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Half of Online Students Prefer this Route Over a Physical Campus.

A new study done by Learning House and Aslanian Market Research focused on students in online courses found that 50 percent of them would rather not attend classes on a physical campus.

The study was done in Spring of 2016 with 1,500 students who had either recently graduated, were currently enrolled or planned to enroll in the next year in a fully online higher education degree, certificate or license program; it found that while online courses were an only option for half of the students, 90 percent of them who had previously taken on-campus courses said that they preferred online courses or found them just as good.

According to Learning House’s Chief Academic Officer, David Clinefelter, 3.5 million students are working towards their degree online and that academic institution cannot afford to lose these students.

An important finding in this study is that most online students are unaware of the different pathways they can take during the college careers, such as micro-degrees or boot camps. They are more informed on the traditional college degree routes and templates, and only a third of the students were aware of the principles of competency-based education. Other findings include:

  • Among the factors that go into choosing an online route, tuition was found to be number one
  • The age for online students is decreasing as the average age for undergraduates this year was 29 for undergraduates and 33 for graduate students. That is done from 36 and 37 in 2014
  • About ¾ of students picked a school that had a physical campus within 100 miles of their home, with 32 percent of students stating that they planned on visiting the campus at least once a year, and 44 percent stating that they planned on visiting more frequently.
  • Computer science and IT has raised in popularity for graduate students with 20 percent choosing it – this drops education in the rankings, which dropped from 22 percent in 2014, to 14 percent this year.

For more information, please visit the full article here

Stephen Fry Launches Pindex, a “Pinterest for Education”

Pindex is also known as “a Pinterest for education”, making use of the powerful educational tool that the Internet can be.

Pindex is able to create educational videos for students and teachers. Stephen Fry was responsible for providing creative direction and is also the voice to one of the first videos.

Other videos focus on science and technology including drones and robots. John Leaver, one of the co-founders, explained that the idea of Pindex came from the same boring material that his daughter would bring home from school. He wanted to make topics more engaging and allow teachers to share their best material.

stephenfry

While Fry has been involved with other significant projects such as Pushnote and Summly, he is planning to invest a lot of time to Pindex. He wants to make sure he creates high quality material. As Pindex grows, it will be using material from external makers such as Youtube bloggers. That way, their audience can expand as well as get insight from any other sources.

For more info, visit the article here.

Cybersecurity Update: Phishing Becoming More Frequent, Effective

phish

As other forms of online security grow stronger, online criminals are looking more and more towards the end user as an attack vector as well as a victim. Phishing attacks, which trick the user into voluntarily giving up their personal information to a source that they think they can trust, are increasing dramatically. At the same time, these attacks are becoming more sophisticated in their ability to confuse their victims and earn their trust. For example, phishing attacks frequently take the form of fraudulent emails that tell users that their account has been compromised and that they need to reset their passwords. They then direct users to a fake website that resembles the one they expect to see and ask users to enter their credentials. Once the victim enters their username and password, attackers are free to use those to impersonate the victim. Attackers are quickly learning to trick their victims by including the victim’s name in the subject of the email, among other things. Other forms of phishing attacks could include email attachments that, when downloaded, can infect the victim’s computer.

UW has an excellent system for telling students about ongoing security issues, including emails being sent to the entire system when attacks are being reported against UW students. However, the best way to fight phishing attacks is learning the ability to tell the difference between a trustworthy and untrustworthy email. Paying close attention to spelling and grammar in a given email and looking for consistency in information given can be an effective tool to keep oneself from being tricked.

For more information on this topic click here.

Western Oregon University Install NetApp Flash Storage

Western Oregon University has a new flash storage system. The new system has increased the school’s storage capacity and speed.

The University administrators use IBM Congos, which is a business intelligence software. Professors are using the Moodle e-learning system. The system will help instructors incorporate videos, online quizzes and other digital content into their courses.

The university began to experience a lag in their extensive media-rich teaching and learning systems. Only 250 of the university’s 5,200 undergraduate and 900 graduate students could log on all at once. Students also had delays logging on from their personal desktops and launched applications The university searched for possible solutions to fix the problem, which led to the  NetApp, a provider of data storage and management systems. The NetApp teamed up with Mountain States Networking to create the NetApp ef550 flash array.

netapp

Picture by Clark College Libraries.

Western Oregon University reported that they are now able to support 10 times as many concurrent users of media-rich applications, with 95% percent less processing time. The backup times has also reduced from over an hour to only 9 minutes! Bill Kernan, CIO of Western Oregon University, reported that with the NetApp flash storage system the school is able to reach a capacity of more than 1,200 concurrent users, while providing excellent system performance campuswide.

Click here to read more.

Smart Classroom Strategies: Getting Faculty Involved

UWB ClassroomA recent article published by Campus Technology describes how higher ed institutions nationwide are upgrading to provide faculty with the latest technologies to use for teaching and learning. These technologies include hardware such as clickers, tablets, and video recording equipment along with software and web tools such as Google Apps. However, while many of these initiatives to bring the latest technology in to the classroom are ambitious and designed to enhance learning, what can occur instead is that the technology ends up sitting in a storage closet as faculty who are often willing to try new hardware and software are frustrated with not knowing how to use these tools effectively.

The article outlines five strategies to help faculty use technology tools effectively so that they don’t end up gathering dust:

  1. Create Peer Training Groups – “Instead of equipping classrooms with technology and expecting faculty members to use it, Shackelford said, the university trained a small group of “ambassadors” who help other professors get onboard with the new equipment, software, and applications. Facebook, for example, was introduced not only as a social networking platform for students but also as a communication tool for professors to use with one another and with their students. “
  2. Carve out time for Professional Development – New technology initiatives can be fast and furious as IT departments collaborate with campus academic divisions, network groups, and other entities to meet deployment deadlines. Faculty members can get swept up in the excitement and wind up with classrooms full of technology that they don’t know how to use.
  3. Align IT with academic instructional departments – “We can’t do what we want to do on the development side if we don’t have the IT support,” said Spataro, who often bounces ideas off the IT team.
  4. Create a link between technological innovation and pedagogical effectiveness. If professors know that the time they’re putting into professional development will ultimately help them teach better, then the odds that they will participate and be engaged will be that much higher.
  5. Finally, involve faculty members in the planning process. Getting professors to integrate smart classroom technologies into their lessons, lectures, assignments, and projects can be as simple as opening up the lines of communication early between those instructors and their IT and instructional technology departments.

Read more at Campus Technology: Tactics for the Smart Classroom: Getting Smarter About Faculty Involvement