of STEM fields and motivate them to consider careers in related fields. PKAL programs and publications spotlight successful efforts on campuses across the country.
  • TLT Group, Teaching/Learning Activities and Learning Spaces That Make Them Easier: A Table of Contents This site lists important, problematic teaching and learning activities, each of which is illustrated by examples of physical and virtual learning spaces that make those activities especially easy. These pages can be used for brainstorming, planning, and developing tools to evaluate spaces and their support services.

Podcasts

Enhanced Podcasts on Learning Spaces

  • Dan Gilbert, Wallenberg Hall Enhanced Podcast Tour
  • Julie K. Little, The Commons at the University of Tennessee, Knoxville

Event Reflections

  • What are the big ideas you'll take back to campus?
  • What are some first steps?
  • What questions remain?
  • ...

Team Reflections (7/15/08) (What are you thinking about-- with an eye to how it has shaped your thinking on campus)

California State U-Long Beach: Very much appreciated the program’s feedback from students and exposure to multiple research points. Short term planning includes framing our approach to hybrid instruction (including adoption, support, assessment); eval LMS (thinking outside of the box and traditional use of the tools for bringing info to students). Long term planning: how we'll adopt and incorporate faculty development processes, learning communities on campus, looking at available space in newly acquired buildings

Fitchburg State College (MA): Current ways in whcih we approach faculty development efforts. Need to utilize different groups in a coordinated way. Will spend more time focusing on what students are looking for. What types of resources do they need. Within some of the learnign space redesigns, need to spend more time on classroom spaces.

Keene State College (NH): Reaffirmed directions they were taking in develop their academic technology plan. Ideas learned will be incorporated (openness, authentic learning).

Lehman College City University of New York: It was very valuable bringing the team together to develop a common language to talk about problems. Currently working on a project on e-portfolios. Very interested in learning spaces (and will look at some simple implementations that were learned). Also will help them to form their definition of a new administrative position.

Montana State Billings: After the first presentation, realize "we gotta change." But it's about implementing and changing campus culture to recognize gen net student and focus on instructional strategies. Will host a welcome back presentation in the fall to start "rattling cages" - and look to a paradigm shift. The way we teach, learn, and who our students are.

Northeastern State University (OK): They are looking in the right directions. Faculty development is a challenge and they need to rethink to implement some of these new instructional technologies. Will take back the process of student project parlors to use the student voice. Have an opportunity to rethink some learning spaces. The last two years have been involved in a strategic planning process and core values. Now have some ideas for how to translate those values for assessment. We don’t need to reinvent the wheel. There are so many valuable resources that have been shared.

Northwestern State University (LA): This was been a great opportunity to get away and meet as a team in a delightful environment. We’re asking ourselves questions. Have an extensive online program, but have learned some new ways of looking at assessment of online learning. Currently, redesigning their web site and have discussed looking at developing a virtual campus. Now realize needs of online students and will consider using virtual worlds to help connect noncontiguous learners to the institution. Looking into surveying faculty and students to find out how many of them are involved in “net gen” activities. Learned a lot about learning spaces and have an opportunity with some new spaces coming online. They have more new ideas than they can “shake a stick at.”

Plymouth State (NH): So many new ideas. One was thinking about prospective faculty with some of the new ideas they are coming to our campus with. What new technology is available for the classroom to augment our pedagogical approaches. Learned so much about physical and virtual spaces to help us along.

Ramapo College of New Jersey: There was a big shift in our conversations by the second or third group discussion. Having the team together allowed our conversations to take a very different direction. Need to return to campus and continue the conversations. How can we aspire to some of the models we’ve seen and what’s realistic to our campus. Need to leverage what already exists.

St. Could State University (MN): We’ve developed eleven action items from a team of six. We currently have ongoing conversations on technology planning and are redoing master facilities plan. So from this event we’ll have new information. We’ll definitely engage students and faculty to help us through the design process.

University of Texas at Tyler: This has been a wonderful experience for us. This was good timing in light of current campus planning. They are in a high growth mode, so the technology piece has been challenging. One of their questions is how best to communicate with students? Is there one best way? Or a model?

