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We will be discussing:
  • What does it mean to be literate in the technology age? 
  • If our ability to create meaningful and engaging experiences in a digital medium can disrupt the textbook industry, how might it impact the notion of scholarly publishing? 
  • What are the critical IT support services that will facilitate faculty success in this new environment (e.g., visualization, development, web publishing, etc.)? 
  • What are the risks?
"Digital Information and the Future of Reading"
Dr. Gary Small
articlevideopresentation pdf
Improving the Student Experience with Analytics and Big Data
John Rome, Deputy CIO and Business Intelligence Strategist, Arizona State University 

"Exploring Emerging Trends in Education Delivery"
Moderator:  Michelle Quinn, Business Columnist, San Jose Mercury News
Jonathan Bergmann, Chief Learning Officer, TurnAbout Learning
Daphne Koller, Co-Founder and President, Coursera
Raghu Krishnaiah, Chief Operating Officer, Western Governor’s University.  

Here are a few websites that are worth perusing:




Aaron Culich (Research IT)
Aron Roberts (Research IT)
Ben Hubbard (ETS)
Camille Villa (Research IT)
Chris Hoffman (Research IT)
James McCarthy (SSL)
Jenn Stringer (ETS)
Mark Chang (IST)
Oliver Heyer (ETS)
Quinn Dombrowski (Research IT)
Patrick Schmitz (Research IT)
Rick Jaffe (Research IT)
Rich Katz (SAIT)
Steve Masover (Research IT)


Oliver: UCEngage — not about research per se, about student experience, how technology is enhancing it
Theme you hear about a lot, how to better engage students  via technology
Jenn: Out of UCOP, lots of buzz about it because people heard about it before anyone got invited or knew what it was
Invitations were sent out to each UC, to whoever academic officer is in charge of what they consider academic IT
Scattered everywhere
Invitations were decided at university level; very limited conference in # of seats each UC got, who was represented, etc.
We invited faculty, people who are leading instructional tech, wanted to show off what was happening at all the UCs
Idea was to move the dial in terms of thinking what UCs are doing together
Oliver: About 200 attendees, good faculty representation
Faculty members presenting in smaller sessions from UCB
Riverside, Santa Cruz — lots of faculty members there; lots of opportunities to drive this forward around student engagement
Same way that CSU system can come together and lead on technological front, lack of emphasis on research, relative amount of time people can give to teaching mission helps
Ben: Amount of time faculty can dedicate to flipping the classroom — this was a huge issue and barrier across the board
Suggestions about deans doing course buyback strategically, get courses flipped
Oliver: Issue was raised in non-belligerant way, almost a plea from faculty
They want to do it, but they’re constrained, huge ramp-up cost and don’t have support
Ben: Focused on how to create an engine, supporting faculty making digital content, creating a more dynamic experience — this is a barrier we’ll face again and again
Currently have champions and innovative faculty, but beyond that, how do we scale it without engaging leadership in each school for programmatic buyback program
Oliver: Janet Napolitano gave 15-minute introduction
“Clicks vs bricks” is false dichotomy
That has been implicit message of a long time
Would have appreciated some kind of bold vision, something to strike a note of controversy
Overall, presentations (especially larger presentations) — nothing particularly eye-opening
Aron: Controversies in the educational space? In research, controversies around evaluation, tenure and hierarchy, etc. What are the seditious voices saying?
Oliver: A number of fronts where we are working incrementally to effect change; evaluations (course evaluations), will remain politically sensitive
Big theme was analytics
Don’t know how widely that is circulating among faculty, as next trend
Will eventually show up on Teachnet, there will be voices that question it
Ben: Could pick almost any issue, will find people on both sides
Hard to boil it down
Effectiveness of moving direct instruction into online space — huge controversy
Jenn: That’s the conversation at Berkeley
Broader, national conversation — Janet is addressing what is going on in political sphere
Politicans (rather than educators) pushing agendas around putting things online, will fix affordability and access
We as institution, and as UC institution, don’t necessarily buy that proposition that putting gateway courses online will improve undergrad experience
All kinds of conversations in political arena about how to “fix hire ed"
Having Janet come out and say that, and hearing it over and over from Nick, giving UC system clear direction that we’re going to fight that trend
Not necessarily adopting wholesale what’s being said out in political arena about how to address issues
Not that it’s not part of the answer, but looking for other ways to “fix ourselves”, don’t think it’s the only way to do it
Oliver: If that’d been opening premise of 15 minutes, and followed by a “yes and”, would’ve been more excited
Ben: Was one controversial issue — drones
Did talk about how drones are impacting research, leveraged to do interesting things
UC system is at forefront of some of that
Question: Took the big MOOC Stanford AI class, talked with Dr Klein about it
Problem is there’s a Q&A thing that isn’t as good as Piazza, no grad assistants
Customer service problem — can’t get a message to professor
Build in customer service factor, taking advantage of grad student assistants, provide guidance as needed
Can be done in a partly or completely online environment
Jenn: BRCO has that model because students are paying for it
Looking at online degree programs / courses
BRCO has solid model for creating engaging online courses and degree programs that have hand-holding with GSIs, but paying for it (UC tuition, sometimes more)
Still doing MOOCs, but Berkeley has made decision to focus on revenue-generating online degree programs and high quality courses, rather than a lot of effort into free MOOCs
Patrick: Did this include people from BRCO and Extension?
