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    12 Tech Innovators -- Who are Transforming Campuses
    blog entry posted July 26, 2012 by Richard E Lillie, tagged research, teaching, technology, technology tools 
    1527 Views, 6 Comments
    title:
    12 Tech Innovators -- Who are Transforming Campuses
    intro text:

    The Chronicle of Higher Education has published its first e-book titled Rebooting the Academy:  12 Tech Innovators Who Are Transforming Campuses.  The book is available through Amazon.com in Kindle format.

    Bob Jensen commented about the book in an AECM posting this morning.  Rather than purchasing the e-book at this point, I decided to learn something about the work of each innovator.  I discovered that the name of each innovator on the Chronicle web page is an active hyperlink to a support web page describing the innovator and his(her) work.

    Click the image below to access the "Technology" page (Thursday, July 26, 2012) in the Chronicle of Higher Education.  Click the name of an innovator to find out about the person's work.  Also, peruse the feedback comments at the bottom of the Chronicle web page.  The comments are quite good.

    If an innovator's stories tweaks your interest, you may want to search deeper for articles about the innovator's work. Alternatively, you may decide it's time to purchase the Kindle e-book.

    Enjoy!

    Rick Lillie (Cal State, San Bernardino)

     

     

    Comment

     

    • Julie Smith David

      Rick - thanks for sharing this (and Bob, too!).  As the AAA begins a strategic planning process to update our Shared Vision, we need to be thinking about how the academy is changing, and this article gives us a LOT to think about!

      To all readers... which of these innovations do you think will have the biggest impact on the academy?  Which would you like to learn more about?  We'd love to hear what you're thinking!

    • Michael F van Breda

      Do our students really want any of these innovations? My experience over the years is that very few students even open the CD attached to their accounting text. This last semester I had just one (graduate) student armed with an iPad in class. GIven a choice between a paper copy and an electronic copy of the book or of class notes, almost all my students opt for paper. There is a myth out there that little Johnny is technologically savvier than his grandmother. Yes, he may be able to text faster than her arthritic fingers but my EMBA's consistently outperform my UG's in the sphere of computer sophistication. Their professor is a computer geek and pours computer applications, electronic files, smartphone-friendly documents etc on them but is mostly met by the complaint that there were too many e-mails. I am curious as to the experience of others.  

      • Julie Smith David

        Like you, I find that my students often don't understand the business implications for all of the technologies that they've become so familiar with in their personal lives... I have had some success, though, when I assign a project that asks them to come up with a new business idea that incorporates a new technology such as social, mobile, or big data.  Once they start really applying the technologies, they think it's pretty cool...

         

        But it means I have to keep up with what's happening - a fun task, but one I have to do.  One of the ways I do that (and I am sorry for the shameless plug) is by attending the SET section CPE session (this Friday, as it turns out!) on Transformative Technologies in Accounting.  This year we're having 4 great speakers who will talk about everything from cloud computing through visualization of big data... If you're in the coming to the Annual Meeting and/or are in the DC area on Friday, come and join us! (http://commons.aaahq.org/hives/8cde6d2ebd/summary)

    • Richard E Lillie

      Hi Michael,

      I enjoyed your observations about student use of technology.  There may be a good reason students do not open the CD attached to their accounting text.  Most of the devices students use (e.g., smart phones, iPads, etc.) do not use CD's anymore.  Therefore, it's impossible to use the CD.  If the content included on a CD is accessible through a web browser students might use it, assuming an instructor guides them to the materials.

      In many ways, our students are more technologically savvy than those who came before them.  For today's students, technology is not technology (i.e., it's part of life and they take it for granted).  I find students have the fastest thumbs in the West, can answer a cell phone call at the speed of light, and post comments to Facebook at moment's notice.  While all of these things may be interesting to do, they barely scratche the surface of what can be done with today's technology.  This is where students are both tech savvy and not so tech savvy at the same time.  While our students are primed to learn how to use technology, we need to guide them down appropriate paths that will develop their technology, problem-solving, and communication skills.

      I would fully expect EMBA's to outperform UG's in the sphere of computer sophistication.  EMBA's use technology on a daily basis to do business, communiate, and collaborate.  How many classrooms use technology in this way?  If an instructor used Facebook as the classroom platform, the "divide" between EMBA's and UG's would likely disappear.

