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The CITE, a blog published by the National Association of College Stores, takes a look at the intersection of education and technology, highlighting issues that range from course materials to learning delivery to the student experience. Comments, discussion, feedback, and ideas are welcome.


Monday, November 20, 2017

Students Go Tech-Free for Class

At the University of Pennsylvania, Philadelphia, students who enroll in a special course taught by Justin McDaniel, professor of religious studies, get to experience a taste of the monastic life, including a vow of silence. In what may be even more of a trial for digital natives, they also relinquish use of their phone, texts, Internet, computer, TV, and radio for a month.

Rather than phone-addicted students running the other way, the pool of applicants is larger than the class can accommodate.

The tech abstinence extends beyond just the course, which is called Living Deliberately: Monks, Saints, and the Contemplative Life. They aren’t supposed to speak to anyone, including family, classmates, or even professors teaching other classes (in the event of an emergency, they can speak to family members, police, or health-care workers). They can’t use the web or computers for other classes either, having to acquire printed copies of readings and use handwritten notes to communicate with instructors and workgroups.

Other aspects of the course include writing in a journal every 30 minutes as long as they’re awake and taking part in kindness projects on campus or in the community.

McDaniel told NPR that it was surprisingly easy for the students to go cold turkey on their electronics. “What is hard is a feeling that they are missing out on activities, chances to meet other people (in person), and loneliness,” he said. “They actually love not having the electronics.”

He added that very few students in the course try to sneak in tech use—and when they do he can usually spot it from their behavior and their journal entries.

As NPR noted, the course suggests that patterns of tech use, including addiction, may be shaped more by the communities of which we’re a part—in other words, by people—than by neural interactions with the technology itself.

Friday, November 17, 2017

Video's Impact on Higher Ed

Video technology is being used in 99% of higher-ed classrooms, which is leading to an increase in student achievement and engagement, according to a new survey of more than 1,000 educators, administrators, students, IT and media staff, and instructional designers.

The State of Video in Education 2017 found that 99% of institutions reported their instructors regularly incorporated video into their curriculum. More than 70% of the responding institutions said they used video technologies for remote learning and teaching.

The report also noted that 93% of respondents said they believed video increased student satisfaction and 85% reported an increase in student achievement. Another 70% said video increases a sense of affiliation with alumni and 78% added it makes onboarding new employees smoother.

Nearly half of the respondents said a video solution was integrated into their school’s learning management system and 15% use video tools built into the LMS. Ten percent said they had no video solution inside the LMS but that the institution was considering it.

Wednesday, November 15, 2017

11 Ways to Keep Low-Income Students in School

Low-income college students are far more likely to drop out than better-off students and lack of funds is usually the reason. A new report by the Jack Kent Cooke Foundation puts some of the blame on institutions for not providing sufficient information in clear terms about the total cost of attendance and how much financial aid students can expect.

Making College Affordable: Providing Low-Income Students with the Knowledge and Resources Needed to Pay for College lays out 11 recommended strategies for colleges and universities to help lower-income applicants better understand their options before they enroll and to assist them if they run into trouble later on.

No. 9 on the list calls on schools to “utilize low-cost textbooks,” noting that high course-materials expenses may “place a burden on students with unmet financial need.” The report points to open educational resources as a potential solution, although it acknowledges that “awareness of these alternative resources among faculty tends to be low.”

The report also endorses a five-pronged set of recommendations from the U.S. Public Interest Research Group for encouraging adoption of open materials on campus.

The first five strategies in the report advocate that institutions should furnish detailed, jargon-free information about the types of financial aid available, eligibility requirements for aid, total costs to attend for four years, and accurate estimates of living costs, and also urge students to meet with a financial adviser. Three strategies ask schools to prioritize need over merit in giving aid, commit to providing aid for all four years, and stop cutting institutional grants when students receive private scholarships.

The remaining two strategies recommend that schools set up programs to help students with financial emergencies and to find ways to integrate local social services with financial-aid programs.

Monday, November 13, 2017

Picturing a New Form of Literacy

Recorded human communication began with cave paintings and then grew into murals and hieroglyphs before developing into written alphabets. In some ways, digital technologies and social platforms are taking communication back toward its visual origins.

