Faith-based institutions. We expect our part-time instructors to share our institution’s values, to represent us in work and ethic and lifestyle, to be careful in the leeway we give them to dissent, such that they represent their opinion as being their own and not reflecting that of our institution … yet, some faith-based institutions violate their own values in discriminatory compensation practices. According to data collected at adjunctproject.com (which admittedly is light on input from those at faith-based institutions), work environment disparity exists on many levels: from access to printers, office space, departmental faculty events, and fitness centers, to compensation … Continue reading Adjuncts – Bless their hearts
This is a hard post to write. It has several components that may not be obvious to the casual reader. In the interest of providing a full context for my remarks, I’ll list them: I am on staff with the University of Notre Dame, a truly amazing place to work. I’m entering into my 14th year in IT, and my 8th year as Learning Management Administrator. My blog has recently been syndicated by edu1world.org My Notre Dame colleagues were not very aware of my blog until the aforementioned. Now they read it too. My Manager for the past several months … Continue reading Higher Ed IT Management Metrics
If you’re doing academic research, you can now cite a Tweet. From the MLA: If you do project management, make it visual. In my workplace we’re seeing these “SCRUM boards” on every available wall. Some even include “buns in the oven” (the photo of the ultrasound is an example of media embedding): If you want to make a point, use an Infographic (fancy name for a collage that’s informative, right?) : Marketers always use media, your technology project might want to use it to help spin the change: Continue reading It’s a media, media media world.
When online degrees by the commercial entity University of Phoenix began in 1989, it introduced a new market segment. When Your Town Community College began offering online courses, it was a new revenue stream. When Your State University added an online component of its face-to-face courses in order to optimize its use of brick and mortar classrooms by reducing the number of classroom meeting times per course, it was cost effective. Now It’s Online and Free The real disruption, which David Brooks last Thursday likened to that which has already overtaken newspapers and magazines, is about to happen to the … Continue reading Disruption in the Force of Higher Education
In another move following Blackboard’s March 26th announcement (aggregated responses on e-Literate site), yesterday Blackboard announced that Instructors using their CourseSites™ can make their courses available for enrollment by anyone, effectively supporting an open courseware model. It means individuals can set up open teaching initiatives, community outreach and volunteer training, as well as collaborative research programs. Of course, Sakai Project Sites also support these activities, but Sakai servers are not usually set up outside institutions. Instructure Canvas is another company that also supports these activities, with their “Free for Teachers” version. I don’t know whether it supports open enrollment. Yet. … Continue reading Blackboard Open Enrollment Announcement
Normally I write about higher ed and educational technology of some sort. This post is about the startup weekend I attended at Innovation Park, Notre Dame’s entrepreneurial incubator. Bear with me there *is* a connection. The competition’s finalists all presented evidence of their proposition’s value addition to the marketplace. This included the ideas which, as solutions, were “solutions” to pretty trivial problems in the grand scheme of things. One of the finalists, for example, will be launching a smartphone app which creates a connection between you and the clubs you attend – effectively moving you to the head of long … Continue reading Observations on Entrepreneurialism, Startups and Education
I’m new to the open source model. To supporting it. To participating in the community. To seeing how it’s built and how features are added. But I’ve been watching for nigh unto 15 years. And I’m here to tell you: higher ed is generally bullish on software derived from this open source model. It’s almost as if open source were the answer to all the budgetary , visionary, and advocacy issues we all face. From Community Jr. College to State School to Private – we’ve summoned open source to give us more freedom, more features, more revenue, more integration points, … Continue reading Stalking Sakai