Quick thoughts (and a 2×2) on Models of Online Course Production

I’m beginning to suspect the ecosystem of online course production will end up looking something like this:

Online Models v1

The chart also needs additional axes to capture social layer, enrollment size (small/traditional or full-on MOOC), and whether learning is meant to be formal or informal. iTunesU certainly looks to be shaping up into a lower-right quadrant offering, but with their recent Piazza partnership, looks to be attempting to add on a social layer.

I’m just not convinced that every university, even with venture funding from groups like 2Tor and Gates, has the ability to generate large numbers of high-quality courses. Nor is there really a need for them to. Universities will likely produce a smaller number of hi-fi courses in their core areas of excellence and then accept transfer credits from other online sources that meet an agreed-upon set of quality and technological standards. This also creates a potential market niche in the lower-right quadrant for high-level, high-quality experience aggregators who can blend these disparate courses into a highly customized and personalized degree program, including support services, etc. Something like the bastard step-child of Western Governor’s University, iTunesU, New Charter University and Athena University.

Well, as it turns out, looks like someone’s trying to explore that lower-right quadrant. MIT, P2PU, OpenStudy & Codeacadamy are collaborating on a concept they’re calling “Mechanical MOOC”: http://www.hackeducation.com/2012/08/21/the-mechanical-mooc/. Looks like they’re using email lists to distribute links to curated, remix able online content instead of RSS. They’re using OpenStudy for the engagement piece, with the idea that students join cohorts, can “fall back” a cohort if they want to pause the course instead of dropping out (a big Coursera/Udacity problem).

It’s an interesting modular approach to building a MOOC: surface content from a variety of sources, pull together an engagement piece from another provider, provide collaboration tools from yet another provider and work through yet another provider to curate and facilitate all of this. No central LMS to manage the process.

In a way, I really like this model. It’s very related to the modular approach of cMOOCs (like Downes’ gRSShopper architecture) and DS106 in the lower left quadrant. I suspect, based on Michael Feldstein’s recent piece on Blackboard’s platform strategy (http://mfeldstein.com/blackboards-new-platform-strategy/), that Bb is thinking about this approach as well.

Is the opportunity for disruptive innovation in online learning in that bottom right quadrant?

To succeed in this rapidly changing landscape is going to require a wholesale rethinking by universities of their online/distance learning programs.

Teaching & Learning Center 2015: A Day in the Life

The following is a fictionalized scenario, a day of a life of a teaching and learning center based on some futuring work I did for an internal planning retreat for the Center for the Enhancement of Learning & Teaching (CELT) in Summer 2012. I wrote up this scenario based on the outputs of several workshop exercises designed to get the team thinking about the Center’s “business model” and services repertoire and how we can change this to continue to add value to our faculty, students and administration as the university adapts to the changing landscape of higher education in the United States.

“Well, Dr. Smith, I think it might improve your students’ engagement with the course if you interacted with them more often in the activity stream of the class Google Circle. Perhaps 2 or 3 additional comments or responses each day would do the trick,” Suzanne said. She enjoyed working with UK’s new crop of Virtual Professors, even though her only face-to-face contact with them was over Google Hangouts. It had been weird conducting faculty consults with faculty who never came to campus (or even lived in Kentucky) at first, but the economics behind the outsourcing of certain programs really couldn’t be argued. In today’s economic climate, it was simply too expensive for UK to build a Transmedia Communications department that was on campus full time. In order to keep costs down, UK had simply contracted with a group of Ph.D.s who worked together virtually for several universities to deliver Transmedia Studies education. CELT, however, was still responsible to help these Virtual Faculty improve their course delivery and student engagement.

Suzanne had been eased into this way of working after CELT hired its first virtual staff member a few years ago. Again, communicating and working with a team member who was never physically present in Lexington had proved challenging, but the use of Google Hangouts and the CELT Google+ circle had made it much easier. In fact, most CELT team members used Google+ (like Google Chats and  Circles) throughout the day to update each other on their status and location, and often to open a quick Hangout to discuss a teaching and learning problem or to bring in a backup team member virtually for a few moments. Speaking of which, now that her 9:30 consult was over, it was time to check in with Steve one timezone back in Wisconsin. Steve was a great team member – always present, always engaged with the rest of the CELT team. CELT had really needed his skills in hybrid course design, but due to family, he had been unable to move to Lexington. With the infrastructure CELT had begun putting in place a few years earlier, it was easy to accommodate him.

After her meeting with Steve to discuss their research project with Dean Speaks and the College of Design on an analysis of the studio education model and how to apply this to other disciplines, Suzanne hustled out the door to her 11am meeting with the Department of Multimodal Communications to discuss best practices for moving their program into a fully hybrid mode due to increasing problems with space on campus. Enrollments had increased over the past few years, but new classrooms had not yet come online due to the political in-fighting in Frankfort, and UK had not been able to save enough money from the cutbacks to build new spaces. With UK’s classroom physical plant aging, more and more programs had begun to move to hybrid models to make the best use of remaining spaces. UK had merged DLP and CELT a few years ago to acknowledge the reality that all classes were now on a continuum somewhere between fully face-to-face and fully online. As she ran out the door, Suzanne waved to her colleague Anna, who was busy in her office providing real-time instructional support to Dr. Jimenez’s Entrepreneurship MOOC, which had broken the university’s previous enrollment records with 12,000 students around the world.