      Technology plays an integral part in my course designs.  I ask students to use technology in much the same way it is used in professional practice.  I agree with your comment about too many emails.  About two years ago, I started using video email messaging to replace traditional emails.  In October, 2011, I published an article titled Creating and Maintaining Instructor/Student Connection Between Class Meetings:  The Use of Eyejot - a Video Messaging Technology.  Students like using Eyejot.  I'm finding that Eyejot changes the way that my students and I interact with each other.

      Best wishes,

      Rick Lillie (Cal State, San Bernardino)

    • Michael F van Breda

      Rick, I take it your students bring iPads to class. All mine -- except one -- bring laptops. All their laptops are equipped with (unused?) optical drives. My students are from upperclass homes so cost is not a factor in their choice. Of course, the same material is downloadable but by and large if I don't require them to go online, they don't. My experience of students is that they are pretty traditional learners. I like the video e-mail idea partly because it provides a (simulated) f2f interaction. I'm not surprised your students like it. This is not intended to imply that we should go back to paper ledgers - heaven forbid. But it does suggest - to me - that we view our students as tabula rasas with fast fingers rather than as technical sophisticates. My question was whether some of the innovations mentioned in the article were really for us - or for our students.

    • Robert E Jensen

      Microsoft's Surface Tablet --- http://en.wikipedia.org/wiki/Microsoft_Surface

      Video on Use of the Surface --- http://www.youtube.com/watch?v=pfzjcCzdtCk
      Love that USB Port

      "Mysteries and Clues from a Microsoft Surface Teardown:  The Surface tablet is not exactly DIY-friendly.," by David Zaz, MIT's Technology Review, October 29, 2012 --- Click Here
      http://www.technologyreview.com/view/506516/mysteries-and-clues-from-a-microsoft-surface-teardown/?utm_campaign=newsletters&utm_source=newsletter-daily-all&utm_medium=email&utm_content=20121030

      Imagine you’re a surgeon who spends all day cutting up bodies and sewing them back up. Then one day, you open up a patient to find--a kidney up near the shoulder.

      That extremely imprecise analogy is a little bit like what iFixit found when they tore up a Microsoft Surface. Among other things, they found a small “speaker-looking thing” next to the display in the Surface’s front case. Since there’s no direct path from the speaker-y thing to the Surface’s surface, iFixit wasn’t sure what the doohickey does exactly. Perhaps it makes the muted faux-clicking noises of the Touch Cover, they speculate.

      That was just one of several curious findings in iFixit’s teardown of the Microsoft tablet. The DIY-friendly site calls the devicea quirky cat.”

      Mainly, though, iFixit wasn’t excavating in search of hidden treasure. The site’s main aim was to figure out how easy the device would be to fix on your own, if you were so inclined. The answer? Not that easy. (Though a tad easier than comparable Apple products.)

      iFixit ultimately gives the device a “repairability” rating of a 4 out of 10, where 10 is super-repairable. To begin with, it’s just really difficult to get elements of the Surface apart. “You’ll have to use a heat gun and lots of patience to gain access to the glass and LCD,” iFixit writes at one point. To give you some context, the Nexus 7 and Kindle Fire scored 7’s out of 10. iFixit’s score puts Microsoft much closer to Apple’s strategy of tightly locking down their gear: the latest iPad earned a measly 2 for iFixit. In a way, the Surface’s non-DIY-friendliness is another instance of Microsoft nudging it’s way towards a more Apple-like strategy, generally (seeBeyond the Surface: Microsoft Goes Apple.”)

      The fact that that Surface is not friendly to makers will only affect a small majority of us--but in a sense, that’s the larger problem. We live in a generation that is increasingly happy not to think about how our devices are made or function, a generation that is happy to think of its computing devices as magic black boxes. This is one of the ideas behind the Raspberry Pi computing device: a clear casing exposes its guts, and it compels a level of elementary understanding of how the device works in order to use it. In a sense, it’s not surprising that the Surface should be difficult to open--since by anointing an in-house tablet as a standard-bearer for the next generation of Windows software, Microsoft becomes a competitor with its longstanding hardware partners. This is an era of decreasing openness in hardware, in many senses.