University of Texas-Pan American: Greatly expanded our vocabulary and a tremendous awareness of who the net generation is. We’ve learned a great deal. We knew we needed to have a paradigm shift in light of our goal to become a “learner-centered” university. Now have ideas on what this means. Plan to host a conference to bring outside consultants to increase faculty awareness as to what learner-centered looks like.

University of Maine-Augusta: Will go home to be an activist “team” and a catalyst for change. It’s a good time for our campus. Our theme for the coming year will be “dancing with the bear.” Action steps: Keep the workgroup together and maintain a wiki to share with the campus. Put together student focus groups. Find some incentive grants for faculty innovation. Modeling behavior through Web 2.0 tools. Our CIS students are a great asset and we need their help. Engage net gen students. Facilitate awareness of net gen student world to campus. Create community for a commuter campus. Adapt to meet learner styles. Look at assessment of learning outcomes.

University of North Carolina-Pembroke: We’re paying attention to a lot of things, but realize some new areas to pay attention to- net gen students, learning spaces. We’ve been very faculty-centered that we may have overlooked students. Need to look at ways our students are learning and assist. Therefore, shift the mindset. Let the students tell faculty how they want to learn and engage them in conversation focused on institutional success. The project parlors were excellent and demonstrate for faculty what students are doing/using.

]]> "Transformers Presentation" updated on 2008/07/17 - 12:46pm http://connect.educause.edu/wiki/Transformers+Presentation

Documents are attached below.

 

 

 

]]> "Transformers" updated on 2008/07/17 - 12:45pm http://connect.educause.edu/wiki/Transformers

Team Page

Transformers Presentation

I don't think it's by chance that Perry included this slide in this morning's presentation:

 It is your duty to work out the details:

Recognize the problem;

Collect necessary information;

Develop possible solutions;

Analyze and compare possible solutions;

Select best solution

 Tasks:

Define

  • Audience
  • Outcomes
  • Program
  • Roles
  • Problem
  • Research / Data
  • Leading change article
  • State assumptions / thinking

 

 E-portfolio link: http://livetext.com

 

http://iwebfolio.com

 

Who's on First?:

Pat Intro/Close Presentation

Sarah Present Business Case

Mark/Sarah Discuss Busniess Case & What to present

Supporting Docs Maureen & Ray

 Brainstorm Presentation Outline

Title: Outcomes Based Education: Transforming Undergraduate Education at Concentional U

  1. What is the problem? Highlights from Executive Summary 
  2. What is the proposed solution?      Overview of Faculty and staff training program (soft skills); technical skills
  3. Benefits of solution (business case)
  4. Next Steps

]]> "Table Six wiki page (strategic innovation)" updated on 2008/07/17 - 9:01am http://connect.educause.edu/wiki/Table+Six+wiki+page+%28strategic+innovation%29

back to the main page

Table Six's ideas

1. Sanning: 

  • Talk with faculty, find out what they want to do, what's important to them
  • Sit in classrooms when faculty is teaching (teaching style, needs)
  • Ideas from collegues
  • Sweep acroos campus about needs and problems including: faculty, students, other administrative offices/staff
  • Identify roles and responsibilities on campus
  • Opportunities to introduce & initiate innovation
  • Technology functions
  • External ideas (other universities, conferences)
  • Identify the cost will be involved

2. Piloting:

  •  Identify where the pilot will take place, who will be involved, size of the pilot
  •  
  •  

3. Main Streaming:

4. Selection:

 

]]> "Table One wiki page (strategic innovation)" updated on 2008/07/17 - 9:00am http://connect.educause.edu/wiki/Table+One+wiki+page+%28strategic+innovation%29

back to the main page

Table One's ideas - Rafael, Em, Eric, Amy

Context for both kinds of innovation - in an R&D Lab, there's no "pedagogy", but there are assumptions of it there.  But this depedns on who's playing with the technology; can it "support what we're doing" or "support what we'd like to do" better, or does it "help shore up what's missing".  This is a good filter you might apply; it has to meet a bar or be able to do X.  But, first, there has to be some sort of scanning process.  You need multiple people at that level -- technical staff, pedagogically-focused staff, etc.  A diverse group of people does the scanning, then they share their insights (in person, through a blog, etc.)  You wouldn't bring something up in a meeting unless it's been passed through some sort of filter.