After lunch, Suzanne took her laptop down to Coffea to recharge and to enter her client meetings and other notes into Highrise. It had been a successful meeting with the Architecture faculty. They had finalized the plans for the Center’s SOTL project for the year and started a Google Doc to begin collaborating between the 5 faculty members and the 3 CELT team members on the findings and write-up of the project. Suzanne wanted to get the notes on her interactions with the Architecture faculty into Highrise not only to be able to collect the data for CELT’s accountability reporting to the Accountability Based Budgeting committee, but also to be able to share this information with her fellow CELTics for their later consultations with these faculty members.

Speaking of which, her director, John, just messaged her on Google Chat. What can you tell me about Dr. Blake and Dr. Murray in Political Science? Jane and I are meeting with them now to talk about doing some course redesigns around Project Based Learning? Suzanne pulled up their client files on Highrise and sent the links to John and Jane, who promptly pulled up the files on the Highrise app on their iPads. She also sent him the link to the Backpack page on PBL for good measure. Wait for it, she thought. 3…2…1…  TEXT FROM JOHN: Can you join us via Hangout? She smiled. It was great to be able to join the meeting virtually rather than have to run across campus in this blazing heat. A quick 15 minutes later and Suzanne was updating the CELT wiki page on Project Based Learning thanks to some data that Cory, the CELT grad student dug up after a quick text message from Suzanne during the meeting. Yikes! Her iPhone 7 buzzed. Time for the meeting with IT!

She packed up her gear and walked up to Hardymon to meet with the Business Intelligence team from UKIT to discuss the new real-time student analytics tool they were using to send data from HANA to Google Glass. The idea was that, by sending student data from the SIS and campus LMS that data on student performance could be sent to the instructor in real time as an augmented reality overlay during class, viewable through a Google Glass unit the university had received as a grant from the Google.org Foundation. After the meeting, Suzanne stayed behind for a bit to talk to the ATG director about their workshop tomorrow on Teaching with Augmented reality. Most students now had smart phones that could deliver a quality AR experience and several teachers were now hopping on board the mLearning revolution. CELT and ATG had anticipated this trend a few years ago and had begun preparing to be able to offer such services.

<bee-deep! 3pm!> Her phone reminds Suzanne that it’s time to run over to the Little Library for a CELT meeting with faculty from Anthropology, Business, Design, Fine Arts, Engineering, Biology and Philosophy to discuss progress on the interdisciplinary Design Futures degree program the university is developing. John sends her a quick text message: Still in the Political Science meeting with Jane. Bring Steve in to help until we get there. Thx! Suzanne sends a quick GChat message from her phone to Steve: Can you help out with the DF meeting for a bit?A quick reply is forthcoming: No problem, Suze. Beam me in on this Hangout. A link is in the chat reply. Suzanne enjoyed the work CELT did these days as a trusted advisor to departments and faculty on campus, helping them to develop new programs and course redesign to meet the needs of an increasingly consumer-oriented student population. The university had begun to change rapidly to meet these needs, and thanks to careful foresight and planning by CELT a few years ago, they were ideally positioned to help the university through this transitional period. Fortunately, this was a really efficient meeting. Most faculty had gotten used to using Sharepoint and Yammer as a collaborative tool and the workflow process in SAP and the UK Protal made it really easy to confirm who had done and seen what prior to a meeting. All parties were well-prepared and Jane’s facilitation skills really helped move things along.

So, Suzanne, John and Jane were able to arrive back at CELT HQ a little early to prepare for the weekly “Teaching and Learning with CELT” webshow. CELT had put its studio to many purposes over the years. Lately, CELT had turned to producing a weekly 15 minute webcast packed with teaching tips and sometimes, interviews with key partners, faculty and willing administrators. CELT’s staff had grown to about 15 after the merger with DLP and some investment from the previous President, but there still weren’t enough bodies to do all the work. Webcasts were one way CELT tried to use technology to reach a broader audience. Steve appeared via Hangouts and the conversation with the four of them (plus Samir, their able GA) was free-flowing and informal, focused today on ways to use text messaging in the classroom. Yes, text messaging was pretty old school, but it had proved to be a gateway to other ed tech for some slower-adopting faculty.

A quick 20 minutes later and Suzanne was finally back in her office to catch up on email. While some of the collaborative technologies like Google+ and Yammer had served to greatly cut down on email, nothing, it seemed, could kill that beast for good. She also took the time to hammer out a quick blog post on the Google Glass collaboration with IT and put it in the editorial queue for John’s approval.

<bee-deep! 5pm!> Yes, it was a little “good night, John-Boy,” but today’s CELTics liked to end their work day together by grabbing some coffee together in their break room and discussing the days events. It wasn’t required, but their Director, John, always came and encouraged the rest of the team to come by, let off steam, and share their learnings for the day. Everybody came, though not every day. It was a great bonding ritual that helped everyone to stay connected as a team and get to know each other and their passions and current projects better. It had become even more important once CELT had merged with distance learning and started to grow a bit.

