Resource for the IT Brownbag session on Educause 2010. note: links are clickable Fordham IT's 'Brown Bag' program began in June 2008. This program was designed specifically to spend time with fellow colleagues getting to know what they do on a daily basis. It has evolved into presentations on current projects, lesson learned from conferences, etc. For more resources from the session: http://protopage.com/ktreglia#Untitled/Educause_2010

1. Educause
2010
EDUCAUSEConference2010
byeducausestaffviaFlickr
EDUCAUSE Conference 2010
by educausestaff via Flickr
Thoughts and Reflections
Kristen A. Treglia
Information Technologist

2. www.protopage.com/ktreglia
@kris10_
Best Thinking in Higher Ed IT
EDUCAUSE is a nonprofit association whose mission
is to advance higher education by promoting
the intelligent use of information technology.
www.educause.edu
educause2010
byvelkr0viaFlickr
Educause
EDUCAUSE helps those who lead, manage,
and use information resources to shape
strategic decisions at every level. A
comprehensive range of resources and
activities is available to all interested
employees at EDUCAUSE member
organizations, with special opportunities
open to designated member representatives.
EDUCAUSE programs include professional
development activities, applied research,
strategic policy advocacy, teaching and
learning initiatives, online information
services, print and electronic publications,
special interest collaborative communities,
and awards for leadership and innovation.
EDUCAUSE has offices in Boulder, Colorado,
and Washington, D.C.
* professional development activities
* applied research
* strategic policy advocacy
* teaching and learning initiatives
* online information services
* print and electronic publications,
including books, monographs, and the
magazines EDUCAUSE Quarterly and
EDUCAUSE Review
The current membership comprises more
than 2,200 colleges, universities, and
educational organizations, including 250
corporations, with more than 17,000 active
members.
Table of Contents
General Sessions:
Reinventing Management
for a Networked World
Gary Hamel 4
Distance vs. Distributed Education:
Bringing the Campus to the Students
Neil Gershenfeld 6
Confessions of a University President:
Information Technology and University
Leadership
Jolene Koester 8
Engaged, Empowered and Enabled:
The New K–12 Student Vision for
Learning 9
Top 10 Questions to Consider When
Implementing Social Media: Perspectives
of Different Campuses 10
Cognitive Surplus or the Lonely Shallows:
Is the Internet Making Us Stupid? 11
Using 21st-Century Tools to Market
21st-Century Resources 11
It Takes a Community: Strategic Campus
Technology Partnerships to Advance
Teaching and Learning 12
Digital Learning Resources:
Does the iPad Change Everything/
Anything? 13
Open Education Policy in Washington
14
Kristen Treglia is an Instructional
Technologist at Fordham University. She
spends her time developing technology
resources for faculty and teaching faculty
best practices in using technology based
teaching methods and materials. She is
also a Blackboard Administrator and is
part of the Distance Learning team that
designs and creates online courses for the
Graduate School of Religion and Religious
Education. She is well versed in using
many different types of social media and
web2.0 technologies.
Prior to joining the Faculty Technology
team at Fordham, Kristen taught HS
Mathematics for 2 years at the New
York Military Academy in Cornwall, NY
and 6 years at Xaverian HS in Brooklyn,
NY. She has served on a Middle States
Accreditation Planning Committee,
created a professional development
series on integrating technology
into the classroom, collaborated on a
grant proposal for innovative use of
technology in math classrooms, coached
varsity volleyball, and created local SADD
chapters. She is also currently an SAT test
center administrator.
About Kristen
Resources include

