Considering Hire Education

I try to discuss innovation and disruption in higher education on my blog. However, it is difficult at best to dig too deep into these areas since I am digging from the inside. That sounds a bit like digging your own grave and I’ll just leave that comment hanging. But I have been accused of being the most innovative and too innovative and because of that I must carefully manage that perception as it relates to disruption. Higher education as it is primarily established today cannot handle the disruption which tends to evolve from innovation. Very sad really, it means that any innovation in higher education must fit into the existing structure which tends to predict its doom. But it is that structure that is predicting higher education’s doom.

My motivation to open up this topic comes from my increased interactions with our corporate partners looking to hire our students. This is a good thing that we have corporate partners who want to build a relationship with us because the trend is not necessarily moving in that direction. Two recent Gallup Polls revealed that although 96 percent of chief academic officers believe that they are doing a good job of preparing students for employment, only 11 percent of business leaders agree that graduates have the requisite skills for success in the workforce. I hear the same concerns but thankfully we do produce graduates that are acceptable to employers but we cannot rest on our reputation. The skill sets needed by employers is changing much faster then our curriculums.

It is commonly accepted that higher education is approaching a bubble of dramatic disruption. Theories on what that might look like range across the spectrum typically dependent upon what role one plays in that industry. But when you step back from personal feelings it is hard to understand how this system designed centuries ago can continue much longer without some serious overhaul. Of course change or innovation rarely occurs from within, it will be outside forces that create the bubble. Those forces evolve from our customers and the options that they explore. I think the most significant force will come from the employers of our graduates. The Christensen Institute has helped alert us to disruptive signals over the years and I think they have produced an excellent review of how our employers are shifting their tactics in their latest publication “Hire Education”.

The publication as mentioned in the video shifts focus to an examination of online competency-based education. Unfortunately for our traditional institutions of higher education online competency-based education would probably have the most disruptive affect imaginable on our current business model. I do sympathize with the overall value proposition that higher education offers and we should not lose what is working in HE, but I think we know that change is coming, so shouldn’t we we planning for it. Read the “Hire Education” report with an open mind and consider how we might adapt our credit hour, semester based approach to conveying a degree. I am fascinated by how we might adapt our ERP systems. I could see year round college campuses where you protect all that is great about a residential and experiential learning college experience. Maybe some of the students are working in a competency based track and given support from subject matter experts and academic staff. It may not be the tenure track dream job but it could still be an extremely rewarding alternative.

Research Support and Student Experiential Learning

The pursuit of a STEM degree has gained significant attention in recent years as we evaluate the ROI for a college degree. A recent article in NerdScholar by Yesenia Rascon, “Top 5 Reasons to Apply to a Research University” highlights the importance of experiential learning, access to research facilities and hands on career development quantifies many of the reasons we allow our IT student workers the opportunity to participate in exploratory projects. This all relates back to a culture that we promote for our very successful IT Research Support Services, RSS, group here at Missouri S&T. I have been fortunate to be in a position to carve out some IT budget to dedicate to research support. However, because some of my funding comes from student tech fees I make sure that the students benefit from our efforts. This translates via the hiring of student workers, but extends beyond tradition tech support jobs. We hire students in RSS who seek out that opportunity and we benefit from important support services that they are able to provide to our university. However, we also reward them with the opportunity to own their own research projects. Our staff does offer advice and support but we also let the students fail.

Our students also earn the right to attend national research conferences such as the annual SuperComputing and Great Plains Network. These opportunities provide them excellent presentation experience which we utilized this summer by having our students conduct a workshop for the CyberMiner camp for high school students. We asked them to present their current projects to about 50 high school juniors and seniors. We designed the workshop to encourage the campers to engage with our students and it was truly an inspiration Geekfest showcasing our future technology leaders.

Here is a quick glimpse of the projects they presented and a sense of the workshop.

MinerBytes or Digital Signage Project

MinerBytes or Digital Signage Project

MinerBytes which is a digital signage project based on using the Raspberry PI computer connected to any monitor with access control given to designated administrators. This was a project conceived by a biology student last summer and this summer we are preparing it for version 1 production deployment on campus and in our community. Somewhat of a surprise to us was that this project generated the most interest by the high school students as they were intrigued by the coding behind MinerBytes.