Half an hour and some strong coffee later, Suzanne was on the bus back home. She pulled out her cell phone to send a quick email to Bai Lin, their CELT associate in China to help prepare her for some potential issues Steve had identified might come up for this evening’s online courses so she could offer some support. Once the university decided to schedule late night hybrid and online courses to ease enrollment pressure and meet student demands for a more flexible learning schedule, CELT had to provide service round the clock. Hiring a teammate at UK’s China distance branch that was opened this year made it possible to do that without asking anyone in Lexington to stay up late and work the night shift. Oh, occasionally there was a quick call for help on GChat, but those fires were quickly doused. She powered down her phone with a smile. What a great day! Busy, but incredibly satisfying. She loved her work with CELT!

My OpenClass Teaching and Learning Experience (Pearson CiTE 2012 Presentation)

Cross-posted from the Experience Design Works blog:

Last month I had the opportunity to speak at the Pearson CiTE 2012 conference about my use of OpenClass – Pearson’s new LMS/Learning Platform – in the course I taught at the University of Kentucky this semester.

I love using OpenClass, and it’s really opened up what I can do interms of project-based learning and active learning activities in the classroom. Here are a few of the highlights from my presentation:

A lot of what drove my interest in using OpenClass emerged from the data Experience Design Works uncovered in an engagement in 2010 with the University of Kentucky where, in the course of a deep dive into both the Faculty and Student experiences for using Blackboard for teaching and learning, we found that things like clean, intuitive UI and the ability for a teaching and learning platform to enable (rather than hinder) student collaboration are of critical importance. After seeing OpenClass demoed at Educause 2011 in Philadelphia, I felt that OpenClass possessed great potential to address all of the major Faculty and Student pain points we identified in our study. But I wanted to “dogfood” OpenClass before I could recommend it to faculty and clients.

Also, the Experience Design Works team has a strong belief that we are already in the beginning stages of a fundamental, structural change in Higher Education. Not just a change in the tools we use to teach or how we design our courses and the classrooms in which face to face classes are held, but a change in how we teach, how we design learning experiences and how we support those experiences. In many ways, Higher Education is going through the same sorts of transformative disruptions that the music and print journalism industries have experienced.

To build the Social University, however, we need a toolset and environment that supports collaborative inquiry and writing. The architecture and deployment of the traditional LMS, in many ways, can serve as a frictional environment that delays the emergence of what Experience Design Works refers to as the Transformative University. Next generation Learning Platforms, such as Lore, Helix, GoodSemester and, of course, OpenClass are in many ways better positioned to enable Higher Education institutions to evolve into the Transformative University.

In my own teaching and learning efforts, I’ve always had to build a toolkit out of whatever tools I could find that would enable the type of active learning and constructivist/connectivist pedagogies I believe in so strongly. Recently, Google Apps have provided a strong and integrated ed tech toolkit that really allows teachers interested in more active, project-based/problem-based, team-oriented learning to do the types of activities they’ve always wanted to be able to do, without the technology that can enable such activities getting in the way. OpenClass, with its clean, simple (but highly customizable) UI and strong Google Apps/Gmail integration was a great way to make using those tools even easier.

This Spring, I used OpenClass and Google Apps to teach a project-based learning course in Kentucky Government and Politics. I teach this course as a futures thinking course and the students spend the semester building up to the production of a multimedia scenarios project examining the implications of today’s trends and policy decisions for the Kentucky of 2032. The Collaborations feature of OpenClass made it insanely easy to share documents with students that they could then work on during class (there’s nothing that warms my cold, cold heart more than 25 students sitting in project team circles with their laptops and iPads out working on deliverables) and that they could also share with me when it came time to submit individual and group assignments. The Collaboration feature was such a hit with the students that they began to wonder why it didn’t work with Google Sites, Blogger and other tools!

Let me also say that being a part of the Pearson OpenClass Design Partner program has been a real blast. The support they provided while testing a rough beta product has been amazing. It was also great to be a part of a community of other people passionate about building learning platforms for a transformative learning experience for students. Whenever anything went wrong, the OpenClass team was right there to help!

While I really enjoyed using OpenClass, I wouldn’t be honest if I didn’t say that there are a few things I’d love to see in future versions of the platform:

  • Extend Collaboration to work with other services like WordPress, Twitter, YouTube and Instagram.
  • Integrate Google+ features like Circles, Profiles and Hangouts.
  • Allow granular controls over what gets shared with the outside world and what stays in the classroom environment.

That said, however, I was extremely happy with my OpenClass experiment this semester (as were my students) and I look forward to using it in future courses and following the future of this next-generation learning platform from Pearson!

Thanks for a great semester, PS 557 students!

I just wanted to thank my PS 557 students for a fantastic semester. You all responded to the challenge of engaging in active, project-based learning in the course, and did so with style and energy. I will treasure the memory of this semester, and hope you will as well. I am looking forward to reading your Kentucky Futures 2032 scenario reports on Thursday!

Distributed Labs for Sciences in Higher Education

This post by John Timmer on “How to run a successful research lab without having a lab” at Ars Technica really got me thinking this morning.

One of the real difficulties with online or distributed higher education in the sciences is the problem of lab spaces. How, other than using an online simulation, do you get lab time for students in the sciences when they may rarely, if ever, come to a central, physical campus. An additional, and related, dilemma is that for many universities, they increasingly lack adequate, modern lab infrastructure due to successive years of budget cutbacks.

