ASU, (alt^I) - Community

Community

admin — Wed, 19 Jul 2006 16:49:27 -0700

New communication and media technologies continue to emerge and to become integral parts of the lives across a wide spectrum of the university community and beyond.

Our ongoing deliberate and focused application and integration of new and emerging technologies, into teaching, learning, and research across all levels of the university, from individual students in the classroom (both local and extended), to faculty and administration, and to the extended and integrated local and global community will significantly inform, shape, and impact the revolutionary scholarly endeavors of the New American University and ultimately the role we have in building and realizing an excellent and sustainable future.

Arizona State University Student Technology Survey

Sam — Mon, 20 Nov 2006 17:09:09 -0700

The Applied Learning Technologies Institute alt^I

Fall 2006 Summary

Technology inspires and motivates, educates and entertains, and at times is the source of frustration and trepidation. Emerging technologies are the subject of much attention, speculation, assumption, opinion, debate and research. What are the needs and desires of today's students--and of tomorrow's? Terms such as millenials, digital natives, digital immigrants, generation Y, and broadbanders are referenced in the media as well as the academic literature. Each of these terms carry much connotation, yet provide little in the way of information that can guide our decisions of how best to educate. The literature abounds with assertions, recommendations, and proclamations on how we must teach, how students must learn, and how as a University we must continuously adapt to best meet the needs of all students. We must be agile and nimble, leading edge and up to date, engaging and competitive. Ultimately, our choices must be data-based and must result in the most effective educational experience for all students. Central to any institutional decision is a clear understanding of the needs and desires of the community, the end-user, our students.

As part of an ongoing effort to foster data-based, academic technology decision-making, the University Technology Office, Applied Learning Technologies Institute alt^I surveyed ASU's Fall 2006 student population. Each student received a personal email invitation to participate, containing a direct link to an online survey. Response totaled 9706 students, representing an approximately sixteen percent return rate. The survey consisted of 188 items; a combination of fixed response and open-ended/text entry. Student response to the survey indicated a high level of engagement -- students who started the survey, completed the survey. Likewise the number of responses to the open ended questions and input opportunities was high. Students took the survey seriously - admittedly this is a subjective assessment, supported by analysis of indicators such as number of words per written response, format of responses--sentences versus one-word responses, degree of on-topic responses. Across each indicator, the level of engagement and attention was high. Responses to several questions in particular support this observation. For example, with questions taping perceptions of a Student Technology Fee, the responses were centered on what would and could be the outcome of such a fee. The level of detail provided by those who support, oppose, and express indifference or indecision, indicate that students value the opportunity to provide input. A strong desire to positively impact the learning experience was evident.

Who responded

Email invitations were sent to each of the 62095 ASU students enrolled in Fall 2006 courses. Nine thousand seven hundred and six students responded to the survey across a 3 week period; 5344 responded within the first 7 days, which was followed by a reminder prompt at day eight. Two thousand one-hundred seventy-one students responded between day eight and fourteen, upon which a second prompt was issued, yielding an overall response rate of 15.63%. Response distribution across ASU's campuses is expressed in Table 1. The distribution indicates representation proportional to the population, for example, in ASU's overall student population, 47.23% is male, 52.76% is female. The response rate across all campuses; 13.99% male, 15.31%, is reflective of this ration.

Campus	Invited	Responded	Response Rate
Overall	62095	9706	15.63
Tempe	48297	7171	14.85
Polytechnic	3526	650	18.43
Downtown	3310	435	13.14
West	6962	948	13.62

Level	Invited	Responded	Response Rate
Graduate Students	13389	2863	21.38
Undergraduate Students	48706	6439	13.22

Who have we not yet heard from?

When interpreting a survey we must examine potential bias and limitation of our measurement. Technology enabled survey techniques provide a unique opportunity to elicit a wide range of opinions, to the point where virtually every member of the relevant population may included. Sampling techniques often provide a more strategic and sensitive approach toward gaining a true understanding of the population under consideration--a systematic approach toward defining sub-groups and characteristics may enable the researcher to ensure a comprehensive understanding of the individuals is obtained. In the case of technology use, and in particular technology ownership, a process of sample and inference relates only part of the picture. Much is assumed and written of the digital divide; a term referring to inequities created when in this case information is delivered or accessed through technology that some have access to and others do not. Although the exact meaning and intent of this term, and more specifically the inferred cause, differs by author and audience, for the sake of our focus, we assess the status, needs and perspectives of all students, those who own computers as well as those who do not; by choice or circumstance. The survey represents a continuous and continuing effort toward gathering input from the campus community. Combining the use of ongoing survey with focus groups and direct interview procedures, we strive to enable all students to express their needs and convey ideas that can help shape and refine our learning environments.

