Research, case studies and data show that there are definite musts and must-not’s on the 21st Century college campus

campus-technologyThere’s a wealth of information on what to do, but also what not to do, concerning education technology on college campuses across the country. And though every campus is different, there are some blanket do’s and don’ts when it comes to technology use and integration—for students, professors, and campus administration.

Taking what the editors have read in current research, the interviews we’ve conducted over the last year with campus staff, the trends on social media, and feedback from readers, we’ve compiled a list of 10 do’s and don’ts that every campus should take into consideration when using and implementing various technologies.

From knowing how to best implement blended learning to fully understanding the process of digitizing resources, and from creating the most effective social media campaigns to knowing the limits of mobile devices, we hope this concise list of universal best practices can help keep your technology goals on track with your campus mission.

Are there any best practices we left off the list? Have any suggestions of your own? We’d love to hear them! Leave your comments in the section provided below, email me at mstansbury@ecampusnews.com, or find me @eSN_Meris on Twitter.

(Next page: 1-5 Do’s and Don’ts)

1. Do: Use smartphones for classroom learning.

Don’t: Expect students to use them for complex coursework.

According to recent research from EDUCAUSE, which used data from over 195 institutions and over 100, 000 students, laptops (85 percent) and printers (84 percent) are practically tied for “devices most important to academic success.” The next most important device is a USB drive (68 percent), then a desktop computer (65 percent), followed by tablets (45 percent), smartphones (37 percent), and eReaders (31 percent).

The report went on to note that though students like using mobile devices for accessing the internet and social media platforms, most scholarly work happens on personal computers with software typically included in Microsoft Office. Read the full story here.

2. Do: Assign “maker” homework using digital resources.

Don’t: Expect student to be internet-savvy.

21st Century college curriculum is currently undergoing a maker movement, with more educators assigning students project-based assignments that are characterized as technology DIY. For example, students can be asked to create anything from a video documentary of a sociological theory to an interactive iPresentation on chemical reactions. The goal of maker homework is to allow student to personalize their learning through the use of digital tools and creativity to express deeper learning of a topic.

However, just because students can access digital tools and resources, doesn’t mean they know how to vet and analyze appropriate resources. Read the full story here.

3. Do: Use cloud technology.

Don’t: Assume it’s secure.

The benefits of using cloud technology are myriad, but many campus data repositories hosted by third parties have been hacked the past year, leaving colleges and universities scrambling to locate the security weakness and find better solutions; for example, just take a look at what happened to the University of Delaware.

For a great resource on better preventing issues with cloud security, take a look at Internet2’s “Security Considerations for Cloud Computing.”

4. Do: Use social media to attract & retain students.

Don’t: Make it all about marketing.

“Colleges and universities are using social media more than ever before to connect with alumni, students, prospective students, and their communities. But there’s a big difference between who’s doing it well and who’s just doing it to, well, just keep up in a U.S. News & World Report kind of way,” explains Jill Carlson, marketing manager at Argyle Social for a Social Media Explorer article. “And the universities that are dominating social media seem to have a few things in common.”

Carlson notes that one of the major ways campuses use social media well is by serving up both “cake” and “broccoli,” or balancing the content that is important and good for the school (broccoli) and the content that is fun and delicious (cake). “If you share enough cake, your audience will consume the occasional broccoli,” she advises.

Broccoli often includes news of awards and published research, while cake includes human interest pieces, crowd-sourcing content, and contests. For more of Carlson’s tips, read here.

5. Do: Encourage staff to use technology.

Don’t: Skimp on the professional development (PD)

It’s common sense that technology can’t be effective if you don’t know how to implement it properly. Yet, as budgets continued to tighten for campuses across the country during the Great Recession, technology was implemented to attract students, with PD often left out of the equation.

However, according to the 2013 Yearbook, 55 percent of surveyed universities now plan to invest in PD. Besides offering faculty PD on how to develop an online or blended learning course, integrate digital resources, and cater to students tired of all-lectures, campuses should also offer PD in multiple delivery methods (MOOCs, Twitter chats, et cetera).

(Next page: Do’s and Don’ts 6-10)

6. Do: Use blended learning.

Don’t: Forget about community.

Blended learning is quickly becoming of the best ways to personalize learning through adaptive software, digital resources, and time management. However, retention is still a concern for many blended and online programs.

According to Cheryl Oliver, assistant dean of Online and Graduate Programs at the College of Business, Washington State University (WSU), the programs that do have a high retention rate owe their success to community—because humans are social by nature.

“We know that people perform best in their courses when they are able to connect with other people, whether that is in writing, through verbal communication, or through a mutually shared experience,” explained Oliver. “While many of our students are capable of autodidactic behavior, they enjoy the social conformation or feedback that is intrinsic to a learning community. In many instances, our students are able to share ideas and arrive at greater conclusions collectively than if they had absorbed or interacted with information as individuals.” Read the full story here.

7. Do: Try MOOCs.

Don’t: Think it will replace the lecture.

MOOCs are not only a great way to make a name for yourself as a professor, but it’s an effective way of promoting an institution to prospective students, or students interested in alternative learning.

However, as a business model, and as a way to connect with students, the face-to-face lecture and in-person discussions are still the gold standard, say experts. According to Dr. Michelle Weise, senior research fellow at the Clayton Christensen Institute, MOOCs have caused campuses to look inward at cost, personal interactions with educators, and a host of other issues, but they’re still not a disruptive technology. Read the full story here.

8. Do: Flip the classroom (and PD).

Don’t: Stick a lecture on video.

According to the 2013 Speak Up National Research Project findings, Flipped Learning is surpassing all other digital trends in education…but it’s important to do it right.

“One thing that’s been lacking has been a consensus on what the flipped classroom actually is,” said Robert Talbert, a mathematician, educator at Grand Valley State University, and frequent contributor to The Chronicle of Higher Education. “If a professor assigns readings to do before class and then holds discussions in class, is that ‘the flipped classroom?’”

“Flipping a class can, but does not necessarily, lead to Flipped Learning,” said Aaron Sams and Jon Bergmann, founders of Flipped Learning. “Many teachers may already flip their classes by having students read text outside of class, watch supplemental videos, or solve additional problems, but to engage in Flipped Learning, teachers must incorporate the following four pillars into their practice…” Read the full story here. Read also: “How to flip faculty PD.

9. Do: Digitize your library resources.

Don’t: Think you need less staff.

Many campuses across the country have long been interested in archiving materials digitally, and now, thanks to better technology at lower market costs, campus libraries are starting to not only digitize materials, but create digital exhibits and experiences for academics and students.

However, the role of librarian has never been more important than now. Users may take the ease with which they access digital archives and online projects for granted without thinking about the work that goes into creating such websites, explains Johanna Drucker, a professor at UCLA and co-author of the book Digital_Humanities. What starts out as physical documents stacked upon a desk ultimately become the images or PDFs that people search for online after being scanned, organized, and attached with metadata by dedicated digital humanists, she says. Read the full story here.

10. Do: Invest in adaptive learning.

Don’t: Underestimate the limitations of online testing.

Adaptive learning technology uses computers to adapt the presentation of educational material according to students’ learning needs, as indicated by their responses to questions and tasks, thanks to aspects derived from computer science, education, and psychology. Currently, adaptive learning technology is used in online assessments.

However, online assessments are often considered troublesome for students in terms of access and the hyper-sensitive tools used to prevent cheating. Yet, many of these roadblocks can be solved if campuses know the keys to good online assessments through these 5 characteristics.

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