One possible way to solve this dilemma might be for universities to divest themselves of labs altogether, instead renting lab time from a network of independent co-working labs. Imagine if a university were to outsource all of its lab costs and maintenance to an outside provider or providers. Students could use a “lab fee” to book time at any number of community labs (like any other co-working space), perhaps subsidized by universities paying a larger membership fee to these private labs to secure booking privileges for their students. Universities could arrive at cooperative agreements with community labs in other cities to provide lab opportunities for their online students, much the way we already do with proctoring centers and agreements.

If we can outsource housing, food services, test proctoring and IT services, why not physical lab space as well?

I’d like to explore the capital requirements and potential business models for this type of service in more detail.

Welcome to PS 557 Spring 2012

Welcome to PS 557 Spring 2012 Kentucky Government and Politics! For those students who are not able to access our OpenClass site, you may find the syllabus here:
PS 557 Syllabus Spring 2012

[slideshare id=10948962&w=477&h=510&sc=no]

The reading assignment for Friday is the 2008 Measures and Milestones report from the now-defunct Kentucky Long-Term Policy Research Center. You may access the report at http://kltprc.info/books/2008trends.pdf http://kltprc.info/books/books.htm.

Here’s your assignment for Friday:

One task of every budding futurist is to keep abreast of current news and trends. To get started on this, I want you to use Google Reader to do some basic environmental scanning. For Friday, I want you to:

  • Find 10 online news sources or reputable blogs that report on issues relevant to Kentucky government, politics and/or policy. Open these up in tabs in your browser.
  • Log into your UK Google Account and then log into Google Reader. You can do this by logging into your UK Gmail account, selecting More from the top toolbar and then selecting Even More from the drop-down list. Scroll down until you see Google Reader on the right and then click on that link.
  • Use the orange SUBSCRIBE button in the upper left-hand corner of the Reader window to subscribe to these sites (press SUBSCRIBE then copy-paste the URLs from your tabs into the area provided, one at a time).
  • Create a Bundle of your subscriptions by going to “Browse Stuff” and then selecting “Create a Bundle.” Follow the instructions provided onscreen.
  • After creating your bundle, click “Create a Bundle Clip” for your blog or website. Copy the html code in the window provided.
  • Then, share the bundle with me by going to Submission to respond to this assignment. Paste the code into the submission window if it will allow you to do so. If not, then email me with the code in the body of your email.

If you cannot access OpenClass, please contact the Service Desk at 218-HELP (4357) to request access. If you do not have a UK Google Apps account, please go to http://ukam.uky.edu to open your account. You MUST have a UK Google Apps account for this course.

Again, welcome to the course. I’m looking forward to a great semester working with you to explore the futures of Kentucky!

Second Life at the University of Kentucky: Internet2 Day

Second Life has been an important part of my teaching at the University of Kentucky. You can see the course wikis recording my students’ adventures here and here. Second Life was always a great way for me to bring my personal interest in digital ethnography into my political theory courses to help the students to not just “read” theory, but also to “do” theory as well.

This past Monday I had the great pleasure of participating in a presentation on Internet2 Day about my teaching and learning work in Second Life, along with our Director of the Academic Technology Group (Wildcat Thursday), and incredibly innovative librarian (Alice Burgess) and a faculty member using SL to teach anatomy and physiology, Kezia1618 Landar. I’m the tall handsome fellow, Ricetopher Freenote, in the photo below.

UKSL on Internet2 Day 2011

I really enjoyed “getting the band back together” with Wildcat and Alice. It felt a lot like the early days of our Second Life work at UK. The UK Island has come a long way since then, due to the hard work of many faculty and staff on campus. Thanks to all of them for their hard work! For more info on teaching, learning and research with Second Life at the University of Kentucky, please visit: http://ukisland.wordpress.com/.

Getting Social in the Classroom: Teaching in a Web 2.0 World (SLIDES)

Since I’ve had a few requests for these, I just wanted to share my slidedeck from my September 17, 2010 presentation, “Getting Social in the Classroom: Teaching in a Web 2.0 World” for the College of Arts and Sciences at the University of Kentucky.

[slideshare id=5234277&doc=gettingsocialintheclassroom-100919124946-phpapp02]

To answer a couple of questions:

  • I use Slideshare to upload and publish my slidedecks. It’s free and easy to use, and in keeping with the theme of the presentation, takes a traditional activity (sharing of slides) and makes them more useful by adding a social dimension to it. This deck is posted on a new Slideshare account I’ve created, but you can view some of my past decks for courses at http://slideshare.net/christopherrice. I’ll be moving some of the “greatest hits” from that account to my new account at http://slideshare.net/ricetopher soon.
  • Almost all of the photos in the presentation were found on Flickr’s Creative Commons pool and attribution is provided on each slide.

Thanks to everyone who came out Friday! And for those who were unable to make it (it was a glorious September Friday afternoon, after all!), I look forward to seeing you at my next presentation (I have an upcoming session on Copyright and DRM as part of this series to be scheduled for later in the Fall).

Originally published on EduFuturist.com

Disruptive Technology for the Traditional Lecture Model

At the request of Vince Kellen, CIO of the University of Kentucky, I produced the following chart exploring a continuum of the potential of various technologies to disrupt the traditional lecture model of course delivery.