Jenn: Diana got the call about it
Rick: Was a panel on mining data from online courses
People at BIDS are working with BRCO on this
Oliver: Was a competing presentation that Ben and I attended, didn’t split up, and missed analytics presentation
Slides are online, details of analysis of what they’re pulling out of EdX— hard to draw a narrative out of it, but can see where they’re going
At what level of granularity can you measure effective learning? Course, module, assignment?
Was married to presentation from IRB — lots of concern about that, consent, do you know audience has bought into it
Have had interactions with them before because of user experience group, gone out and done “research” to build a better product, got dispensation to not go through that whole process with them
Patrick: Interested in identifyign different learning styles, fairly personalized analysis
Other people who’ve failed at this have backtracked here and done better
Ben: Textbook publishers are working on this now, putting content into algorithmic pathways that can remediate people with different content that covers same subject matter
Jenn: Publishers, start-up companies in this area, large R1 institutions aren’t places where innovation is hpapening
Happening in for-profit college and university space
Not for profit college & business space
WGU — using these tools (from publishers and actual companies), and OER, and creating online courses and offering a real degree program completely online
Started up whole new not for profit college that’s targeting businesses (e.g. healthcare industry, Dunkin Doughnuts), paying college to train their students and give them associate degrees, just launched first bachelor’s degree
Company is entering into these agreements
Starbucks and ASU model
Students have personal learning coaches, mix between academic adviser and life coach to help them get through
All competency based, can move through at any pace, etc.
Ben: Financial model — tuition based by time not credit hours
Pay flat fee per semester
However credit hours you can test through, good to go
Patrick: Anyone looking at long tradition of vocational teaching in Europe, more apprenticeships?
Jenn: Big topic, how to map apprenticeships to online, skills-based internships
Question: Issue of bandwidth, 16 person seminar, want to have all students talk and hear each other
How do you have upload capability to do that? Robust video conferencing
Oliver: Not a specific topic of conversation
Technical challenges were not a big theme
Attended panel with Greg Niemeyer, John Scott, prof from Riverside
Was one of the highlights of the conference; we’re developing the tools for Greg’s course and working with John on evolution of Collabosphere
Been at Berkeley for a long time, many things built over the years, so much activity and funding, so little of it winds up “in production"
Acknowledgement that it’s time for that gap to be bridged, making the compromises
Collabosphere — stand-alone application built in Ruby, they said it needs a lot of work
What they want to do with us is build an LTI tool that plugs into Canvas
Collabosphere is that brand, attached to stand-alone application, talking about breaking down functionality and making it consumable within context of standard LMS course
Ben: Data cultures — way of measuring student engagement in the course
Don’t judge quality of engagement, just volume
Student comments in forum, gets points for that
Then a map with all students, index score
That’s gamification of whole process — show them their score, want them to drive more engagement
Every interaction is a way to increase your score
Doesn’t matter how you’re engaging, as long as you do
So other faculty could leverage that in their own course — power of development process, making things available for other people
Oliver: Greg will be using the tools this spring in his online course
Jenn: Can plug it into our instance of Canvas, and UCOP can plug it into theirs, and others, etc.