In a commentary in T.H.E. Journal earlier this year, Cathie Norris, a professor and chair in the School of Information at the University of North Texas, and Elliot Soloway, a professor in the College of Engineering at the University of Michigan, noted that K-12 students spend far more time with text-based materials in school and far more time with image-based materials outside the classroom.

With an average of about 2.5 billion daily Snaps on Snapchat, and more than 400 million daily users partaking of Instagram’s shared photos and videos, it’s no surprise that today’s digitally savvy students are gravitating toward “picting,” the use of images instead of words to convey information and ideas.

Picting is an emergent form of literacy, but not one that many schools are embracing. That presents a risk that students who aren’t able to access the same tools in the classroom that they do outside of it may see schoolwork as irrelevant to their lives.

The solution, of course, is not to supplant written communication with picting, but to make reading and writing as engaging as picting’s imagery, and to teach writing as a way to support and improve visual communication.

“Schools must teach written literary skills,” Soloway responded to comments on his and Norris’ post. “This is a teachable moment. Educators can use the Snapchat/Instagram story to help students craft good stories.”

A recent post on the EdSurge edtech news site offered suggestions for how to use Snapchat, Instagram, YouTube, and Seesaw, The Learning Journal, to help give students “ownership of their learning” and make the classroom more engaging for digital natives.

However, engagement can’t be the only metric. Because many complex ideas can’t be communicated with images alone, effective reading and writing skills remain paramount.

They’re also a necessity for full participation in society. As recently as just a century ago, illiteracy could prevent the poor from full participation in their rights as voters and citizens. In an age of “fake news” and calculated disinformation on social media, critical reading skills may be more crucial than ever.

Friday, November 10, 2017

Pros and Cons of Inclusive Access

More colleges and universities are offering inclusive-access programs for course materials because they see the model as ensuring wins for many involved.

Students get their course materials at discounted prices on the first day of class, making instructors happy. Publishers are guaranteed 100% sell-through for offering significant discounts on the content, which provides institutions with a way to show they are keeping costs in check. There’s also a role for the campus store because they have established relationships with all the parties involved—faculty, publishers, and students—and have the means to handle the transactions.

However, not everyone sees it as the best or only option.

Proponents of open educational resources view inclusive access as a model that just replicates the same publishing structures that led to rising textbook prices in the first place. Some faculty members also see inclusive access as an academic-freedom issue, limiting their choices on content to just one publisher.

“I do think it is likely that traditionally published content will continue to be used at colleges and universities, although whether or not it is through inclusive access remains to be seen,” said Nicole Allen, director of open education for the Scholarly Publishing and Academic Resources Coalition. “Textbook publishers have been through many iterations of models for proprietary digital content—it is hard to know how long any one will last.”

The 2017 Textbook Affordability Conference is Nov. 10-12 at Georgia Tech. Updates from the conference will be posted on Twitter using the hashtag #TAC2017Ignite.

Wednesday, November 8, 2017

Lots of Young Kids Are Tablet Owners

In 2011, only 1% of children younger than nine possessed a tablet device. Today, 42% of kids that age have a tablet of their own, according to research by Common Sense.

The amount of time youngsters spend on mobile devices has made a similar leap, noted a report on the research in eSchool News. They now average 48 minutes a day on mobile gadgets, compared to five minutes in 2011. Some 95% of their families also own at least one smartphone.

Another surprise in the research: Tablet ownership by young children is about the same regardless of household income. About 40% of kids from low-income families own a tablet, the same percentage as high-income families, with about 45% of children from middle-income households having one.

About 78% of all families with a child aged 0-8 have one or more tablets, a big jump from 8% in 2011. That figure includes devices owned by the kids as well as those owned by other household members or considered shared property.

It’s hard to tell what sort of impact this early tablet exposure will have on their education as they get older. However, Common Sense CEO and founder James P. Steyer cautioned, “If we want to ensure our kids develop well and are successful in life, we have to make sure they get the most out of tech while protecting them from potential risks—and that means paying close attention to the role media is playing in their lives.”

Monday, November 6, 2017

Students Want a Tech-Savvy Campus

Almost 90% of college students stated it’s important that the institutions to which they apply be technologically savvy, according to a survey of 1,000 students by educational software and services provider Ellucian Co.

However, the report also found that 58% of respondents said their college, of all the companies and organizations with which they’re involved, was furthest behind in providing a personalized digital experience. That sentiment was even stronger for students on two-year campuses (71%) than for their counterparts at four-year schools (53%).

