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Articles: Technology

It won’t quite be describable as a MOOC at first. But that’s one direction that Georgia Tech’s College of Computing can imagine going with its soon-to-be-rolled-out online master’s program, which will start as a pilot in January.

The program has received national attention in part because of a $2 million investment from AT&T—and because Georgia Tech is charging only $6,600 in tuition, compared to $45,000 that traditional master’s students from out-of-state would pay.

Online education providers say university and college clients considering developing MOOCs as a long-term strategy need to think about the economies of scale gained and how long courses can last before the content gets out of date.

See which colleges and universities are paving the way in analyzing business models for MOOCs

An increasing number of colleges and universities are offering MOOCs, but few have crunched the numbers to determine whether these online courses can succeed as a business proposition. Where return-on-investment conversations are happening, they generally aren’t leading to comprehensive analysis.

Some institutions, however, are paving the way in their attempts to analyze the potential of MOOCs as a business model.

Newer campus security systems capitalize on the ubiquity of mobile devices.

Police officers at the University of South Florida sprung into action one afternoon last February when a text message flashed on a computer screen at the campus 911 operations center, alerting the dispatcher that a student had a .25-caliber pistol in his dorm room.

At RIT, barcodes adorn all tech equipment, so when the internal auditing group conducts an asset audit, additional equipment beyond what is already tracked is rarely discovered by the team.

Tracking IT assets across a higher ed institution is tricky business. Depending on the college or university, it may be done by an internal audit group or IT, or a combination of both.

IT asset audits are important from a risk management perspective because they help schools track compliance with software licensing agreements, as well as state and federal requirements, and help them be more efficient.

How can a MOOC really become participatory, and how can MOOC instructors really create engagement? The short answer: video chat.

While it has never been easy to manage digital projects in higher education, it has become increasingly complicated. Only five years ago, a website redesign and a web content system implementation were the two most challenging—and often dreaded—types of digital projects web professionals knew they would have to tackle in their career.

Today, these are only two items in a long list of projects implemented by digital teams.

I asked digital project managers to share the organizational tools they most use. Microsoft Project was mentioned, as well as some in-house solutions, but two web-based services topped the list:

William G. Bowen is the founding chairman of ITHAKA, a nonprofit organization focused on technology.

William G. Bowen is a name familiar to anyone who works in higher education today. Bowen was president of Princeton University from 1972 to 1988, and president emeritus of The Andrew W. Mellon Foundation, where he served for nearly 20 years.

Panopto's lecture capture platform, like many others, includes captions for students who are deaf or hard of hearing.

The technological revolution sweeping higher education may not be carrying all students with it equally. MOOCs, lecture capture, and other digital platforms are being designed with varying degrees of accessibility for students with mobility restrictions, hearing and visual impairments, and learning disabilities.

Unlike MOOCs, lecture capture platforms are used widely in for-credit courses. Providers of the technology have built in many accessibility features in the past several years.

Lecture capture platforms designed by Echo360, Panopto, and Sonic Foundry, for instance, can all accommodate human-generated closed captions, and are compatible with screen-reading software used by students with visual impairments. Students who cannot use a mouse can use keyboard commands to navigate the platforms.

(Getty George) Today’s hackers are now being deployed around the clock to steal intellectual property, sensitive research, and personal information.

The lone-wolf hacker creating nuisance viruses in a basement has been replaced by sophisticated foreign governments and organized crime rings as the top cybersecurity threat to colleges and universities.

Today’s hackers are now being deployed around the clock to steal intellectual property, sensitive research, and personal information, potentially costing colleges and universities millions of dollars and badly damaging their reputations.

The intensification of cyberattacks against universities and colleges means institutions need more than just clever passwords and the latest antivirus software to protect themselves from today’s more powerful hackers.

There are a wide variety of products that can automatically control who’s using a network, determine what kind of security their devices have, and even fool hackers into thinking they have successfully infiltrated a computer system.

In the fall semester of 2001, I taught an online course for the first time. Sept. 11, 2001 was traumatic and life changing for millions of people worldwide. But for students, staff, and faculty at Borough of Manhattan Community College, the events of 9/11 were visceral.

Seven students working in the Twin Towers were killed, the newly renovated Fiterman Hall was destroyed when 7 World Trade Center collapsed, and many students and faculty witnessed the destruction from a very close range.

There’s no shortage of options for administrators to consider when looking to make decisions from MOOC enrollment data. Here are some ideas suggested by Sam Burgio and Rick Tomlinson, of Jenzabar; Katie Blot and Jarl Jonas, of Blackboard; and Caitlin Garrett, of Rapid Insight: