EDUCAUSE 2014 Study of Students and Information Technology

Since 2004, EDUCAUSE has partnered with higher education institutions to investigate the technologies that matter most to undergraduate students. In 2014, the EDUCAUSE Center for Analysis and Research technology survey was sent to approximately 1.5 million students at 213 institutions, yielding 75,306 responses across 15 countries. This year’s findings are based on a stratified random sample of 10,000 U.S. respondents and shed light on a number of topics.

Study 2014 Infographic

General student technology experiences and expectations

  • Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty.
  • Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
  • Most students look online or to family or friends for technology support. The minority who use institutional help desks report positive experiences.

Anytime, anywhere access to learning that is enabled by device proliferation

  • More students own mobile devices now than ever. Although students rate network performance as generally good, projected increases in connected devices could soon challenge even the most robust campus networks.
  • Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.

Learning environments

  • More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work.
  • Undergraduates value the learning management system (LMS) as critical to their student experience but rarely make full use of it. Today’s undergraduates want a mobile-friendly, highly personalized, and engaging LMS experience.
  • Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
  • Few undergraduates have taken a massive open online course (MOOC). Students still view traditional college degrees as the gold standard for résumés. Few students would include digital badges, e-portfolios, or competency creden- tials on their résumés.

Although technology is omnipresent in the lives of students, leveraging technology as a tool to engage students is still evolving. We know from looking at longitudinal data from past student studies that students still have a complex relationship with tech- nology; they recognize its value, but they still need guidance when it comes to using technology in meaningful and engaging ways for academics. Students are still ready to use their mobile devices more for academics, but we haven’t yet seen widespread application of this. Students also still prefer blended learning environments, and their expectations are increasing for these hybrid online/face-to-face experiences.

The following study materials and resources are available:

Designing Competency-Based Self-Paced Online Workshops for Introducing Faculty to Online Teaching Technologies

ALN14 Presentation Header

Wed, 10/28/14, 12:00-12:35pm
Southern Hemisphere I

During this session at the 20th Annual Online Learning Consortium International Conference, learn about Northern Illinois University’s innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching was shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Accompanying slides are available here and links included in slides shared below.

Resource Links

Designing Exemplary Online Courses in Blackboard

Bb Exemplary Course RubricDuring this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system.

Resource Links

My Presentation Schedule at 12th Annual SLATE Conference, Oct. 22-24, 2014

SLATE14On October 22-24, 2014, I’ll be attending and presenting at the 12th Annual SLATE (Supporting Learning And Technology in Education) Conference, hosted at Northern Illinois University, Naperville. This conference invites all faculty, system administrators, CIO’s, Web developers, instructional designers, librarians, students, and user support staff from institutions that are deploying and/or currently using any Web-based tools, applications or programs, in their teaching and learning. Presentations offer a wide variety of best practices for incorporating and supporting technology in teaching and learning.

I’ll be involved in giving three different presentations during the conference. For those who will be attending the conference, I hope you’ll join me for any of these topics that may be of interest to you:

Designing Exemplary Online Courses in Blackboard

Presenter: Jason Rhode, Northern Illinois University
Thu, 10/23, 11:00-11:50am, Auditorium
Join us to explore suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. The presenter will share practical tips from his experience building a course in Blackboard that meets the estab- lished ECP quality benchmarks. We’ll also cover the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session is geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn.

Contemporary Issues in Higher Education and Online Learning

Presenters: Carol Scheidenhelm, Loyola University Chicago; Jason Rhode, Northern Illinois University
Thu, 10/23, 2:00-2:50pm, Room 162
At a recent meeting of the University Professional & Continuing Education Association Center for Online Leadership & Strategy, the presenters participated in a roundtable discussion of issues relevant to online teaching and learning in higher education. Participants had the opportunity to share their experiences with issues, policies and road blocks to educating “contemporary” students, resulting in a recently-released federal policy brief. We thought it would be productive to bring this type of discussion to our SLATE Conference participants and provide them an opportunity to come up with a listing of the most pressing issues in higher education today. The list will be shared with the SLATE leadership and may help guide topics for discussion in the 2014-15 SLATE meetings.