Drone Project in Initial Phase

Drone Project in Initial Phase

The Helicopter Drone Project is in its infancy which was good to be able to show the campers how a project gets birthed. We don’t know where this project will go but we believe we should be on top of the explosion in use of drones. We have ideas for using it in creating virtual tours.

First Segway Prototype

First Segway Prototype

The Segway project started out last summer and has proven to be the perfect multi-discipline opportunity for our students. With a heavy electrical, mechanical and software development component we have had many students involved with this one. Our students presenting the Segway gave the campers some excellent advice based on their experience in designing the controller boards which they fried more then once. They told the campers what they appreciate most about their opportunity to work on these projects is that they are allowed to fail, and that has been their greatest learning experience.

Video Wall built by Students

Video Wall built by Students

The Segway prototype moved to a production design this summer which offered an excellent opportunity to display how they used SolidWorks design software on the new Video Wall that RSS built this summer. The Video Wall currently named MinerView is built on solid computer video display principles but was built from scratch with special attention given to the structure to mount the 9 55 inch high resolution monitors. The students had just a few hours to assemble the video wall in the classroom used for the workshop.

Using Video Wall for Engineering Design

Using Video Wall for Engineering Design

The Video Wall will be used in the upcoming Research and Technology Development Conference, #RTDatSandT on September 15-16 where representatives from Indiana University and the University of Texas will show off the latest in visualization techniques. RTD2014 is another great opportunity for students at S&T.

Video Wall to look at Mt Everest

Video Wall to look at Mt Everest

Of course the Video Wall has many uses and will be an important addition to our Library where it will be made available to the entire campus for visualization. We already know that it will be instrumental as a foundation for our Business and Information Technology department’s ERP Center.

Hopefully this gives you an idea of what is possible if your Information Technology department combines the needs of the university with an opportunity for experiential learning.

Goat Rocks Wilderness BP Trip

Just returned from my best backpacking trip ever in the Goat Rocks Wilderness area in between Mt. Rainier and Mt. Adams in Washington. I was there July 27 – August 1 and the weather was as perfect. The mosquitoes were a bit aggressive but manageable. Overall the trip probably included about 33 miles and 5000 ft of vertical.

This video of the falls below Goat Lake tries to convey the enormity of the area.

Snow on hike to Old Snowy

Snow on hike to Old Snowy

Goat Rocks

Goat Rocks

Mt. Rainier

Mt. Rainier from PCT

Cispus Pass

Cispus Pass

Mt. Adams

Mt. Adams from Goat Lake

Valley below Goat Lake

Valley below Goat Lake

Prep for Annual Backpacking Trip 2014

Cascade Head

Cascade Head Oregon

I leave tomorrow for my annual backpacking trip. This will be five days in the Goat Rocks Wilderness Area in Washington. Going totally offline is a good thing to do. Last time I did this I remember having over 1000 emails to deal with, but life goes on without us. The backpack is ready weighing in at about 37 lbs and I am in fairly good shape having been able to do a few short mountain day climbs this last week. The Cascade Head hike offers spectacular coastal views with a very steep vertical climb. Hart’s Cove ends out on the coast in a secluded cove but it is all down hill (1000 ft vertical) to get there. When I return I will post a trip report to the Portland Hikers Website. Here is a trip report from my first backpacking trip to the Three Sisters Wilderness Area near Bend, OR.

Harts Cove Oregon

Harts Cove Oregon

Well Rounded Education

In my many years as an IT leader in Higher Education there has always been a relationship with corporate partners who are looking to gain a recruiting advantage for our graduates. When I was at the Christian George Fox University the recruiters would come through me looking for any tech savvy grads I was aware of because they desired their solid work ethics and integrity. Here at Missouri S&T the recruiters are looking for an advantage in connecting with our best students. Problem here is that we do not produce enough graduates so the recruiters are looking for any opportunity possible to lure the student to consider their company.