The experience they’re looking for extends beyond edtech, with 97% adding that campus technologies to support them outside the classroom are equally important.

Almost all students (94%) said they believe that connecting with fellow students, faculty, course suggestions, deadline reminders, and event calendars based on their interests and academic performance would be conducive to fostering a greater emotional attachment to their institution. Such stronger connections could lead to higher retention, as well as increased likelihood of future giving as alumni.

Friday, November 3, 2017

24/7 Access to Profoundly Change Ed Model

“The digitization of society is inevitable,” physicist, futurist, and author Michio Kaku said in his opening keynote address at the 2017 Educause Annual Conference this week in Philadelphia, PA. He foresees a future in which digital connection will be so ubiquitous that it will vanish from our awareness, just as we take electricity for granted today.

“We won’t use the word ‘computer’ anymore,” said the professor of theoretical physics at the City College of New York and CUNY Graduate Center. “We don’t say the word ‘electricity’ anymore, and yet electricity is everywhere and nowhere. That is the fate of the computer.”

Advances in virtual and augmented reality will blur distinctions between the physical and digital worlds. “In the future, you will blink and be online,” Kaku predicted. Humans will be able to essentially live and work at will in a cyber-environment. That shift will drive fundamental changes to education at all levels.

Kaku said such instant, seamless access to information will mean that instructors can emphasize concepts and principles, reducing the need to memorize facts and dates since such details will be immediately available in cyberspace.

Working in tandem with “robo-professors” powered by artificial intelligence, educators will transition to a role that involves more counseling and guidance to help students stay in school and succeed. “Professors will gradually change more and more into mentors,” Kaku said. “Mentoring cannot be done by a robot.”

Wednesday, November 1, 2017

Faculty View Online Courses More Favorably

As more college faculty get involved in developing and teaching online courses, they appear to be changing their views on the effectiveness of digital education compared to in-person classes, according to findings in a new survey.

The 2017 Survey of Faculty Attitudes on Technology, conducted by Inside Higher Ed with assistance from the Online Learning Consortium and Gallup, revealed a fairly big shift in faculty opinion on online classes. “While faculty members remain slightly more likely to disagree than to agree that online courses can achieve student outcomes that are as good as those of in-person courses, the proportion agreeing rose sharply this year, and the proportion strongly disagreeing dropped precipitously,” Inside Higher Ed reported.

About 42% of professors responding to the survey said they have taught at least one online course, up from 39% the previous year. However, more faculty at public institutions have conducted online classes than their counterparts at private schools (46% vs. 21%).

Of those instructors who have taught online, 71% indicated the experience had sharpened their teaching skills in general. Less than half, though, had received training in creating online courses and less than a third said their schools adequately acknowledge the effort that goes into online instruction.

While many institutions have pointed to cost savings as a major reason for offering online courses, most of the survey respondents didn’t see any reduction in cost and felt that administrators and technology vendors have exaggerated the potential savings. Most respondents also said their institutions didn’t share any data on student outcomes from their online courses.

Monday, October 30, 2017

Making MOOCs Massive Again

Over the last five years, massive open online courses (MOOCs) have become on-demand sessions that allow participants to learn at their own pace. Changes were also made that allowed providers to monetize the process by charging for certification.

While a poll from Class Central, a MOOC discovery platform, found that 64% of respondents said they preferred the changes, there was also a cost. MOOCs are no longer attracting large numbers of students, and the learners taking the classes aren’t interacting on discussion forums.

“These days, most MOOC providers let learners start courses whenever they like (or on a biweekly or monthly basis as Coursera does),” Dhawal Shah, founder of Class Central, wrote in a column for EdSurge. “As a result, the forums are far less vibrant and informative than they were in the early days.”

To find a happy medium, Shah is proposing a MOOC semester offering a limited catalog of instructor-led courses with a fixed schedule and soft deadlines. The selected MOOCs would also offer free certificates to students who meet course requirements by a certain time.

“MOOC providers abandoned free certificates because they were looking for a sustainable business model,” he said. “Reintroducing them could reignite some of the enthusiasm MOOCs initially generated. The potential loss in revenue from free certificates would be offset by the marketing benefits of reaching more users.”