3. About the session
My Notes
Over the past decade,
the Internet has had a
profound impact on
I found Hamel’s thoughts on
how to outrun change
Point 1
Freedom, openness, transparency,
flexibility, and meritocracy are the
fundamentals of the web. What
does the web then do and what can
we learn from this?
Dematerializes
“Undermines the value of
physical infrastructure.”
Like Zopa, web based
bank without bankers,
open courseware on the web offers
knowledge and education to students
without the university experience.
Disintegrates
“Disaggregating products and services offer
users mashed-up content.”
Will there be a web based application
that does to education what Hulu does
to television?
Disintermediates
“Cuts out the middle man to allow a direct
connection between users and services.”
The traditional model of faculty could
give rise to a more centralized yet global
gathering online.
Democratizes
Work is distributed to those who
want to do the work and everyone
can create value which can
immediately create a global team.
This is one of the biggest opportunities
and challenges for higher ed
institutions- we must learn how to take
advantage of passion and creativity to
keep up with change and not only stay
relevant and on the cutting edge.
just about every organization around
the world. It has enabled dramatic
efficiency gains in core processes and
has radically changed service delivery
in industries as diverse as education,
financial services, publishing, and
entertainment.
However, the greatest impact of the
Internet is likely to come over the
next decade as it starts to reshape the
traditional management processes and
structures that are used to run large-scale
institutions. The management practices
found in most organizations today trace
their roots back to the Industrial Age
or to medieval religious orders. While
this model was well suited to a world
requiring conformance and discipline, it
is woefully inadequate and even toxic in
today’s world of accelerating change.
To thrive in the years ahead, every
organization must become as nimble
as change itself—a challenge that
will require a fundamental rewiring
of our tradition-bound management
principles and practices. Unlike most
organizations, the web is a cauldron
of innovation; it is extraordinarily
malleable and highly adaptable. In
these respects, it already exhibits exactly
those qualities that will be most critical
to organizational success in the years to
come.
That’s why the management model
of every organization will need
to be rebuilt on the fundamental
values of the web: freedom, openness,
transparency, collaboration, flexibility,
and meritocracy. In this provocative and
practical presentation, Gary Hamel will
lay out a blueprint for “Management
2.0” and outline the steps you can take
to help your organization to become as
adaptable as the times demand.
Innovation is born in the gap
between resources and aspiration
More change will happen
to our educational institutions
in the next century
than in the last millennium
Reinventing Management
for a Networked World
Gary Hamel
General Session
and stay relevant in a “discontinuous world” a great way to begin the
conference. It was a reminder to take a time out and reflect upon
how able we as individuals and organizations are to adapt ourselves to
the rapidly increasing rate of changes in education brought on by the
Internet.
“
“
EDUCAUSE Conference 2010
by educausestaff via Flickr

4. Think Indiana Jones in the scene of Raiders of
the Lost Ark where he
faces off against
the swordsman.
Instead of
prolonged,
drawn out
swordplay, Indy
takes out his gun
and just shoots.
Point 2
In order to shake loose assumptions and old ways of
doing things, Hamel offers this advice:
1. Get beyond denial
like music industry: downloadable music
2. Create opportunities for renewal
Google’s strategy of at bats and acorns-
by generating thousands of ideas there is a better
probability of an idea connecting or bearing fruit
3. Realign talent and capital
ideas need to be depoliticized, we must be
able to move resources behind ideas
4. Enlarge our sense of mission
one laptop per child- we have a higher calling
and a duty to humanity, but we have lost sense of
aspiration for cozy business model
Change can come from an individual,
be passionate about your ideas
and remember that one person can start a revolution
Hamel suggests that we should
be “an enemy of entropy” at
our organization by
being part of
the vanguard,
not the old
guard.
@profhamel
Pre-conference interview (audio, 12:41)
RSS Feed for comments from session
The Wall Street Journal recently ranked Gary Hamel
as the world’s most influential business thinker, and
Fortune magazine has called him “the world’s leading
expert on business strategy.” For the last three years,
Hamel has also topped Executive Excellence magazine’s
annual ranking of the most sought after management
speakers.
The Agile University,
a blog post by Peter Tinson
Headline of the Week: The
Internet as Fundamental
Disruptor/Destructor by
bartch02
EDUCAUSE 2010: Towards
Refreshing Business Models for
Higher Education? via Duraspace
Additional Resources
http://www.garyhamel.com/
slide by micala via Flickr
Industry has been
changed not by incumbents,
but by insurgents
“
“
Blog posts and articles reflecting on the session