But, it's difficult to externalize those filters.  You can't "plan innovation", but you can make it a priority to "play".  Empower people to download Second Life and play with it.  But an important additional element is that, since the tools are used in a classroom/class experience.  The students are using the technology, and you need to capture that kind of experince somehow.  Somehow, you have to observe the faculty/students as they actually use the tool.  That needs to be put in the filtering stage, as an explicit evaluation component.  (Part of the "filter arrow".)

Events need to link people together and find the "under the radar" experiences; keep your eyes on the leading-edge faculty.  That, in turn, helps to inform what you should be scanning for in the future; it becomes a recursive process.

The "scan and filter" would likely happen before it's talked about -- handled by individuals.  In our institutions, we need to empower people to play.  Give them a "mini-sabbatical" to let them work for a day on something they'd like to work with.  Give them "mini research projects" and report back.  Institute show-and-tell meetings like Stanford's "All About Me" series.  And faculty will sandbox in classes; sometimes that's looked down on by the provost or by the IT staff.  So, in sum, we're talking about a cultural focus.

When you find faculty doing a "black market" thing and your IT team goes, "Huh?!?", that can point to important services that you're not providing.  This serves as another form of scanning; you're scanning for holes or gaps in your service.  It functions as another outcome of your scanning.  Therefore, what you "do" with your scanning will vary depending on the particular tools or needs -- maybe a pilot, maybe a change in service, etc.  If your scanning identifies a tool that meets a known learning need or strategic direction of the institution, perhaps it would result in a promotion or pilot.

Note that there are many things that count as innovation that never get to the "large" stage; they're successful at "modest".  So we need to remember that size isn't the only measure of success.  This raises the question of "how do you 'innovate' existing tools/systems that have been covertly but successfully implemented on a small scale"?

As an example, at Wisconsin (which is a D2L school), Engineering is using Moodle because it works better for them.  That's a "modest innovation" that probably won't spread into the mainstream in three or four years; it's a fairly full innovation cycle at that level, but it probably won't progress to an institute-wide initiative.

What about institutions who have defined themselves as "early followers"?  Normally, things just bubble up and the organization takes it for granted.  So, how can we make this explicit?  There needs to be a mental model, as you're scanning, that ties you to strategic directions and other "key values".  We should have conversations in our T&L groups that address the "what are you looking for?" questions -- ask faculty what their needs are.

In sum, you don't scan, then scan, then scan some more.  There needs to be a recognized process that moves people through filters and into phases.

How you get to the second stage ("piloting") varies depending on your organization and the thing that you're talking about -- the questions of relative advantage, trialability, etc.

There's a decision element that needs to be formalized -- the responsibility of the director of academic technology?  Someone has to say, "We need to make the investment in X".  The review-and-filter is a decision point where you need to take the next step.  And in many cases, this decision needs to be made by a real person on the organization chart.

In the pilot phase, "scale" becomes an issue.  Sometimes in the pilots, a "bake-off" is used to help evaluate the tools.  There are lots of different kinds of pilot systems, but a "who's doing it" needs to defined.  The variety of channels is so vast that it's difficult to describe "one right answer".

In the pilot phase, you select faculty who are interested in using a technology and volunteer to use that technology in their class.

]]> "Table two wiki page (strategic innovation)" updated on 2008/07/17 - 8:58am http://connect.educause.edu/wiki/Table+two+wiki+page+%28strategic+innovation%29

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Table Two's ideas

1. Needs assessment, educational objectives

   Seek out solutions that could possibly address the needs and meet the objectives.

2.  Identify pilot audience.  Assessment measurements to determine if the proposed solution.  Does it address administrative organizational objectives?  Support model?

3.  Overall implementation of the technology with accessibility, scalability and acceptable performance.

4.  Based upon your assessment criteria and your findings will determine whether to mainstream the application or not.

]]> "Table Five wiki page (strategic innovation)" updated on 2008/07/16 - 7:24pm http://connect.educause.edu/wiki/Table+Five+wiki+page+%28strategic+innovation%29

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Table Five's ideas

 

]]> "table seven wiki page (strategic innovation)" updated on 2008/07/16 - 7:23pm http://connect.educause.edu/wiki/table+seven+wiki+page+%28strategic+innovation%29

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Table Seven's ideas

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