A lot of people do educational research, build cool things
Spend hundreds of thousands of dollars on something that, if they stop teaching course or move away, it dies or costs lots of money to upgrade
Grant funding is gone, turn to ETS, ask for help upgrading despite lack of money
Let us build something for you that’s consumable by anyone on campus
Enterprise application, will sustain as part of enterprise environment
Ben: Causing some shifts in textbook, publishing industries
Across conference, lots of visual and digital, enhanced engagement conversations
Specifically in research / publishing space - what impact might things have on research / publishing side
Visualization - almost like a published work, great analytic setup
ASU using basically one publisher
When taking a class online, looking up data online using library websites from all sorts of universities
Engaging in the “real thing”, not stuck with Prentice Hall
Did a good job of preparing these materials, publishing art
Want to give students a choice, can use different resources
Can’t give everything away, but don’t want to restrict students
Ben: Faculty member been using our services to create videos, flip class
In-class time: has 5-10 minutes left over at the end, can give micro-lectures about the real challenges that physicists are working on today
Interesting thing, recognizing that physics has not changed in hundreds of years, teaching rote material, nos engaging students on a level more connected to real problems physicists work on
Patrick: Seminar series on social network analysis this fall, theme that emerged is that they’re using visualizations as way of exploring / understanding data, but how do we use those to substantiate scholarly argument
Citation of particular conclusion — how to link back to something that’s particular view, but doesn’t lose interactivity
Associated to things like linked open data
How to have students follow along the steps a researcher is doing — exposing transactional steps in building a research argument
Interesting link there between learning and research tools
Ben: Ignorant of publishing space
Are virtualizations embedded? Or linked out?
Aaron: Some journals are on the edge of doing that, in requiring data and code along with articles
Requirement for people to do that, not a lot of teeth behind it
Patrick: Most journals have mechanism for submitting ancillary materials, but not clear what that’ll mean
Investment to do this
Also, people developing things that need to be maintained happens all over in research
Chris: Strategy of using these opportunities, take a project, work on it together to do something sustainable
Jenn: Not that we don’t want pilots to happen, do want something proven before building in-house
How to get the right feedback from user community?
Starting user advisory group to help with this
5-10 people who want generalizable tools — whose to build with limited capacity?
Need to think about how to make decisions
This is first foray into it — they got lucky, we said yes
But at some point, will need to be a vetting process that shouldn’t be our decision
Patrick: Been looking at tools that support research
Toying with model where once you’ve got a program in place to adopt some tools that appear to have legs, criteria for evaluation will include architectural decisions
Will provide architectural consulting to early-stage projects
Will provide poitners to things that would make it adoptable down the road
Ben: Choke point: systems we support — can only do so much to expand 
Research, takes all forms
Jenn: Had 2-3 groups come to us and say “we built this, would you run it?"
Panda Grader — came to ETS, not clear if they want to license it
Can give people advice around how to create a start-up, or are you asking about whether we run it as an enterprise tool
Like providing consultation earlier, guidelines
Oliver: Basically a checklist of questions and concerns — if you’re serious about getting into ed tech space, here are things you have to have answers to
Interoperability, accessibility, etc.
Analytics piece is adding to it, fits under context of interoperability
Jenn: Maybe we can provide guidance to people who’re doing it, just online documents
“Thinking of building an educational tool?"
Aaron: Hearing pain points from people in CITRIS, most of time spent doing project management
Hire a couple undergrads, familiar story
How would we engage with one of those pain points, architectural project management so when they launch an idea, would think about adoption down the road
Patrick: When started integrating from HPC team, heard funny story from Yong, was chemical engineer in grad school, and everywhere he went, when talking to professors of chemical engineering, they did project management and chased grants; he actually liked chemical engineering
Rick: Customer group?
Collection Space used by 5 museums on campus, governance group of museums
Balancing everyone’s needs, have very limited resources
Jenn: Much closer to CalCentral problem
Ben: UAG is broad subset of faculty, staff, students representing users
Volunteer basis
Not capping UAG
Executive steering group— led by 2 faculty co-chairs
3-4 faculty members in addition, 3 students, 2 undergrads, 1 grad student, several staff
Their work is to organize and coordinate work of UAG
Will be bringing them issues, will ask for feedback on advice on bCourses
UAG executive would formulate question we’d send to broader UAG
Upvoting for priorities
Patrick: How have you described how they fit into decision-making process
Ben: It’s in the charter, explicit about being advisory, recommendations
Jenn: Recommendations will go to service team if easy, or may go to Cathy and Larry, or Larry’s governance group
Teaching, learning and research group, co-chaired by Cathy and Graham
Possible that if they’re recommending an entire shift, it may make its way all the way up to the top that’ll weigh in on whether we need funding, etc.
Patrick: Who are key partners?
Jenn: Academic partnerships — think of research IT, law school, school of business (have own instructional tech units in different ways), center for teaching and learning, library, BRCO, EECS
Spend time with Education and ISchool deans — think of them as collegial partners, not academic partners insofar as they don’t offer services to the academic endeavor
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