Assumptions and procedures

The Fall 2006 Student technology survey was designed as an extension of several technology surveys presently in use across higher education institutions (Educause ECAR 2004, 2005, 2006). Questions were refined to focus on specific initiatives and relevance to ASU's structure, environment, goals and initiatives. A pervasive objective of this phase of survey is to invite and encourage student participation in the strategic planning process.

The primary areas of focus centered on:
1:1 computing
The Learning Platform
Financial considerations

The present phase of study solicited participation and input via an email invitation sent to every ASU student's preferred email address. As email is an official mechanism of communication for University business, and students hold obligation to receive communication via their designated email address, this approach was selected as a contact approach technically available to all students.

Is this real...or Spam?
In the age of unsolicited email, digital advertisement, phishing, and other electronic trickery, email from unknown senders carries an air of suspicion, in particular invitations to participate in a survey and provide input. With this in mind, the current survey invitation was issued as a direct email, to each individual, containing their name and email address. The invitation was initiated from a valid user with an asu.edu email address, and telephone, office and email address provided as a means of seeking clarification and validating authenticity of the request. A link was provided to the survey instrument, at which additional clarification, procedures, and ASU confidentiality assurances, and human subjects approval was designated.

1:1 Computing

To capture a snapshot of the equipment that students presently own, along with the extent and scope of the way that they use technologies, a series of fixed-choice and open-ended questions were presented. Across these areas, student preference and priority was assessed through direct questioning in which students ranked items, and through assessment of the open-ended responses, providing a potentially more comprehensive view of student concerns.

Seventy-seven percent of students responding indicated they own a laptop computer. Overall, forty-three percent of respondents own a laptop and desktop computer, and twenty-two percent indicated they own only a desktop computer. Two percent of those responding indicate they do not own a computer. The observed distribution was consistent across all campuses.
Male students indicated a higher percentage (46.78%) of both desktop and laptop ownership than did female (39.29%). However, in terms of owning laptop only, female students has a higher percentage of ownership (36.70%) than male (29.56%).
Graduate students (51.83 %) indicated a higher ownership of both a laptop and desktop, than did undergraduate (39.01%). Twenty-eight percent of graduate students indicated owning a laptop -- whereas 35.14% of undergrads.
Among Colleges, initial assessment indicates percentage of both desktop and laptop ownership was highest in the School of Global Management, Percentage of desktop ownership was led by Morrison School of Management where as percentage of laptop ownership was led by Cronkite School of Journalism.

College	% Laptop	% Desktop
O'Conner School of Law	98.46	1.54
University College	87.5	12.5
WP Carey	84.12	14.86
Cronkite School	78.8	19.02
Liberal Arts & Sciences	77.65	19.94
Fulton School of Engineering	76.85	20.56
Science and Technology	76.70	21.04
Nursing	76.58	22.44
Design	75.8	21.28
School of Global Mgt	73.18	26.26
Fine Arts	72.21	24.52
Mary Lou Fulton Education	71.5	25.56
Techr Ed & Leadership	69.88	28.57
Public Programs	68.37	29.3
Morrson Sch of Mgmt	65.3	31.63

Going Mobile

Mobile computing today extends well beyond the computer itself, a primary example, the mobile phone. Ninety-five percent of students indicate owning a mobile phone. The survey was structured to include consideration of a range of portable devices, including specific measure of student ownership of a digital audio player, mobile phone, and wireless gaming device. As expressed in the following table, 72% of students own a digital audio player (such as an ipod or iriver). Each of these observations is consistent across campuses. Within the colleges, ownership is reflective of the same percentages observed for computer ownership.