Lecture Disruption Technology Chart

(Chart (c) 2010 University of Kentucky All Rights Reserved)

The idea behind the chart is to examine a continuum of the potential for disruption to the traditional “sage on the stage” model of course delivery posed by a variety of technologies.

To the left of the chart, we find those technologies that are most conducive to the preservation and enhancement of the traditional lecture model. Technologies such as slideware (PowerPoint, Keynote) and the Learning Management System (Blackboard, Mookle, Sakai) serve to reinforce those traditional aspects of this model by making it easier to conduct extant course functions. As one moves to the right on the chart, however, we see the introduction of technologies that increasingly disrupt the lecture model, as well as what we think of as the traditional face-to-face course. Color-coded columns are an attempt to group these technologies together into categories. For example, I’ve placed Second Life and Adobe Connect Pro into the same column as they – at a basic level – seek to preserve an existing classroom form and function, but pushed out into the online setting. The goal of both in education has, heretofore, been an effort at preserving a synchronous environment. Certainly, Second Life can (and sometimes does) go beyond that, but in my analysis, has not gone as far as it could toward the asynchronous experience.

The maximally disruptive technologies on the right are categorized as such because they do the most to take learning outside the traditional classroom environment, bounded by static and predictable time and space, and move learning out into the world in an asynchronous manner.

Over the coming weeks, I will be writing a series of posts to further explain my thinking behind this continuum, and explore the technologies within each category and their disruptive potential.

Originally published at EduFuturist.com

A Day in the Life of Lamar Johnson, University of Kentucky Freshman, Fall 2012

The following narrative scenario of a typical day in the life of a University of Kentucky Freshman in the Fall 2012 semester is a version of the scenario I recently drafted for the University of Kentucky’s forthcoming Web 2.0 Strategy document. Republished here at the courtesy of the University of Kentucky. I’ll edit to provide a link to the final report once it is published. Originally published on one of my other blogs, EduFuturist.com.

Lamar Johnson wakes up to the sound of the Black Eyed Peas coming from his iPhone, just as he has every morning since arriving at the University of Kentucky in August 2012. His roommate, Miguel, stirs but doesn’t awaken. Lamar and Miguel’s activity patterns rarely disturb each other. They had first met on the University of Kentucky’s Class of 2016 Fan Page while they were seniors in high school, and had discovered that they were both late risers and heavy sleepers. This, they thought, was the beginning of a great roommate compatibility situation. After joining the Big Blue Network, the university’s private social network, that spring, Lamar and Miguel both joined the Holmes Hall group and got to know each other better over the summer, often staying up late to participate in the live chat sessions each note, sponsored by something called the “Lost Student Union,” though why the student leaders called it that, he could never quite figure out. Rather than feeling lost in the shuffle of 6,000 incoming freshmen, Lamar felt that the university’s efforts to provide social networking tools like BBN actually helped him feel less lost as he made the transition from Oldham County High School to life at the University of Kentucky.

He rolled out of bed slowly. It felt cold this morning, but then again, Holmes Hall always felt a little chilly as October turned into November. Lamar walked over to his desk and pressed the home button on his iPad and waited for the tablet to flicker to life. He loved his new iPad. UK provided an iPad or Google Chrome tablet when you arrived on campus now. Miguel had chosen the Asus tablet running Chrome, but Lamar had always been an Apple guy. As far as he could tell, other than aesthetics, it didn’t really make much difference which tablet you had. Student Computing Services seemed to support both platforms equally as well, so far as he could tell. He pressed the “Wildcat Life” app and called up the weather forecast for campus. Chilly today. Thank God Mom packed me that extra sweater, he thought. A couple of iAds popped up in the Wildcat Life app. Hmm. The student center Starbucks was offering a free upsize from tall to grande on the Pumpkin Spice Chai Latte this morning (“A Great Way to Warm Up!”) and the UK Bookstore was advertising 20% off UK sweatshirts. He clicked on the ad and added it to his notes app to check out later. Time to get cleaned up and grab some breakfast before the day’s first class.

As he walked out of Holmes Hall, Lamar opened up the Twitter app on his iPhone to check out his list of UK institutional accounts for any important information. The University of Kentucky’s Big Blue Network had created several useful Twitter lists, ready made for students to follow. There were lists for student services, faculty, students, student leaders and organizations and more. @UKParking has Tweeted out a reminder that K Permit cars had to move out of Commonwealth Stadium lots by 6am Friday, since it was a game day. That’s a useful thing to remember, Lamar thought. Last week he had been towed because he had forgotten. A quick search on Facebook had found the UK Parking fan page on Facebook, which had information on how to retrieve his vehicle and pay his fine. It also had a button to follow UK Parking on Twitter to receive info and reminders. He wasn’t going to go through that again, and the Tweets were helpful to jog his memory. Scrolling down, he saw a Tweet from UK Emergency Services reminding him to wash his hands regularly, as H1N1 season was in full swing for the third Fall in a row. Clicking on the two links in the tweet, he was taken to a Wally Wildcat flu safety video and a Google Map showing H1N1 hotspots on campus. He clicked on the Tweet to add it to his Favorites for later reference. @UKCampusRec had sent him a reminder that he hadn’t been to the Johnson Center for three weeks. He clicked on the link in the Tweet, which took him to the Johnson Center’s Facebook Fan Page. Looking over the page, Lamar noticed that it had a schedule of fitness classes and even a set of recommended dining choices and menu selections to help students keep that “Freshman 15” off. There were even some short fitness videos from YouTube he could do in the dorm if he couldn’t make it into the gym! Lamar clicked the “Like” button. Now reminders from the Johnson Center would show up in his Facebook activity stream, which would make it easier for him to remember to get over there.