We know that employers of our tech graduates in the US desire that our grads possess stronger communication and collaboration skills. And I think it is understood that more technology awareness is desired for all graduates. But it has been interesting to confirm feedback from recruiters of our S&T grads that defines how highly they prize our none STEM graduates. Yes, we do produce some graduates with degrees in the humanities, and they are sought after because they are forced to have a strong technology based foundation. This is partly because of the general curriculum requirement of at least 10 natural science or mathematic credits. But the employers say it is also because of the technology culture of the campus which forces those grads to become extremely comfortable working with their fellow STEM students. Due to the many cross discipline group projects our humanities students learn valuable skills in how to work with these sometimes socially challenged STEM students.

Not sure if this justifies anything but it sure can’t hurt to consider greater exposure to STEM curriculum and culture for all college graduates. We do need these humanities grads to help those scientists and engineers have more productive careers.

This recent Bloomberg article “Silicon Valley’s Talent Grab Spawns High School Interns” should be a wake up call for Higher Ed’s inability to produce enough product. Reality is, why wouldn’t tech firms get their recruits on the front end. Of course that is what we should be doing more of.

Why Invest in SAP HANA for Academic Pursuit?

“Big Data” has definitely become an overused term eclipsing even the barrage of vendor connections to sell new solutions. It seems like any group that is dealing with data is now referring to it as “Big Data” and in some situations like large research data sets the term is technically correct. The actual definition “data sets that are too large and complex to manipulate or interrogate with standard methods or tools” does create a broad category. I think of “Big Data” from the manipulate or interrogate standpoint that requires techniques to manage (hadoop) and process the data (MapReduce) using computers with large amounts of RAM. And it gets very confusing as we apply our traditional relational DB and BI concepts. But I’m not the one worrying about how it works, I’m trying to figure out the most effective way to make it work, and that relates to skills, budgets and data centers.

A major stimulus for “Big Data” visibility at Missouri S&T is our commitment to offer new Graduate Certificate Programs through Distance and Continuing Education. This has created a flurry of activity in the Computer Science, Computer Engineering and Business Information Technology programs with respect to the creation of new courses and the associated support of “Big Data” teaching resources. We also have significant growth in the need for high performance and throughput computing so I ask why can’t all of the computing hardware be more effectively utilized across these disciplines. Maybe it can, but today we approach the challenge with our traditional operational methodology and the solutions don’t play well together. I was recently encouraged to find out that others in higher ed are exploring this terrain of HPC and hadoop operations. One of our collaborators, Kansas State Beocat, is running into resource scheduling challenges, but they hold out hope that there must be solutions.

So what can we do with a meager budget and limited infrastructure to become a player in “Big Data”. We start with enhancing our skill sets by adapting our traditional DBA talent to hadoop concepts and we steer our analytics specialists to experiment with these new BI tools. Luckily it is affordable to venture into hadoop based data management and there are plenty of open sources BI add ons to get your feet wet. This is building a strong foundation that may produce valuable breakthroughs for more effective teaching and research. But we are going to take this one step further. 

Working with hadoop may establish some “Big Data” concepts that relate to the commercial space, similar to how working with mysql may simulate Oracle DB principles. But is that enough? Does higher education need to be offering teaching and research for what our employers use. I recognized a disconnect a few years back when I took over teaching an “Information Services” class for our business school. They had been teaching basic concepts of spreadsheet, programming and database to students that were being groomed as bean counters. I instead taught them basic concepts of ERP, CRM, BI, DW and had them actively participate in the web by way of blogging and understand SEO. The motivated students thrived and the others survived. I did get some validation from this approach when one of those students now pursuing her MBA commented how far ahead she was because of her understanding these real world solutions.