5. About the session
Neil Gershenfeld
My Notes
Advances in
integrating the worlds
of bits and atoms are
challenging
Gershenfeld’s ideas are very
exciting
He starts off by speaking about
the origins of computing. The
computers that we use are based
on the “hack” to make the first
computers work.
Computers today
aren’t very energy
efficient, and the
reason for this is
computer science
basically pretends
that physical reality
doesn’t exist. He’s
part of a group of
people that are trying to ‘reinvent’
the field of computing with the laws
of physics in mind so that programs
don’t just describe things, they are
things. By in effect, programming
reality, it would be possible to
reduce power consumption
and increase scaling to size.
assumptions of scarcity that are
implicit in the organization of
advanced technical education
and investigation. MIT’s Neil
Gershenfeld will discuss the
ideas behind this revolution and
their implications for improving
educational opportunities.
Realizing this promise will
require revisiting many current
practices, including accrediting
networks rather than locations,
organizing individuals instead
of institutions, formalizing
informal learning, and creating
corresponding career paths.
Prof. Neil Gershenfeld is the Director of MIT’s
Center for Bits and Atoms. His unique laboratory
is breaking down boundaries between the digital
and physical worlds, from creating molecular
quantum computers to virtuosic musical
instruments. Technology from his lab has been
seen and used in settings including New York’s
Museum of Modern Art and rural Indian
villages, the White House and the World Economic Forum, inner-city community centers and automobile
safety systems, Las Vegas shows and Sami herds. He is the author of numerous technical publications,
patents, and books including Fab, When Things Start To Think, The Nature of Mathematical Modeling,
and The Physics of Information Technology, and has been featured in media such as The New York Times,
The Economist, and the McNeil/Lehrer News Hour. He is a Fellow of the American Physical Society, has
been named one of Scientific American’s 50 leaders in science and technology, has been selected as a CNN/
Time/Fortune Principal Voice, and by Prospect/FP as one of the top 100 public intellectuals.
Research advances by Dr. Gershenfeld and his students and colleagues working at the boundary between physical science and computer science include: one of
the first complete quantum computations, using nuclear spins in molecules; microfluidic bubble logic, with bits that transport materials as well as information;
physical one-way cryptographic functions, implemented by mesoscopic light scattering; noise-locked loops that entrain on codes, which led to analog logic integrated
circuits that use continuous device dynamics to solve digital problems; Internet 0 for interdevice internetworking; microslot probes for ultra-small-sample
structural studies; integrated 6-axis inertial measurement based on the dynamics of trapped particles; and charge source tomography for electric field imaging.
He’s the originator of the growing global network of field fab labs that provide widespread access to prototype tools for personal fabrication, and directs the Fab
Academy, the associated program for distributed research and education in the principles and practices of digital fabrication.
Education institution is a
network not a place
Distance vs. Distributed Education:
Bringing the Campus to the Student
Neil Gershenfeld
General Session
the standard model of education that distribute education via universities
to students with the outcome of providing them with a diploma or
certification. Instead, his Fab Labs bring the campus to the student with the
goal of enabling the student to apply theory to actual practice.
and provide food for thought in rethinking
“
“
“Buildings waste a third of
our energy... data centers
are approaching the power
consumption (and cost) of a
small city”