Friday, October 27, 2017

Students Need Skills, Not Standardized Tests

A new survey by Phi Delta Kappa (PDK) International found that the American public wants schools to teach their children career skills and to limit standardized testing. A majority of Americans also oppose using public funds to send students to private schools.

According to the 2017 Poll of the Public’s AttitudeToward the Public Schools, 82% of respondents support job or career skill classes, even if it means spending less time on traditional academics. More than 85% said schools should offer certificate or licensing programs that help students land jobs after graduation, while 82% said technology and engineering classes should be part of the curriculum.

However, just 42% said standardized testing was important and 52% oppose school voucher programs. That figure rises to 61% when religious schools are mentioned.

“These and other results suggest that some of the most prominent ideas that dominate current policy debates—from supporting vouchers to emphasizing high-stakes tests—are out of step with parents’ main concerns,” said Joshua P. Starr, CEO of PDK International, which has conducted the survey since 1969. “They want their children prepared for life and career after they complete high school.”

Wednesday, October 25, 2017

CA Community Colleges Awash in Aid

In California’s speed to ensure low-income students could afford at least a year of higher education, some community colleges have ended up with surplus assistance funds.

A new state measure just signed into law this month provides funding for students’ first year of studies at California community colleges. The bill was passed in response to former President Barack Obama’s call for community colleges to offer two free years of education under a proposed “America College Promise” program.

However, according to a report in the San Diego Union Tribune, a number of community colleges started their own Promise programs before the state did. As a result, some have more money to support first-year students than they need.

The San Diego Community College District, for example, launched a pilot program in 2016 and raised $300,000 to pay for more than 200 area students to attend at no cost. The district had planned to raise another $700,000 for the program this year. Palomar College secured $1.5 million in donations for its Promise program. Other colleges have similar amounts to set aside to aid students and are now trying to figure out how the money should be used in view of the new law, especially since approximately 60% of California’s community-college students already qualify for tuition-fee waives due to their low income.

Some schools are considering using their Promise funds to help students with textbooks or other costs. Because the new state law is aimed at helping first-year students only, some colleges said they may earmark their Promise money to assist second-year students or dropouts who want to return.

Monday, October 23, 2017

Digital Diplomas? There's an App for That

The Massachusetts Institute of Technology, Cambridge, launched a pilot program in the summer that gave graduates the option to receive their diplomas on their smartphone through an app, along with the traditional paper version. The Blockcerts Wallet app uses blockchain technology to provide students easy access to their diploma that is verifiable and tamperproof.

“From the beginning, one of our primary motivations has been to empower students to be curators of their own credentials,” said Mary Callahan, MIT registrar and senior associate dean. “This pilot makes it possible for them to have ownership of their records and to be able to share them in a secure way, with whomever they choose.”

Once students download the app, a set of unique numerical identifiers are created that is used in the digital diploma to prove ownership. The technology allows students to share their diploma, which can be immediately verified as authentic, for free with employers or schools.

“It really is transformative. And it could be as big as the web because it affects every sector,” said Chris Jagers, co-founder and CEO of Learning Machine, which worked with MIT on the technology. “It’s not just academic records. It’s being able to passively know that digital things are true. That creates a whole new reality across every sector.”

Friday, October 20, 2017

Good Start for Tennessee Promise

While free-tuition programs have their critics, the Tennessee Promise appears to be working. Of more than 13,000 of the state’s eligible students who enrolled in the first Promise program in 2015, nearly 60% are still in college. Only 40% of their non-Promise peers remain in school.

After two years, 56% of the original class of Promise Students are still enrolled in community college and 14.5% have earned a degree or certificate. Over the same period, 30.5% of non-Promise students were still enrolled and just 5% had earned a degree or certificate.

“These numbers are the first evidence that Tennessee Promise is doing exactly what Gov. [Bill] Haslam and the General Assembly designed: getting more students into college, including students who might not otherwise be able to attend, and helping them succeed once they get there,” said Flora Tydings, chancellor, Tennessee Board of Regents.

To qualify, Tennessee high school seniors must file the Free Application for Federal Student Aid form, enroll in college the fall semester after their graduation, perform eight hours of community service, register for at least 12 credit hours per semester, and maintain at least a 2.0 grade-point average. The Tennessee Promise also helps mentor students through the college application and enrollment processes.