I mention this correlation between what we teach and research vs what the commercial world relies upon to explain why I am purchasing an SAP HANA platform to support teaching and research at S&T. Today I would equate HANA as the leader for the utilization of “Big Data” in the commercial sector. Sure it is based on hadoop but it is a fine tuned appliance specifically designed to produce results for the “Big Data” market place. I am finally ready to make the purchase but it has not been an easy process. I first got the idea when corporate partners who are always trying hire our SAP ERP trained business students mentioned their need for HANA experience. I then equated that to “Big Data” research partnerships especially with our engineering projects producing large amounts of diverse data. We uncovered some of this with our visualization efforts. But I could not find anyone at SAP that knew how to sell me a HANA solution that was not based on a commercial vertical market. Thankfully Hewlett-Packard who has a strong relationship to the HANA hardware appliance saw the opportunity. They had customers all around us who were cautious about committing to HANA because of the lack of qualified talent to drive it. HP saw the potential of S&T graduating students with actual HANA experience so they helped connect us to the right people in SAP to make this happen. 

Is this investment in HANA strategic? That is my hope, but at a minimum I do believe that there will be tremendous value from the exploration. Any exposure for the students will be a win at least as long as HANA remains a commercial leader. And I believe having our own HANA system will open doors for corporate research collaboration by helping us to overcome licensing and intellectual property challenges. The side benefits may be the help for us in understanding how to position “Big Data” processing into our HPC mentality. Or applying this experience to challenges we have in managing our own cyber security, learning analytics, retention and recruiting. Maybe the greatest value is to help our academic culture explore a different path.

Update – 6/27/14 – Support for the HANA purchase is strong so we have moved forward with the purchase.

Cell Phone Authenticating our Identity

I was chatting with one of our professors and our conversation ventured into the importance of mobile devices. The topic related to why it was so important for Microsoft to gain a foothold in the mobile phone market and I explained to him the intricate connection between the consumer’s phone and their computing platform of choice. But I also told him that the mobile phone would someday be the most important component for authenticating identity which is critical for financial transactions. I’m not sure I knew exactly how that was going to play out but it is always fun to stimulate non-techies into imagining what the future might hold. I did tell him about how important cell phones were in Africa for providing a means of transferring money. So it was a natural assumption to connect the cell phone to the online or digital economy as a means of providing more secure form of authentication. And when you talk more secure you typically relate that to a dual form of authentication based on something you have and what something is better than cell phones. Anyways, this conversation led to being asked to give a talk on this topic for the local Rotary.

I relate this conversation as a lead in for the story today about how Apple might offer a means for how we pay for stuff. Apple is hinting that it may explore this territory of payment services and that the fingerprint authentication on the new iPhones was implemented with this in mind. But the real impetus may be that Apple has amassed the most impressive number of personal accounts, about 800 million, that are connected to a credit card. This number is huge especially when compared to the next closest, Amazon’s 237 million. And what was the trick to getting this many purchase ready accounts? Music Downloads through iTunes. Yes, the convenience of impulse buying for a song that I hear justified my synchronizing my credit card with my iTunes account. And I have been very pleased with the results; quick, efficient, receipt email, and trust. Yes trust, there has not been a significant security breach of Apple’s accounts.

So is Apple going to expand their payment services to include any online or even checkout counter transactions? Lot’s of issues that have to be worked out before that financial model is justified, but I would bet on it. I was originally thinking the mobile phone could provide an identity solution for verifying who you are using the 2 step authentication model. Apple has successfully expanded that to include biometrics which I think will inevitably be required in our insecure identity compromised world. Makes a whole lot more sense then offering a credit card and signing a receipt. Needless to say, control of the mobile phone market continues to grow in importance. The next authentication phase will probably involve scanning that chip they want to insert into our body, but I think for now we work from something that everyone wants to have on their body.

Disruptive IT for Higher Ed

The blog post by Ian Cox about his new book “Disrupt IT” motivated me to offer some reflection on the type of IT Disruption that I have needed to employ for my slice of Higher Education. I have not read his book but I can tell that I would agree with his premise that IT has become the change agent. It is easy to connect technology to why change has accelerated in recent years. But change is not accelerating in Higher Education. Be clear, we do not need to change because of technology, but it is technology that has highlighted the need for change. And that is where IT may be the perfect change agent for Higher Education.

Higher Education is still avoiding the real technology elephant in the room, the “Internet”. We deal with a whirlwind of questions about how students learn and why does college cost so much and why isn’t it about students getting jobs. Maybe we should use more technology in the classroom or software to manage our student success. But it does just come back to the fact that Higher Education no longer controls the data which is converted into information which can become knowledge for anyone motivated enough to absorb it.