6. CRW_6224
by jeanbaptisteparis via Flickr
The “How to Make Almost Anything” class at MIT
led to the creation of Fab Labs. Students document
and teach the ones that follow, peer to peer and project
based learning-- a “just in time” idea of production as
opposed to the idea of learning “just in case”. Students
are actually building circuits and using them to
create things instead of spending years learning about
computer theory.
Distributed Learning
Similar to the way
that the printing press
democratized access to
printing, the internet
is a becoming a vehicle
democratize learning.
Neil sees “education
institutions as networks
of people, not a place.”
Research requires funding, facilities, and people; I came
to MIT to get access to all of these. State-of-the-art research
infrastructure, large library collections, and world-class
faculty are all expensive resources that limit admission slots,
classroom space, and research positions. But what would
happen if these things were no longer scarce?
That’s increasingly the case. The Internet has already enabled
distance learning, providing video inks to classrooms
and remote access to online content (such as MIT’s
OpenCourseWare). By digitizing not just the communication of
ideas but also the fabrication of things, the campus can now
effectively come to the student.”
The only problem with providing ordinary people with
modern means for invention is that this doesn’t fit within the
conventional categories of education, industry, or aid. To fill this
void, the fab lab network is now inventing new organizations:
a non-profit Fab Foundation to support invention as aid, a for-
profit Fab Fund to provide global capital for local inventors and
global markets for local inventions, and an educational Fab
Academy for distributed advanced technical education.
The Fab Academy is a network rather than a place, with
teachers and students in fab labs around the world linked
by broadband video, shared online information, and common
technical capabilities. Its purpose is to keep up with the
remarkable kids who are getting hands-on technical training
in fab labs that is outstripping what they can learn in their
(frequently dysfunctional) local school systems.
About Fab Labs
Fab labs provide
widespread access to
modern means for
invention. They began
as an outreach project
from MIT’s Center for
Bits and Atoms (CBA).
CBA assembled millions
of dollars in machines
for research in digital
fabrication, ultimately
aiming at developing
programmable molecular
assemblers that will be
able to make almost
anything. Fab labs fall
between these extremes,
comprising roughly
fifty thousand dollars in
equipment and materials
that can be used today to
do what will be possible
with tomorrow’s personal
fabricators.
Fab labs have spread from
inner-city Boston to rural
India, from South Africa
to the North of Norway.
Activities in fab labs
range from technological
empowerment to peer-
to-peer project-based
technical training to local
problem-solving to small-
scale high-tech business
incubation to grass-roots
research. Projects being
developed and produced
in fab labs include solar
and wind-powered
turbines, thin-client
computers and wireless
data networks, analytical
instrumentation for
agriculture and healthcare,
custom housing, and
rapid-prototyping of
rapid-prototyping
machines.
@NeilGershenfeld
@tag_fablab
Center for Bits and Atoms
Video Presentation
Pre-conference interview
(audio, 12:41)
CNN: Principal Voices
SEED: Is MIT obsolete?
RSS Feed
for comments from session
#E10_GS02
Additional Resources
http://fab.cba.mit.edu/
“
“
Is MIT Obsolete? by Neil Gershenfeld
via SEED Magazine
Instead of building a few big labs, it’s now possible
to build a network of many more-accessible smaller
labs that can be used for technical empowerment,
training, incubation, and invention.

7. About the session
Additional Resources
My Notes
The possibilities
and challenges
posed by advances
in information
technology
Koester’s thoughts on the role
of information technology were
a perfect close
Confessions
As a University President, Jolene
talks about how she had a limited
background of knowledge about
IT when she became a University
President.
Warm Jello
“I sometimes felt like I
was holding warm jello,”
she reflects upon her level
of anxiety and unease at
being responsible for IT
functioning and planning
well. To begin with,
she saw IT as a utility
that needed to provide reliable service
like reliable electricity or water but she
has come to realize how much more IT
is-- ubiquitous, strategic and integral to the
future of the university.
IT has the power to change the
very nature of my university over
the next ten years
Challenges include: digital students
coming to an analogue institution, cloud
computing, transformation in instruction
and learning- from teaching as delivering
knowledge to instruction as facilitating
discovery.
Advice
She concluded her talk by offering
several pieces of advice:
Set priorities that align to the
University’s strategic goals.
Be prepared to listen, and to act.
Be part of the team, communication and
collaboration are key.
Remember to use “user friendly”
language.
have changed the landscape of
leadership in higher education.
This presentation will offer a
glimpse into the perspectives
of Jolene Koester, president
of a regional comprehensive
university (California State
University, Northridge), on the
role of information technology
in her university’s future. Gain
insights into how university
presidents spend their time and
what they need to know to help
them make good decisions for
their institutions.
How can presidents use
information technology as an
enabler of their institutional
mission and goals? How
can university information
technology organizations be most
responsive to the needs of the
institution and the president?
What YOU want to do may not be
what others want or need to do
“Out of your expertise and
vision, in partnerships with
the rest of your institution and
sometimes with partnerships
other institutions, will emerge
major transformation
and redefinition of the
role and contributions of
universities-- you are at the
center of what will change
U.S. higher education”
Confessions of a University President:
Information Technology and University Leadership
Jolene Koester
General Session
IT is not just an important part of the infrastructure of a university, it is perhaps the
most important vehicle that can change the very nature of the university-- how can we as
individuals rise to the challenge?
to the conference. She reminds us that
“
“
http://www.csun.edu/
Video Presentation
Pre-conference interview (audio, )
RSS Feed for comments from session
#E10_GS03

