TECHNOLOGY & INNOVATION
Yvonne Felix is watching me. This would not be remarkable for most people I meet with, but Felix is legally blind. She smiles and tells me she can see me taking notes on my computer and every time I look up at her. I can’t see her eyes, but the special visor she’s wearing from eSight is pointed in my direction. Felix, who suffers from Stargardt Disease, a juvenile form of macular degeneration, was declared legally blind when she was 13. For Felix, who came to my office to demonstrate eSight 3 smart glasses, this means she has a large, totally blind spot in the middle of her vision, no depth perception, an inability to discern colors and only blurry peripheral vision.
Here's a word you don't hear much anymore: obsolescence. But it's a word that's making a comeback in 2017 in a new and distressing way. Popularly used in a business context (e.g. the planned obsolescence of consumer devices that are designed to fall apart in a few years, like cars and laptops), it's now being used to describe the human mind. It's no longer the technology that's becoming obsolete too quickly; it's the knowledge of technology that's rapidly falling behind advances or changes in technologies. And that obsolescence, according to the New Media Consortium's Horizon Report: 2017 Higher Education Edition, is just one of the six major challenges facing technology in higher ed in the coming years.
As an instructor in the University of Wisconsin-Platteville’s School of Education, Jessica Brogley is teaching the next generation of teachers — those who will carry forward the continuous transformation of pedagogy. Brogley is also the assessment, technology and literacy support specialist for Platteville Public Schools; a Google for Education Certified Trainer and Innovative Educator; and a blogger, speaker and trainer.
She spoke with EdTech Managing Editor Amy Burroughs about the ways classroom technology is expanding opportunities to teach and learn.
Ahead of its soon-to-be-published 2017 Data Breach Digest report, Verizon has released a sneak peek highlighting one of 16 new cybercrime case studies on new forms of threats capable of halting business operations. The preview focuses on an unnamed university that within the last year experienced a major hack into its network through more than 5,000 connected devices on campus.
In the case of “the botnet barrage,” as the case study dubbed the attack, senior members of the university’s IT staff had received complaints of slow and inaccessible network connectivity on campus. Upon examination, the incident commander found that name servers “were producing high-volume alerts and showed an abnormal number of sub-domains related to seafood,” according to the preview. The incident inspector contacted Verizon’s RISK Team, which conducted a firewall analysis that “identified more than 5,000 discrete systems making hundreds of DNS lookups every 15 minutes.”
Over the past 10 years, new learning management systems (LMSs) have sprung on the scene to rival the Blackboards and Moodles of old. On the EdSurge Product Index alone, 56 products self-identify and fall into the LMS category. And with certain established companies like Pearson pulling out of the LMS ranks, where do you start?
As University of Central Florida’s Associate Vice President of Distributed Learning, Tom Cavanagh, wrote in an article for EDUCAUSE, “every institute has a unique set of instructional and infrastructure circumstances to consider when deciding on an LMS,” but at the same time, “all institutions face certain common requirements”—whether a small charter school, a private university or a large public school district.