OK, back to disruption. I came to Missouri S&T because I wanted to make a difference in Higher Education for the STEM segment that I feel is critical for our future. I do believe IT needs to be the change agent and doing so at such a technology dominant university is the perfect challenge. Yes, I inherited an IT service model that was catering to our traditional decades old higher education culture. And Missouri S&T is facing the same challenges stressing many public research universities in the US. Challenges of serving increased enrollment with an aging infrastructure using an outdated business model. How can IT help?

First you have to change the culture of your IT staff while also laying the groundwork to change the university’s relationship to IT. This is all done by building trust. IT staff that are working in the traditional control service model may be reluctant to breakout of that comfort zone. IT staff love to be needed and that old model offered that, but what about innovation? IT staff should be the innovation leaders or at least they should want to be. I believe that path to a successful IT culture change has to build from IT being innovative and gaining pride from how that innovation can impact the university. And the key to unlocking that innovative spirit in your IT staff is to show them that you mean it. Invest in their ideas or at least let them own your ideas. And above all, assure them that it is OK to fail.

Gaining trust from your university is more tricky since some of your customers are very content with the old IT support model which may still support their outdated business model. However, the important customers are the faculty. The reality for them is that their job has only gotten more difficult to perform. Teaching loads have not decreased and research funding is more and more scarce. IT offering support for teaching load tends to point toward the utilization of technology and exploring online delivery. But IT does not need to push any of that, IT just needs to offer assistance in utilizing it. IT does not need to push online learning to secure their value in EdTech support. They just need to offer support, faculty need the help, leave the politics of course delivery to the Provost. And IT support for research needs to come again as the assistance model. A researcher used to get a grant that outfitted their lab with technology that was managed by a grad student and had enough fluff to allow some breathing room. Today it seems like more time is spent submitting grant proposals then actually fulfilling the research of the successful grants. IT has to find a way to be a trusted partner so that researchers can sell that support to win their grants. This is a budget dance, but IT has to find a way to free up researchers to actually do research.

When IT appears to be achieving positive repositioning, some strategic disruption can put it all together. IT departmental reorganization will inevitably be needed, but turn it into an opportunity. Gain some visibility for IT on campus by offering support to a much needed service. That might be a service to students it might be supporting another service provider like the library. Don’t lead with a software service disruption, that will come later and will probably be IT’s greatest contribution, but total trust is needed for that.

Competing in HPC, “Big Data” and Visualization

One of my challenges in coming to Missouri S&T has been to leverage the most effective use of our meager High Performance Computing, HPC, capabilities to stimulate learning and non-funded research. This has been an ideal opportunity for myself to evaluate this rapidly evolving area of HPC with no predetermined assumptions. Some early observations were that we did not have adequate super computing resources, but it was also apparent that those with enough resources did not necessarily produce proportional results. What we did have was an understanding of what we would do if we had more resources. If I just focused on HPC I would find myself in a resource battle trying to gain recognition in the research community based on cores and compute capability. But we were also interested in visualization and then along came interest in “Big Data”. What I saw was an opportunity.

The one thing I did have was the foundation of an effective research support team which included skill in adapting HPC technique to fit differences in data and workflow requirements. I also had talented student employees who totally thought outside the box and exposed many new options for us. So we started to see that we could compete in processing by adapting our HPC resources to the jobs being requested. And it became increasingly apparent that we were dealing with data that benefited from some sort of visualization to help identify what we should be looking for. For example: we have gotten good at presenting large data sets graphically over time with flexible data attribute selection where we are just looking for anomalies. Now that we are also exploring “Big Data” I could not help but ask why the concept of large in-memory processing for hadoop based data could not be married with traditional HPC and supported by our flexible visualization.