8. Since 2003,
the Speak
Up National
Research Project
has collected
authentic
feedback about
education and
technology from 1.5
million K–12 students.
In this review of the
most recent data
findings, learn about
the expectations of
today’s K–12 students
for more socially
based, untethered, and
digitally-rich learning
environments and
how you can prepare
your campus and your
faculty in particular to
address the needs and
aspirations of these
up-and-coming“free
agent learners.”
I was not at all surprised by the
types of questions and content
that was discussed at this session-
however; I was extremely surprised
by some of the new data that was
presented.
For anyone that works in Higher Ed
today, it is very clear that it is more
important than ever to keep up
with what’s happening in our K-12
school so that we can be prepared
for when they become our
students. I highly suggest taking
the time to watch the streaming
video of the session.
• Self directed learning for student & teacher
• Everyone is a content developer
• Make it relevant to me!
• Blurring of informal & formal learning lines
• Beyond engagement: it’s really about productivity!
• Continuing“digital disconnects”
• Spectrum of digital native-ness
• Multiple“computers”in the back
• Adaptation trumps adoption
• Anytime, anyplace, anywhere, any pace learning
• Developing personal expert networks
What are the expectations of
K-12 students for 21st century
learning?
How does that student vision
compare with the educators’
reality?
How well are today’s K-12
schools meeting the expecta-
tions of students? What does
this mean for higher education
institutions?
Who am I?
A 3rd grade girl with
average tech skills from a rural community
Engaged, Empowered and Enabled:
The New K–12 Student Vision for Learning
Julie Evans
Chief Executive Officer Project Tomorrow
Video presentation
http://www.tomorrow.org
RSS Feed for comments
#E10_FS01
The Big Questions
Project Tomorrow ©2010
Project Tomorrow ©2010
Key trends we are watching
My Notes
Who am I? Profile characteristics:
Project Tomorrow ©2010
Niece&MyNokia6230i(byNikonD70)
bySpitzgogo_CHEN(Nokia6230i)viaFlickr