As Lamar walked into the Student Center food court, Lamar felt overwhelmed by the choices. His hand strayed to his midsection and remembered the Johnson Center’s warnings about how hard the “Freshman 15” would be to lose. Then he remembered: in his weekly podcast (which was available on iTunesU and YouTubeEDU), the SGA president had talked about the QR Codes that SGA was putting up around campus to help students get ready access to nutrition and recreation information. The K Crew had put up a lot of QR stickers during K Week as a part of an Augmented Reality Game to help students learn more about their new environs, but he hadn’t really thought much about it since then. He took out his iPhone and selected the QR scanner software K Crew had made available on his K Team group page on BBN that summer. He hoped he remembered how to use it! He hit the app and then took a photo of the QR sticker next to the Wildcat Grill. A webpage with the menu choices and their calorie figures came up in his browser. Holy cow! He guessed he’d be skipping that sausage, egg and cheese biscuit this morning! He walked around the food court scanning QR codes until he found something a little lighter on the calories, but strong on the coffee. He selected the Wildcat Life app on his phone and brought up the bar code for his meal card and let the checkout attendant scan it. The app instantly let him know his remaining balance on his meal plan. When he had first gone to eat with Miguel, he had looked at the Wildcat Life app on his Android phone. The app was remarkably similar to his iPhone app. The UKIT people had done a really good job designing these apps and Miguel seemed pretty pleased with the support he had received. Once when Miguel had encountered a problem with the Course Registration app during Add/Drop, Miguel had typed “University of Kentucky computer problems” into the address bar of his Chrome browser and the UK Student Computing Services Twitter account had come up first on the search results. Miguel sent them a Tweet asking about the problem and in no time at all, a UKIT support person was Twittering back and forth with him until they fixed the problem.

Miguel sat down at a table and brought his iPad to life. The iPad was a great idea, Lamar thought. It was so light and the battery lasted all day! And since there was very good wi-fi coverage all around campus (even outdoors!), it was easy to get on the web anytime. He activated his Facebook app to check in on his friends. Several of them had posted pictures from last night’s intramural Ultimate Frisbee game. The UF Facebook Group had put up a link to the Flickr pool for Ultimate Frisbee photos at UK. Lamar didn’t understand why people didn’t just put their photos up on Facebook, but some students, like Miguel, were a little uncomfortable with Facebook’s privacy record, so they tried to use other services when possible. The great thing about surfing the Flickr sets was that you got to learn so much about other students and what they liked to do on campus. UK had started a Flickr pool a couple of years back, and as Lamar was trying to decide whether or not to go to UofL or UK, those Flickr sets of photos of the lovely campus and the lively campus events really helped persuade him to come to Lexington. Some of his professors had even started putting up diagrams and photos of their markerboards on Flickr for their students with the idea that students could then embed them into their own private research journals for later study. Lamar loved this. UK’s commitment to innovative uses of these kids of technologies was something that drew him to come to the university to study.

Scrolling through his Newsfeed, Lamar noticed an update from Dr. Jones’ Facebook Page. Instead of using a standard faculty page, Dr. Jones (a young Anthropology professor) preferred to use a Facebook page to contact and interact online with his students. After all, he had explained on the first day of classes, that’s where his students were, so he reasoned that he needed to be there to reach them. This made a lot of sense. Dr. Jones had mentioned a 2010 Pew Foundation study showing that something like 73% of adults 18-24 had a Facebook profile, and of them, 72% had a Facebook profile. Lamar had been on Facebook since he was 14, and couldn’t imagine having to give that up now, especially not for college. Dr. Jones had a Facebook policy, outlined very clearly in his syllabus, that stated that he would not “friend” students. This was fine by Lamar; the idea that a professor would “friend” you was actually kind of creepy. However, the Facebook Page idea was great. By “Liking” Dr. Jones’ Facebook Page, he could receive updates and reminders from Dr. Jones right in his News Feed, ask questions about the course, and even view PowerPoints and videos that Dr. Jones had used in class. Sometimes Dr. Jones even did “virtual office hours” on Facebook using FB Chat and the discussion tab on the page.