Device	Ownership by percentage
Portable audio player	72.33
PDA	17.11
Mobile Phone	95.24

In addition, thirty-eight percentage of respondents indicated that they own a gaming device. These students tended to be undergraduates 78.51% (versus 21.49% graduate), distributed across Colleges and campuses.

Activity

Toward a profile of ownership of devices, analysis of the overall student toolkit was conducted. Some of the interesting trends are indicated in the table below. Students who own a computer (mobile or not), also tend to own a mobile phone, gaming device, and digital audio device. Of those students who indicated owning no computer (2%), 80.86% of these indicated that they own a phone, and 60.34% reported also not owning a digital audio device. Of those students indicating not owning a mobile phone, 5%, they also tended to not own a computer (8.77%).

Students were asked to indicate the extent to which they use various devices and services on a regular basis. A threshold of 'more than once a week' was presented. Student responses across activities are indicated in the table below.

Activities	Frequency	Percentage
Email, IM, SMS	6965	83.90%
Web/Internet access	6526	78.60%
Listen to music	6482	78.10%
Word processing/spreadsheet	6012	72.50%
Store/view digital pictures	5325	64.20%
Scheduling/calendaring	4679	56.40%
Watch videos	3779	45.50%
Take class notes	3736	45.00%
Check Myspace/Facebook	3568	43.00%
Listen to radio	3133	37.80%
Play games	2551	30.70%
Listen to my course lectures	1565	18.90%
Read electronic books	1540	18.60%
Listen to podcasts	1161	14.00%
Listen to audio books	791	9.50%
Create audio recording of class lectures	623	7.50%
Create videos	606	7.30%
Create podcasts	108	1.30

Ninety percent of students responding indicated that they presently have courses that are hosted within Blackboard. Likewise this semester ASU hosts over five thousand active courses online. It is not clear the extent to which student's interpret 'using the web' as synonymous with accessing their course material via a learning management system (such as Blackboard or Sakai). This will be further explored in the next phases of the survey and focus group process. Use of web as a factor of computer ownership was explored. Of those indicating ownership of a computer, 80.36% use the web more than once per week, and 97% use email. Of those who do not own a computer, 1.49% use the web more than once per week and 1.46% email. From this perspective, computer ownership is associated with the degree to which students use the web and email.

Forty-five percent of students responding indicated that they use a mobile device to take class notes. Students who own a laptop computer use that device to take class notes 37.5% of the time. This figure coincides with students reporting of the extent to which they bring their computer to class. Of those students who own a laptop computer, 29.21% indicate that they bring the computer to class to every class. Students expressed several factors impacting their decision to not carry a computer to class, including the absence of wireless internet access throughout classrooms, and difficulty locating convenient power outlets and comfortable seating. Personal choice was also cited as a prominent factor; "don't want to carry it".
Sixty-two percent of respondents who identified themselves as owning a laptop computer indicated that they would purchase a computer under ASU's 1:1 computing plan. Sixty percent of those who identified themselves as currently owning an Apple computer indicate that they would run both Apple OS and Windows.

Also of note was the level of detail provided in the responses. On the topic of disk space as example. Assumption may be that students would desire as much disk as possible. The more storage the better. Responses however were tempered and rational. Students indicated the desire for remote storage commensurate with requirements of their program. Throughout the responses, a trend in a desire for integrated resources was observed. Rather than a call for a "one-product solution", such as a single course management system, the responses indicate a desire for easily accessed (single sign-on or 'one click') to a collection of services and resources.

Toward a "Learning Platform"

Emphasis was placed on gathering student perceptions on the 'Ideal' learning environment. What features and functions would in their view be most advantageous to their experience at ASU. We examined the experience that student's bring to ASU (see tables below). In exploring those who indicated support of a fee, those indifferent and those opposing, ratings of the priorities were consistent. Wireless everywhere, Ubiquitous connectivity, inside classrooms and throughout the campuses was of highest priority, a must-have for the learning platform. This priority is consistent with descriptions of the ideal learning platform as featuring web-based tools. Students report familiarity and use with the resources available to the general public (myspace, facebook, google, gmail, flickR, Writely--now GoogleDocs), these tools and resources necessitate of course, connectivity.