9. This panel will give the perspective of
different campuses and the implementation of
social media on their respective campuses.
This was a standing room only session, with a lot of
discussion on the twitter channel (view an archive of
the hashtag for this session) that is still ongoing. Social
media can be an invaluable communication tool and I
found it very helpful to hear how other universities are
creating guidelines to help not only teach our faculty/
students/staff how to use it but also how to be safe.
Keep personal/work accounts separate.
Don’t overshare, and give more than you get
@davideisert
Fan pages are a great way to share information w/ a
groups of people without friending and getting“too
personal” @kris10_ RT @jallensec
Social media guidelines have to walk the fine line
between control and community.
@ericstoller
@athlwulf One of the main questions I get from faculty
regarding Twitter Is privacy
@dolanatpsu #edusocmedia Talk of fears re: privacy,
distraction, loss of control, infrastructure, stimulating
participation so that it’s not all 1 way
@derekbruff RT @jteahe01: #edusocmedia I have to
remind students“what happens on the Internet STAYS
on the Internet!”
@sholtutm @jteahe01 I have not hired students because
of what I found in social media. #edusocmedia
@georgeonline @jteahe01 @sholtutm I *have* hired
students because of what I have found in social media.
#edusocmedia
@squinsee institutions should not try to control social
media use in their organisations. Guidelines yes control
no #edusocmedia #edcause10
1.) What are the costs associated with implementing the
use of social media for faculty, staff, and students?
2.) How do we teach students and faculty to use social
media appropriately?
3.) What concerns should we have about privacy in our use
of social media?
4.) How do we evaluate the impact of social media?
5.) What are some best practices in using social media?
6.) Do students want it?
7.) What concerns should we have about privacy in our use
of social media?
8.) How do we evaluate the impact of social media?
9.) What are some best practices in using social media?
10). Questions from us
Tanya Joosten @tjoosten
Interim Associate Director, Learning Technology Center
http://tanyajoosten.blogspot.com
AJ Kelton @sorry_afk
Director, Emerging Instructional Tech, College of
Humanities & Social Sciences Montclair State University
http://www.sorry-afk.com
Shannon Ritter @ micala
Coordinator of Auditions, Interviews, and Admissions,
School of Theatre
http://www.mediacupcake.com/
#edusocmedia
http://twapperkeeper.com/hashtag/edusocmedia
Blog post on the session via SQHQ
Top 10 Questions to Consider When Implementing
Social Media: Perspectives of Different Campuses
Questions
Some Best Practices
Highlights from the Twitterstream
My Notes
socialmediapanel
bymicalaviaFlickr

10. At last, everyone is
prepared to admit that
the Internet has changed
the world. Some think it’s a
change for the better, with truly
revolutionary possibilities for
advancing civilization. Others think
it’s stripping away our capacity for
empathy and making our brains
incapable of sustained complex
thought. Who’s right? Come enjoy
this double-down grudge match
between prominent IT leaders.
What we want is not
survival for institutions,
what we want is better,
deeper student learning
with greater access for all.
And the memo that I read
on that said the Internet
had the most promise of
achieving that goal that any
platform of humanity has
ever invented.
The irony behind it all is that
the internet was modeled
on the free, open, collegial
discussion that higher ed
had modeled.
And now we look at the
internet as the enemy, the
thing we need to have a wall
to separate our students
from.
This session to a humorous
approach to discussing some of
the ways that the internet has
changed the world. It was highly
entertaining to hear Campbell and
Mass go at each other in a mock
double-down grudge match but
brought up some serious issues
that need consideration.
Whether your IT organization
is competing for institutional
resources, introducing a new
service, or working to improve
customer satisfaction, you can generate
campus attention and awareness by“marketing”
IT. Representatives from several universities
will briefly discuss one of the unique marketing
tools that helped them achieve their service
goals and funding.
Cognitive Surplus or the Lonely Shallows:
Is the Internet Making Us Stupid?
Using 21st-Century Tools to Market
21st-Century Resources
W. Gardner Campbell
Director, Academy for Teaching and
Learning Baylor University
http://www.gardnercampbell.net/blog1/
Bruce Maas
Chief Information Officer, University of
Wisconsin-Milwaukee
RSS Feed for comments
Podcast (audio, 26:06)
#googlebrain
“
“
My Notes
brain
by Skip The Budgie via Flickr