This morning, the update from Dr. Jones was to remind the class that they needed to read Chapter 7 of the main text and take the practice quiz on Blackboard before coming to class that morning. Oops! Well, time to “crack the book.” Lamar supposed that eventually that phrase would go by the wayside. Beginning with the Fall of 2012, UK had begun pre-loading student textbooks on their iPads and Android tablets before they arrived on campus. Soon, few, if any, students would be using what one writer had begun referring to as “treebooks.” Lamar opened the iBooks app and opened his Anthropology textbook right where he had left off reading the night before. He reviewed the highlights and annotations he had written in the ebook, and then he opened the Blackboard iPad app. The interface on this app was amazing and easy to use. Lamar had heard some of the upperclassmen he knew grumbling about how awful UK’s Blackboard setup was when they were Freshmen, but as far as he was concerned, this new iPad interface was the way to go! He logged into Blackboard using his LinkBlue ID and navigated quite easily to the course shell. There he found a short video that Dr. Jones had clearly shot with some sort of Flip camera summarizing the main points of the previous day’s lecture and how they related to the readings for today. After plugging in his headphones and viewing the microlecture, Lamar navigated to the practice quiz and submitted it. The iPad’s iCal app came to life reminding him that PS 240 (Intro to Political Theory) was starting in 10 minutes. Time to run to class!

Lamar settled into his seat (there were ~150 students in the course) just as Dr. Moon started his announcements. Once again, Dr. Moon had worn one of his spectacularly outrageous ties to class. Several of his classmates had already made comments about it on Twitter. Dr. Moon’s phone jumped in his hands, and as he looked at the screen a wry grin came over his face. Of course he would see the comments about his wardrobe! Dr. Moon had been an early adopter of Twitter and continued to experiment with ways to use it in his courses. His reasoning, he explained to the class, was that since the conversations around his courses were already happening, better to join the conversation and bend it toward more educational and critical directions than to let it flow unimpeded. He brought up the first slide of today’s lecture. It had the course’s “hashtag,” #ukps240, which Dr. Moon reminded everyone to use so that we could all see and be a part of the class discussion. I didn’t understand hashtags at first, but Miguel explained to me that they were simply a search term that you could plug into whatever Twitter client you used to follow all the Tweets that used it, whether you “followed” the user of the tag or not. Dr. Moon used Twitter very well, stopping about 15 minutes into his lecture, and then again at the 30 minute mark to check the hashtag on his Blackberry phone client, and then following up with the class on the comments and questions we Tweeted. It made class very interactive, and (usually) kept the attention of the students. Dr. Moon told me once in his office hours that by making the Twitter stream visible, it tended to discourage the “trolls” who exhibited immature or inappropriate behavior, something a lot of his colleagues still cited as why they were slow to adopt some form of backchannel in their courses. He was right, at least for our class, thought Lamar.

After a 30 minute lecture, Dr. Moon had the class break up into small groups for project work. “Log into your team’s shared Google Docs,” Dr. Moon said. Two years earlier, UK had moved student email accounts away from Exchange to cloud services from Microsoft to Google in order to provide email services more cost effectively. A very beneficial part of this was, since UK had signed up for Google Apps for Education, the entire Google suite of services had come with it, all under a single login! This included Docs & Spreadsheets, the collaborative capabilities of which still confused a lot of faculty and students in class, but thanks to a short training provided by the Teaching and Academic Support Center (TASC) at the beginning of the semester, Jamal’s class was pushing ahead with learning to use the collaborative tools. The lecture room really wasn’t built to handle small group work, but Google Docs (and Windows Live, in other courses) made it possible for students to collaborate no matter where they were. Jamal looked and saw that his friend Jenna already logged into the team’s shared Google Doc. She had been out of class for a week with H1N1, but had still been able to participate in small group in-class work by logging into the team’s Google Doc. Jamal decided to work with a couple of classmates on a slideshow for a group presentation on Marxism. Thanks to the Google Apps suite, Jamal and his teammates were able to use an app called Sliderocket to collaboratively produce the slideshow. One student copied the embed code and inserted it into the team’s document, and the rest of Jamal’s team began offering comments and helpful critique. While they were doing this, a couple of their other teammates, including the home-bound Jenna, were collaboratively editing their project narrative in real time. It was confusing at first, seeing all of the identifying cursors flying across the screen in real time, and Jamal still wasn’t sure how he felt about it. His generation was often hailed as a generation of natural multi-taskers, but they still got overwhelmed by too much going on at once. Using Google Docs in class this way was stepping riiiight up to that line, but by this point in the semester he and his teammates were getting used to using Google Docs productively for collaborative note-taking and working on their small group project. He didn’t know if he’d keep using it after the semester was over, but it certainly kept him on his toes during class!

By the time his 11am class was over, Jamal was ready for lunch. He opened the Facebook app on his iPad and tried to locate Miguel. UK was still a little bit on the fence about using geolocation on campus. A lot of his female friends were very concerned about the potential danger for stalkers on campus, and the Administration was still very concerned about student privacy issues when it came to geolocative services. However, UK’s Public Relations department had been an early adopter of the Facebook Places platform, encouraging students to “check-in” to key campus locations with an innovative awareness campaign using physical check-in points at various spots on campus. The photograph of UK’s basketball coach checking-in with his phone at one of these spots really got Lamar’s attention when he was lthinking about which colleges to attend. UK Public Safety was also quick to realize the advantages of using GPS-based apps to help students to be safer on campus. They partnered with UKIT the year before to develop an iPhone/Android app that would call campus security automatically when activated and at the same time use the device’s built-in GPS to record the caller’s location and take a picture when activated by the device’s accelerometer (usually the signal for being tussled or assaulted).