It now appears that my first year of exploration is starting to take shape. I have strengthened my human resources and have discovered that the human element is the most scarce, or at least a flexible human resource team such as we have. So now I have some financial resources to invest and this understanding of the interrelationships of these research tools is helping to stretch what I hope to accomplish. Most of our HPC cluster is devoted to students so we need a base HPC investment devoted to non funded research. For us that goal is probably a 1000 cores. But our success is not going to come from those 1000 cores, but instead from the collaborations we have developed with neighboring university computing centers who realize that we have more to share then just HPC. We can help them optimize their 1000’s of cores specific to the computation desired. Good example here is in computational chemistry.

I mentioned exploring “Big Data”, which has become the darling of big iron computer sales. In simplest terms, “Big Data” is about managing large diverse data sets and processing it with large amounts of memory. The real driver of “Big Data” is the need to analyze the massive amounts of real-time data flowing in about customer buying habits. But of course we have been led to believe that all of our analytical investigations should be using “Big Data”. Not true for analyzing student data but can be true for analyzing some forms of scientific data. And guess what “Big Data” really means it is too big to visualize with traditional spreadsheet type tools. So I am thinking why can’t we blend HPC and “Big Data” with my new nimble visualization techniques? We have all the ingredients and the most important turns out to be the human factor. So now I am throwing some DBA’s into the equation along with scientific software engineers with plans to expand the visualization resources. We should be able to provide most of our processing needs locally or via sharing with regional partners. Add in efficient on-ramps to XSEDE and Open Science Grid and we can compete with anyone.

ELI, 3D Printing and IT Innovation

I’m getting ready to attend the Educause Learning Initiative, ELI, Conference next week in New Orleans. Some of our EdTech team will be presenting TED type Talk on the motivation, implementation and justification for providing 3D Printing to all students at Missouri S&T. The basic project of providing affordable 3D Printing to our tech savvy students was a guaranteed success.

We have plenty of students who have benefitted greatly from their academic uses for the 3D Printing. And we in IT Academic Services are pleased by this success. However, an unexpected benefit surfaced when one of our Chemistry Professors saw the potential.

S&T’s Professor, Richard Dawes, heard about our making 3D Printing available and asked about printing some of his Matlab 3D energy models. He was looking for a better way to explain Potential Energy Surfaces:

Richard Dawes, Phalgun Lolur, Anyang Li, Bin Jiang and Hua Guo, “An accurate global potential energy surface for the ground state of ozone”, J. Chem. Phys. 139, 201103 (2013).

So we helped to open the door to 3D Printing for some of his research models and he was off and running with this new way of presenting and teaching Chemistry. And beyond that Richard has presented his research and this use of 3D Printing at recent conferences where he is fielding questions by other chemists about how they may be able to utilize 3D printing.

All of this helps validate my belief that IT needs to be exploring the cutting edge of technology as a component of the normal tech support that they provide. Sure we have a number of research centers at S&T that were working with 3D Printing but they weren’t concerned about chemical energy surfaces and they are not concerned about promoting their standard toolsets. So IT has to carry the torch of exposing everyone within the university to all of the possibilities for how technology might be utilized. Plus that is what makes the job so enjoyable.

Ready for next Affordable “Big Data” Visualization Strategy

I’m looking forward to what will be presented at CES 2014 in the coming week.

CES 2014

Consumer Electronics Show 2014

The larger higher density TVs with curved options may answer some questions for what is the most effective investment in visualization technology. We are going to invest but I do not want to buy/build a video demo facility as has been the eventual outcome for most university CAVE type investments. We have the tools and know how to package, render and present huge data sets but the justification comes from the visual interpretation of the data. The ability for a human to interpret and identify trends or anomalies in their data is the goal. That justifies our research, not huge walls of TVs displaying pie and bar charts.

Unfortunately technology is moving so fast that investments may become obsolete before they actually pay dividends, justification for caution but not for procrastination. Maybe the real goal of our research will be to define the greatest ROI for visualization. I sense that a combination of some affordable large curved Quad HD screens could be just as impressive as the million dollar CAVE designs floating around now. We will focus on Visualization at our Research Technology Day next September and hopefully we will be ready to show our next version of V4DiR, Visualization in 4 Dimensions in Rolla. We are combining this investigation into visualization with our investments in “Big Data” which is already paying dividends to our Computational Science activity in Chemistry. This is the fun part for a CIO.