11. Highlights from this session:
Miami University
Instant Audience Feedback with www.polleverywhere.com
LSU
Using social media for instant, approachable two way
communication
Washington and Lee University
Using YouTube to complement other communication channels
University of Texas at El Paso
Digital signage: using color and graphics to get attention
Texas at A & M
Print: is tangible and more accessible to some users
Carlyn Foshee Chatfield
Manager, IT Technical Communications Rice University
Cathy McVey
Senior Director, Strategic Communications and Planning
Miami University
Allison Oslund
Communications and Marketing Manager Texas A&M
Jeffrey L. Overholtzer
Director of Strategic Planning and Communication
Washington and Lee University
Melanie Thomas
Manager, Information Resources Marketing &
Communications University of Texas at El Paso
Sheri Thompson
IT Planning and Communications Officer Louisiana State
Prezi presentation
Click on the “Resources” tab for files
It Takes a Community:
Strategic Campus
Technology Partnerships
to Advance Teaching and
Learning
Moving away from a time
where every“good idea”is
implemented to making
difficult choices about the
“best project”to advance
teaching and learning required
building community through strategic
partnerships. There is never a shortage
of good ideas; it’s how you transform
them into great ideas, considering
limited resources. That is the key!
Change Faculty Perceptions
trust
do it for me
Teaching and Learning Technologies Goals
continue to improve communications
innovate with new learning technologies
Scott Hildebrand
Assistant Director, Teaching and Learning
Technologies Elon University
Christopher C. Waters
Assistant CIO Elon University
Prezi Presentation
#E10_SESS094
Key Takeaways from the session
Levels of Support
1 Training only (quick help)
2 Training Assistance with ongoing support
3 Project development with staff resources
4 University initiatives requiring resources/deployment
Collaborate with faculty on design
scholars/grants
sponsored programs/external grants
promote resources
partner with faculty on grants
Strategies
Project Development Process

12. The Wall Street Journal
and New York Times
have been abuzz for some
time with new developments in
digital books, book readers, digital
publishing, and open educational
resources. When will they be ready
for prime time in education? Is it
iPad vs. Kindle vs. Laptop? Join us to
exchange views on real progress to
date.
This was another standing room
only session-- there has been a
lot of excitement about the iPads
and people were eager to discuss
whether it live ups to the hype
and promise of being the“game
changer”in education.
It’s a little too early to tell, but
there were lots of ideas on how
technologists and educators
are using the iPad- I’ve started
adding them to my Protopage with
resources for teachers on the iPad tab.
“Like”the Appy Hour
page on Facebook and
share your favorite apps
Why the iPad is a Game Changer for Education
#1 – iPads are being adopted at a rapid rate along with their kin,
the iPhone – and showing up on campus
#2 – Apple has, perhaps, finally gotten the notebook computing
device right
#3 – Glimmers of potential in being better at some campus
computing needs
Obstacles to be Overcome for the iPad in Education
#1 – Regional availability of applications
#2 – A limit to the number of gadgets?
#3 – Multiplatform multi-format confusion
#4 – Does instruction and learning require iPad 2?
Abel, R. (2010).
The iPad Changes the Landscape of Educational Portable Computing.
IMS Global Learning Consortium Series on Learning Impact. November 2010
Digital Learning Resources:
Does the iPad Change Everything/Anything?
Rob Abel
CEO, IMS Global Learning Consortium, Inc.
Overview and Executive Summery of Session
My Notes
EDUCAUSEConference2010
byeducausestaffviaFlickr

13. Public education can and should openly license all
digital works created from competitive grants. Learn how and why
the Washington State Board for Community and Technical Colleges is
mixing strategic technology planning, legislation, student advocacy,
foundation partnerships, international consortia, and a new open
licensing policy to use and share open educational resources.
Why is“Open”Important?
When we cooperate and share, we all win
Faculty have new choices when building learning
spaces.… the more eyes on a problem, the greater chance
for a solution.
Affordability: students can’t afford textbooks
Self-interest: good things happen when I share
It’s a social justice issue: everyone should have the right
to access digital knowledge.
Open educational resources (OER) means teaching, learning,
and research resources that reside in the public domain or
have been released under an intellectual property license that
permits their free use or repurposing by others.
But using open educational resources – and contributing to
them – requires significant change in the culture of higher
education. It requires thinking about content as a common
resource that raises all boats when shared.
Open Education Policy in Washington State
SBCTC 2010
What if all state funded educational content was open
access?
What kind of efficiencies could higher education yield?
Shouldn’t the public have access to publicly funded
educational materials?
Open Education Policy in Washington state
Cable Green
Director of eLearning & Open Education Washington
State Board for Community & Technical Colleges
WA Open Resources blog
Click on the “Resources” tab for files and links
Definition of OER
Questions
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EDUCAUSE Conference 2010
by educausestaff via Flickr

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treglia@fordham.edu
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