Jamal noted that Miguel had “checked in” at Ovid’s Cafe about 15 minutes ago. However, Jamal noticed that 4 or 5 of his classmates from MA 113 had checked in at the Student Center food court. He sent out a Tweet using the course hashtag (#ukma113) to see if any of them would be interested in meeting up at the W.T. Young Library this evening to go over a few problem sets together. He sent Miguel a text message telling him he was on his way over to Ovid’s to grab lunch. On his walk over he received Tweets from a few of his classmates indicating that they would come to the library that night to study together. Social networking tools really made forming study groups easy. A few classmates said they would be at work at that time, but that they could participate over Google Chat if someone would turn on their laptop camera at that time.

He walked into the cafe and waved to Miguel. After he paid for his meal with his phone, he walked over to his roommate’s table. On the way over he saw a sign for a service called “Ask a Librarian.” Apparently you could text a message to a certain phone number with a request for finding library sources, like a journal article available through the Library’s website. He did need to find another source for his short paper on the causes of the Civil War for HIS 109. He got out his phone and texted a short request for a journal article that would be appropriate for the course. He didn’t expect to get anything back, but you never knew these days…

After logging in his meal with the TallyCats app (you got points for eating healthy this year), he “checked in” on Facebook Places. He noticed that his friend Jenny, who also lived in Holmes Hall, had just checked in at Ovid’s. He craned his neck to find her. Seeing that she had out her Google tablet, he left a quick message on her Facebook wall asking if she wanted to play Words with Friends. He saw her crane her neck around and smile at him. She nodded “yes.” He noticed that her Facebook profile had recently changed to show her relationship status as “single.” He made a mental note of that and added her quickly to his “potential” list on Facebook. Never knew when you might be able to meet up for a quick cup of coffee at a campus Starbucks! He got out his iPad and quickly pulled up the Words with Friends app and connected with Jenny.

After about a half an hour of being soundly defeated by Jenny, his calendar app alerted him that CHE 105 would be starting in a few minutes. He logged off and waved goodbye to Jenny and started the short walk over to Chem-Phys. As Dr. Smith walked into class, she made the same announcement she made at the beginning of every class: “Laptops and cell phones off, please!” Several members of the class audibly groaned. Dr. Smith was not exactly into using technology in her classroom, Lamar had observed. Not to say Dr. Smith wasn’t a great teacher: her lectures were always so fascinating, and he loved that she had chosen some really interactive ebooks for the course. Lamar always felt too intimidated to speak up in such a large course. He didn’t really want to embarrass himself in front of the whole class by asking a “stupid question.” He wished Dr. Smith would use something like Twitter or Facebook so that he could feel more comfortable participating in class or asking questions. He also spent a lot of class time wondering if the other students understood what was being lectured on or if they could help answer his questions. Facebook, or especially Twitter, would have made all of that so…transparent. Maybe Dr. Jones could give Dr. Smith some tips? He sent a quick Direct Message (which was private) on Twitter to Dr. Jones suggesting he meet Dr. Smith for coffee. Help us, Dr. Jones. You’re our only hope! At least Dr. Smith made good use of Blackboard. The practice quizzes and the discussion forum sessions with the TAs really helped Lamar to better understand Chemistry, which was one of his more challenging courses. Dr. Smith clearly put a lot of effort into her Blackboard course, so not only was it prettier than many other faculty members’ Bb courses, but it was well thought out in terms of how students needed to be able to better access the materials. But still – laptops off? Yikes! He’d have to ding her on that on Rate My Professor…

Later that day, on the way to dinner (the Tally Ho had posted a coupon on their Facebook Places Page, and several of his friends had agreed to meet up there that night) Lamar stopped by the Career Center to work with one of their advisors on his LinkedIn profile. Lamar didn’t really “get” LinkedIn. It just wasn’t as fun or personal as Facebook. It just felt so much more…corporate. But that was the purpose, he supposed. At any rate, Lamar wanted to get a good internship this summer, and the Career Center had done a session during Freshman Orientation explaining that more and more employers were using LinkedIn profiles as a way to find and filter not only job candidates, but also internship applicants. Lamar wanted to get the most value he could out of his college degree, and he knew that internships were a great way to “get your foot in the door” for a good job before graduation. So, LinkedIn it was. The advisors helped him to set up his resume on the service, and also solicit a few recommendations from his professors. The advisor also told him about the importance of joining professional groups to learn more about careers, but he didn’t really have time for that today. He’d have to check on that later. as he walked out the door to walk the short distance down Euclid to “the Ho,” Lamar felt his phone vibrate. Text message, he thought. It was from the Library! It was a list of sources he’d requested earlier in the day. Sonofagun, he thought, it really worked! He made a note to go back to the library soon to see what other services they provided.

That evening, after studying at The Hub, Lamar came back home to his dorm room. YAWN! What a long day. Miguel, of course, was already asleep. As he docked his iPad and iPhone to let them recharge, the calendar beeped on his tablet. It was an automatic reminder from his advisor to access the registration app and put together a tentative schedule so that she could review it before Lamar arrived for their appointment tomorrow. Sigh. Technology was really wonderful, Lamar thought, but it sure didn’t decrease the amount of work your average college freshman had to do. But like Miguel said, it certainly makes it a lot easier (and more fun!) to do all that work than when their parents went to college. Time for another Red Bull, he supposed…