Google Glass Review

I guess I am a curious geek, I had to checkout Google Glass the same way I had to have an Apple II in 1979 and an iPhone when they came out. Of course I justified the $1500 Glass price tag because many at the university were itching to get their hands on them as well. I have been exploring Glass for 4 days now and I have concluded that this wearable technology is going to be Big. Not Big because of efficiency or usefulness. Big because they are just really cool.

First to catch everyone up on what Google Glass is – checkout this ABC Technology Video by Joanna Stern.

Unlike the Cyborg like appearance Google Glass generated for her wearing them in the city, I have yet to be asked about them after numerous encounters with strangers in Rolla, MO. However, it has been 6 months since Joanna first shocked people with them. The other side of that coin is that I was pleasantly surprised to discover that they feel fairly normal and do not interfere with your normal vision. You can easily forget you have them on until you want to take photo or ask Google for information.

Google Glass is definitely in Beta testing mode. If you are expecting lot’s of administrative instructions forget it. Your greatest source for answers is the heavily trafficked user forums or as Google refers to them as Explorers Community. A real downside right now is the lack of an IOS app to allow you to connect with your iPhone or iPad but that battle will be waged later when Glass goes public. Since I can’t tether my Glass to an Android Phone I walk around with my AT&T MiFi to provide Internet access, what a geek.

My first intentional public display of Glass came last night for our IT Christmas party, which by the way was great. Santa couldn’t make it but Mrs Claus and an Elf showed up to pass out gifts to the children. So I had a captured audience of IT folks and their families. First observation was that my older staff were more reluctant to checkout the Glass then the younger ones. The kids were the most interesting. It seemed like the teenagers were interested but it did not click for them as quickly as it did for the preteens.

Kids First Exposure to Google Glass

Kids First Exposure to Google Glass

Kids from say 6-12 immediately got it and you could see their minds race with imagination. Notice photo of brother waiting on his sister for a try. He quickly figured out how to ask Google about “Hunger Games”. I was told that the boy never stopped talking about the Glass the rest of the evening and he couldn’t wait to tell his teacher the next day.

I will continue to play with Glass through the Holiday’s but will then start loaning them out to the growing list of Geek volunteers. The bottom line is that there will be new battles over control of wearable technology but market share of mobile devices will be important. Get ready for an Apple Google clash over Glasses.

MOOCs Find Their Niche

There are many reactions to Rebecca Schuman’s article about Sebastian Thrun and Udacity’s “pivot” toward corporate training. Everything from ”I told you so” to “shame on Udacity”. And this is not just about the failed pilot with San Jose State to utilize Udacity to provide greater opportunity to the underserved students in their community. Although Sebastian was a bit too candid in his appraisal. I attribute that more to early confusion about what MOOCs were really about. I do believe that MOOCs have finally come of age and can be utilized for what you wish. But we can’t make a MOOC what it isn’t. MOOCs are a product of our time leveraging the incredible capability of media distribution thanks to the amazing Internet. Let’s face it, anything that can be placed on the Internet generally does and the number of hits or users is the validation of success.

MOOCs were validated by Internet success statistics and the world clamored to define them. How quickly the innocence of experimentation with massive online delivery of a few college courses turned into a disruptive movement within higher education. But disruption is all MOOCs needed to be. Udacity is a company commercializing the delivery of interesting college type courses to to world. If the courses maintained the strict requirements of their traditional university origins then we found that not that many students could really succeed. So to many academics that was a validation of the ineffectiveness of online learning. But I think we had already proven the value of online learning. All that was happening with the various MOOC providers was experimentation with a valid business model.

The business model for a Udacity appears to be steering toward the corporate or continuing education market. Profit needs to be realized and that is not a problem when you have engaged users. The key is the engagement. EdX which more closely emulates higher education standards is up front about their value proposition of research in effective online delivery of courses. And Coursera probably falls in between. MOOCs are now carving out their various business niches just like the many other social networking industries have done. And I think higher education can relax a bit from the fearful prediction that MOOCs would change their world. MOOCs have been disruptive as documented in Jeffrey Young’s new book “Beyond the MOOC Hype: A Guide to Higher Education’s High-Tech Disruption”. I think we also realize that disruption can be healthy and MOOCs are truly stimulating a lot of efforts to improve teaching and learning in our educational institutions.