Student Technology Fee

Would it be useful for ASU to create a model in which student's pay a technology fee to advance technology and support services? Responses from students were 33% indicating yes, 31% no, and 36% indifferent. The priority of features and support was also consistent across campuses and between graduate and undergraduate students. Further examination of the priorities that students place on application of a fee were explored through open-ended questions, providing some insight to the services should be enabled through a fee.

Through analysis of fixed response and open ended questions, the most prominent requests include:

Wireless everywhere
Laptop support for 1:1 computing
Common computing areas
Automatic creation of podcasts for all lectures
Mobile phone services
a print quota rather than per-page charges

Students were provided opportunity to elaborate on their responses through open-ended questions and write-in fields. One trend in priorities relates to 'print services'. Student's express desire for inclusion of a print quota--the ability to print a specific number of pages on University printers as part of the technology fee. Access to software was also consistently cited, with primary interest in products from Microsoft (office, word, powerpoint, excel) and Adobe. Helpdesk support was also frequently referenced -- with specification of 7x24 support capable of providing assistance with all aspects of technology use and access. Student's elaborated that support capable of looking beyond one specific problem, to address interrelated challenges such as features within the course management system, 'Real' helpdesk support, not merely system status or the ability to report a problem. Comfortable environments to use laptops -- comfortable chairs, power outlets, access to coffee and snacks. Student's described the desire to be able to access learning resources anywhere. Several referenced the desire for community/public areas that also allow for access and connectivity. An area 'like Starbucks', but with more power outlets, and more comfortable chairs.

There was an even breakdown of responses was noted across categories when students were asked if they would be willing to pay for a tech fee upfront. More specific questioning will take place during focus groups. Students were also asked what services they would a tech fee to be applied to; wireless access ranked highest (81.04%) and software lowest (26.94%), however many students wrote in that they would like to see printing quotes put into place instead of a per page fee.

Would it be useful to you if you paid a technology fee upfront, instead of having to pay for services as needed?

	YES	NO	Unsure
Graduate	36.43	31.92	31.65
Undergraduate	31.97	30.06	37.97

What services should be enabled through a fee?

Service	Percentage
Wireless access everywhere on campus	81.04
Laptop support in a 1:1 program	66.74
Common computing areas - computers for walk-up use	62.27
Automatic creation of podcasts of all lectures	58.84
Mobile phone service	38.69
Software	26.94

Types of software indicated in write-in entry fields called primarily for Microsoft Office tools (Word, Excel, Powerpoint) and Adobe products (Photoshop, Acrobat). Frequent reference was made toward a fixed-number of print copies available per semester--as part of a quota rather than paying per-page as needed.

Podcasts

Sixty-two percent of the students responding indicated a desire to have podcasts of their courses available. On how students anticipate accessing the podcast, 55% prefer access via their laptop computer, 35% on a portable audio player, and 33% a desktop computer. The desire to access via a laptop may appear counter intuitive on first glance. However, as format of 'Podcasts' continue to evolve, the capabilities of this distribution approach span a range of formats; from an audio file, to enhanced podcasts which combine audio with graphics such as slides, synchronized to the audio, text files such as handouts and readings, and 'video podcasts', which can be viewed on a video enabled portable device -- as well as via a computer. As a learning tool, the majority indicate they would use their portable computer for access. A benefit of the flexibility of 'podcast' is the ability for students to access material in various formats depending on need and circumstance. A concern when making audio versions of courses available is that the student's will stop coming to class. Experience across institutions who make podcasts available has not shown this to be the case. Several other circumstances impact the way that podcasts 'impact' instruction--perhaps the most significant is an approach by which the podcast is approaches not as merely an audio version of the classroom experience, but instead as another resource or tool toward instructional delivery. Student's anticipated use of podcasts supports this view -- with 71% indicating they would use podcasts when a class is missed, 55% re-visit lectures for better understanding and review, and 42% for access to additional, supplementary materials made available by the instructor. Ultimately the use of podcast is directly influenced by the way in which the instructor incorporates the resource into the instructional experience. 'podcast' does not by nature imply live creation and distribution, but can also include pre-design materials and resources - or material constructed following the class session. This range of capabilities carries great potential for expanding and enhancing the learning experience.