Where eLearning Meets Faculty Development: Providing Seamless Online Program Development Support Services

Presenters: Aline Click, Northern Illinois University; Jason Rhode, Northern Illinois University
Thu, 10/23, 4:00-4:50pm, Room 162
While there is no single strategy for effectively supporting online teaching and learning, common faculty support needs related to online teaching practices and online course development exist at every institution. Join us for this panel presentation to learn about one institution’s collaborative approach to providing comprehensive support for new online program development. The conversation will focus on the specific online course development services as well as online teaching support programs, resources, and services offered for faculty.

For those in the Chicago area, there is still time to register to attend the conference in person, details at slategroup.org/conference/register. There is even a single-day option available for those who want to just come for 1 day. For those who can’t attend in person, feel free to follow the conference @slateconference and hashtag #slate14

10 Signs You Are a Tech-Savvy Teacher Infographic

10 Signs You Are a Tech Savvy Teacher Infographic

Becoming a tech-savvy teacher isn’t easy and it actually takes quite a long time. The 10 Signs You Are a Tech-Savvy Teacher Infographic helps you find out just how much technology has become integrated with your life by presenting a few of the many signs that show that you’re a plugged-in and connected educator.

The below are just a few of the many signs you’re a plugged-in and connected educator. What are some of the big signs we’ve missed? Share them with us down in the comments or by mentioning @DailyGenius on Twitter. We’ll be sure to retweet, share, and use your input for future graphics!

  1. Your students read your blog. Your students know that you share homework help, useful apps, your other favorite blogs, and a whole lot more on your teaching biog. They comment or at least monitor it to stay up to date.
  2. Your real professional development happens online. You know that the structured professional development that your school district performs is not really where you’re learning new skills. You turn to social media and online skill-building platforms to really enhance your skillset. Time to update the Linkedln profile!
  3. You’ve made an online PLN. Whether you call it a ‘professional’ or a ‘personal’ learning network is up to you. The key part is that you have taken the time to develop online relationships with colleagues, mentors, and many others who might be able to help you learn something useful. Doesn’t always have to be about teaching, just something you might want to know.
  4. You share your life with colleagues you’ve never met. You take selfies on vacation and share them not only with your family and friends – but with online colleagues you’ve never actually met in person. You love sharing your life and adventures with them!
  5. Your weekly schedule involves twitter chats. You know when you need to be by a computer or smartphone so you can monitor #edchat or your other favorite hashtag chat. It lets you learn on the go!
  6. Summer breaks means ISTE and other conferences. As soon as the final bell rings, you don’t race to the nearest beach! You make sure your bags are packed and ready for a few can‘t-miss conferences where all your online colleagues and friends are going.
  7. You know the vocabulary. It’s a lot like a second language. You know terms like 1:1, BYOD, PLN, Personalized Learning, Flipped, and decamp.
  8. You turn to colleagues in other countries when in need. You have a great group of colleagues in the building but they’re also quite busy and may not have the answers to all your questions. They’re only human. So you’ve networked and built a group of online contacts you can turn to when you need an answer 24-7. They are all around the world so you never know who will be awake and able to answer your call for help!
  9. You’re a digital citizen. First, you know what being a proper ‘digital citizen‘ means. You know it’s critically important that you treat others with respect, know what cyber-bullying is, act in a positive manner, and are trying to always be a useful member of your community. This isn’t as easy as it sounds. Trolls and many others can distract and provoke you. But you are smart enough to not take the bait. And so are your students.
  10. You’re always hungry to learn, try, and tinker with new tech. Every new Apple announcement is a special time. A new Android update means your lunch hour just got booked up. When any new education technology movement is made, you are always ready to try out a new app, test a web tool, read an e-book, or just take some time to tinker!

via DailyGenius