November 24, 2013 by Jeff Selingo – MOOCs Move Beyond the Perfect Media Narrative

Producing “Big Data” Scientists

I wish that I would have attended the Big Data in Higher Education Conference at SUNY last week. Harper Reed @harper, former Obama campaign CTO, was the keynote speaker and according to the Chronicle review, he told it the way it is. ‘Big Data’ is Bunk. His message highlighted how the Obama campaign utilized analytics from “Big Data” to help win the election. And it sounds like he presented how higher education could take advantage of this technology but that the vendors for “Big Data” solutions were using the term “Big” to mostly sell big computers. I agree that we don’t need huge computer resources to utilize “Big Data” analysis concepts. However, we are going to build a Big Data system that probably leans toward an In Memory model. I also realize that higher education rarely utilizes “Big Data” effectively for business or academic advantages but that is a discussion of its own.

Harper also offered some advice in another session, “Data Scientist: the Sexiest Job of the 21st Century,” which hit home for me here at Missouri S&T. We are currently building a new cross discipline program around the buzz term “Big Data”. We have our Business and Information Technology, department contributing to the client end including the tie in to ERP. We have Computer Science and Computer Engineering focusing on the infrastructure, data models, analytic algorithms, programming and visualization needed to produce the kind of data scientists that Harper said he wants to hire. This is why I came to S&T, to help a world class STEM institution create products that can help change the world.

Comments from Disney Educause Week

The best place to hold an Educause conference is in the happiest place on the earth, Disneyland, especially during a week of sun and 70’s. This is the time of year when all collegiate techies compare notes, renew friendships and chart the future of higher education. Educause keynote speakers try to shock us, console us and then inspire us. But there rarely are any roadmaps provided for us to follow. We know we must continue to increase our WiFi density, move stuff to the cloud and relax our outdated control policies. But mostly we network with our peers.

Trends discussed at Educause that I have interest and insight had to do with the future of ERPs and LMSs. Lot’s of my colleagues are looking for answers to their ERP dilemmas. And it seems like many Blackboard customers are planning their exit strategy to a Canvas or Moodle. And in the background are all of the solutions that will insure that teaching and learning takes place more effectively. This all threatens our old school technology empires but can generate great excitement for the new school.

Yes we do need to get our act together with respect to running the business of higher education. We drank the kool-aid served us by corporate ERP solutions that we were told could be adapted to higher education. And they have been adapted at a ridiculous price. However, did we ever receive serious advice to simplify our business processes? I was recognized at the Oracle booth as the poster child champion for the most successful PeopleSoft implementation they have seen. But not for the most profitable. When I implemented PeopleSoft 3-4 years ago I forced business process change to adapt to the base system because of budget and talent constraints. But that was just a consolidation of best practices for higher education. We did not have an opportunity to redesign our business. So my advice to all of us looking for solutions to our ERP predicaments; maybe we should investigate a more effective way to administer the business of higher education first. We might be shocked at how easy it could be to adapt an ERP to a business process that made sense.

And what about Learning Management Systems? My only comment is to again step back and realize how simple LMSs are. I guess we took the opposite approach with them. We have a fairly good business process that we have over complicated by computerization. Maybe it was because we created them but were taught by our corporate ERP vendors how to commercialize them. Bottom line is that an LMS is nice to have but is not critical for teaching and learning. There are plenty of tools that can help a professor to be more efficient but no university should be held hostage to a single tool. Hmmm, that is sort of the academic way, we do all the work and another business entity charges us for it.

3-D Printed Smartphone Cover

3-D Printed Smartphone Cover

So enough of the trials and tribulations of the season. What about some bright spots like my being ranked the 38th most Social CIO or how cool our rollout of 3-D Printing for all of the students at S&T has been.

TV segment by KY3 in Springfield, MO, on the rollout of 3-D printers at the Missouri University of Science and Technology’s Library.