In Summary...and The Future

We asked students to indicate how they would envision technology in education three years from now. Initial analysis of these open-ended questions indicate emphasis on interactive lectures, constant connectivity and interaction, digital textbooks, audio and text versions of all classes. At the same time, a theme of "fear of losing 'touch' and ability to communicate" emerges. Also expressed is a caution against becoming an "all online"-- with elaboration suggesting that concern for 100% online courses taking the place of direct, interaction with faculty and other students. Interestingly interaction is not necessarily referenced as in-class, lecture, but rather the ability to engage with instructors and peers, via technology as well as in person. 'Blur' the distinction between in-class and online was another frequent answer. As more detailed analysis of the open ended questions is conducted, results will be made available along with initial reports from the student focus groups.

The present survey provides important information on the current state of student computing at ASU. While no survey can provide a comprehensive overview of every need and perspective of every student, in every situation, through careful consideration of the information expressed by the thousands of students participating in this activity, we are provided a valuable framework upon which we can extend our understanding and awareness. Most importantly, we have established a means of communication and expression. The keen insight and observation offered us by these students is significant in and of itself, and speaks highly of the level of interest and commitment of ASU students toward improving our educational environment. Likewise through your involvement in reading this summary, and in participating in our ongoing effort to develop, implement and constantly refine our Learning Platform, we each contribute to the future of ASU, a New American University.

Dr. Samuel DiGangi

Associate Vice President

Applied Learning Technologies Institute alt^I

University Technology Office

Associate Professor

Mary Lou Fulton College of Education

sam@asu.edu

480.965.2047

Dr. Angel Jannasch-Pennell

Assistant Vice President

Applied Learning Technologies Institute alt^I

University Technology Office

angel@asu.edu

480.965.3906

Community of Innovation

guydm — Thu, 17 Aug 2006 20:57:14 -0700

ASU's Community of Innovation at the Applied Learning Technologies Institute, is a collective of individuals from throughout the University; faculty and instructors, staff and researchers; all sharing a desire to improve learning, teaching, research, and the processes of creating and distributing knowledge through the integration of new technologies. Exploring the application of existing resources--and driving the development of new technologies, the Community of Innovation leverages the collective experiences, skills, and interests of a vibrant peergroup. Through active communication, at a distance and in-person, the Community strives to establish a common and shared voice toward the enhancement of learning through technology.

The alt^I Community of Innovation is driven by ideas and the forces of change and development that come from individual members of the community. Centralized command and control of ideas and innovation from any single source are the antithesis of a collective intelligence that emerges from the many individuals ideas working together toward achieving similar and loosely unified goals. Sharing of knowledge, cross-disciplinary collaboration, and trans-disciplinary knowledge creation and discovery that drives inquiry, engages and supports all members of the community, and inspires new innovation and discovery are critical to the success and sustainability of the community. Effective use-inspired research in the integration of new methods of knowledge creation, when transparently shared, fostered, and supported across the university benefits individual members of individual disciplines, and ultimately benefits the system as a whole. The greater the number of participants, the more complex and dynamic the system of sharing and knowledge creation is, the more valuable the overall system becomes.

Success and innovation in the context of shared community, collaboration, and collective intelligence are best achieved not by devising a single or unified theory of innovation, nor a single approach, recipe, or formula, for all members of the community to adhere to. Rather, developing and supporting transparent mechanisms of communication and collaboration foster sustained success and community, and from such an environment true innovation will emerge. The Applied Learning Technology Institute Community of Innovation is such an environment of knowledge creation, sharing, collaboration, and distribution. By incorporating a blended approach of traditional community building techniques; local workshops, forums, panel discussions, formal and informal meetings, etc. as well as new and emerging electronic collaboration tools; blogging, electronic discussion forums, interactive video conferencing, digital publishing, etc. individual faculty, staff, academic professionals, researchers, and others from throughout the ASU Community come together to work and share and collaborate in new ways never before experienced in history. From a dynamic community new thinking and new knowledge emerges.

Positive Behavioral Interventions and Supports of Arizona (PBISAz)

eekhout — Thu, 3 Aug 2006 09:30:39 -0700

The Positive Behavioral Interventions and Supports of Arizona group (formerly the Arizona Behavioral Initiative) provides direct support to school-based leadership teams as they engage in the process of self-evaluation, implementation of systems change, and selection of interventions to best fit their school and community needs. Specific professional development experiences provided by PBISAz include:

Access to a comprehensive web site of crucial resources, and direct communication with project and field experts online.
A two-day day conference for school-based leadership teams to engage in the strategic planning process utilizing the AzSET
Conferences focused on school-wide discipline procedures, functional behavioral assessment, and the coaching model approach where leadership teams are trained how to facilitate others in the AzSET and SWPBIS.
Online distance education and Interactive Instructional Television courses for credit specific to school-wide discipline issues, data collection and analysis, efficient systems, best-practices, functional behavioral assessment, individual behavior management, and academic interventions.
Ongoing professional development opportunities to facilitate the implementation and maintenance of each school's strategic safe school plan via both face-to-face and online consultations.

IDEAL

Sam — Thu, 20 Jul 2006 19:43:46 -0700

IDEAL (Integrated Data to Enhance Arizona's Learning), an online, personalized, lifelong learning environment available to every Arizona K-12 student and certified teacher. Through a partnership between the Arizona Department of Education and alt^I, The Applied Learning Technologies Institute at Arizona State University, over 1 million K-12 students and 58,000 teachers receive IDEAL accounts, providing customized access to education and information--forever.

CURRICULUM & INSTRUCTION

Resources offered by IDEAL include:

An on-demand library of over 3,000 educational video titles, streamed to the user's computer desktop
Interactive multimedia, standards-based math lessons
Downloadable lessons from across the curriculum, including Fine Arts, Language Arts, Science, Social Studies, and PE/Health
Links to educator-reviewed web sites indexed by subject

PROFESSIONAL DEVELOPMENT

IDEAL connects teachers with development courses and materials for career advancement.

How-To Center

Teacher development materials covering everything from how to use popular software applications in the classroom, to creating lessons with primary sources, to using digital cameras and troubleshooting computer problems.

ADE Reference Library

Searchable online database of trade books aligned to the Arizona Academic Standards by grade level, subject area, strand, concept, and/or students' reading levels.

Recipes4Success

Interactive lessons to help you learn software applications such as PowerPoint, iMovie, and Photoshop

Course Catalog

Online professional development courses from ASSET, the George Lucas Educational Foundation, Intel Foundation, PBS TeacherLine, TEAMS, and Thirteen Ed Online. Graduate credit is available for specific courses.

ASSESSMENT

· Formative Assessments

IDEAL gives teachers access to the Formative Assessment Test Item Bank, to provide:

o Insight on students' strengths and conceptual errors in relation to specific course concepts

o Guidance to improve student understanding

o A means of monitoring progress in learning

o Diagnostic information concerning students' understanding of concepts

o Feedback to the instructor about the effectiveness of instructional activities

· Arizona Schools Improvement Plans

o IDEAL streamlines the implementation of state-required assessment and accountability with intuitive online tools for composing and submitting Arizona Schools Improvement Plans (ASIP).

Among the features we've got planned for future roll-out is parental access to student performance data, helping parents be active partners in their child's education. IDEAL recognizes that participation from every member of the Arizona educational enterprise -- administrator, teacher, student, and parent -- is necessary to give our students the best educations possible, and IDEAL will continue to build on its current offerings to achieve this goal.

Conexiones

guydm — Thu, 20 Jul 2006 12:23:15 -0700

Conexiones, an ambitious and innovative community-outreach program, is helping the children in under served communities gain a high-quality education.

Conexiones is the product of work undertaken by the Applied Learning Technologies Institute at Arizona State University. Its primary aim is creating technology-infused educational spaces for young learners. With its implementation, students can master the technology in order to become proficient media content users and developers. In turn, its beneficiaries are able to incorporate this knowledge into their personal and academic lives. Conexiones offers these disadvantaged young people the opportunity to use their creativity in ways that make learning relevant and exciting. With state-of-the-art, yet readily accessible, technology at hand, students can master a variety of media skills. All of these are connected to their education and future professional lives. This entails creating works that require analysis, verbal skills and the ability to differentiate fact from opinion; finally, they have the opportunity to use their projects to educate a wider audience about pertinent topics, i.e., peer pressure, educational perseverance, smoking and underrepresented cultural perspectives.