The following projects were funded through the Innovation Program. To assist in facilitating system wide information sharing, project reports, for each project funded, are available for review below.
Each project leader submitted a 60, 90, and 120 day report. Each project report presents the following information:
- Recap of project objectives
- Provides the status of in-progress project tasks
- Describes any significant variances from the original project plan
- Describes any significant new or anticipated risks to the project’s successful outcome
- Provides details regarding the mitigation strategies needed to address any new or anticipated risks
To review individual project reports, please do the following:
- Click on the project title listed below.
- Next, scroll down to the end of the project summary text and click on one of the following links:
– 60-day Report
– 90-day Report
– 120-day Final Report
- A pdf document of the report will display for you to click-on and review.
Project Leader: Matt Evans
With the current budget challenges facing our System, faculty are returning to large classes and faculty are looking for active teaching options to engage their students in these large classes. These teaching options need to be quick, efficient, and manageable and add value to the overall class period and preferably outside the class as well.
The classroom response system, REEF polling, is an emerging technology that can impact instruction and create a technology-enabled learning space at a cost effective price. While classroom response systems have been around for some time, the REEF polling system has two unique features that have not been used on the UW-Eau Claire campus; mobile devices for access to the system and the availability to review the quiz questions. This quiz review access allows the students to engage with the in-class material for review and test preparation outside of class as an additional tool. While this technology may now be available, resources to help faculty learn the technology and how to implement using best practice has been limited. In order for our faculty and students to be successful, a concentrated effort needs to focus on faculty development and troubleshooting of the product as needed. In addition, this product needs to be evaluated to see if it is increasing student engagement and increasing student success.
Project Leader: Jeffrey C. Amundson, Ph.D.
The challenge is to create a personalized learning experience in science, technology, engineering, and mathematics coursework (i.e., STEM coursework). Specifically, this initiative will involve students taking courses in the STEM fields of physiology (BIO 286 Physiology and Anatomy, fall 2015) and biopsychology (as part of PSY 202 Introductory Psychology, fall 2015). Importantly, future students enrolled in spring 2016 versions of these same courses as well as BIO 201Concepts in Biology will also use this technology. This means approximately a total of 80 students can be involved in using this technology during fall 2015 and another 120 during the spring 2016 semester.
Often student classroom and laboratory sessions suffer from student inactivity because each is largely a passive, instructor driven exercise and divorced from the process of discovery (Miller & Metz, 2014). In an effort to improve student curiosity and promote a personalized approach to learning we would like to provide multiple iWorx modules with on-line support software for use in both the Department of Biological Sciences and the Department of Psychology on the University of Wisconsin-Marshfield/Wood County campus. These modules offer students the opportunity to explore a wide variety of physiologically relevant topics that promote personalized learning through open-ended, inquiry-based interactive projects. For example, students can record a variety of physiological (e.g., lung capacity measures, heart sounds and heart rate measures, force transduction via muscle contraction) and biopsychological (e.g, reaction time,electrical signals from muscle, skin conductance, brainwave) behaviors using the iWorx hardware and then use the data sets to create various types of protocols using the iWorx software. Importantly, students prefer these types of experiences. Miller and Metz (2014) surveyed students in physiology courses and found that students thought active learning projects should occupy 40% of face-to-face class time. Activities will center on data-intensive questions enhancing inquiry based learning and development of problem solving skills applicable across academic disciplines.
This project supports the achievement of the following Learning Technology objectives:
1. Emerging Technology and Process that Impact Instruction:
Active learning initiatives are transforming the educational experience from the traditional lecture model. Indeed, research clearly demonstrates the effectiveness of active learning in STEM coursework (for reviews see Freeman et. a l.,2014; Zayapragassarazan & Santosh, 2012).
Physiology and biopsychology are about allowing the students to get their "hands dirty". The iWorx Kits provide the "hands-on" experience to balance out the theoretical and practical content. Plus, because it is open-ended, the students can design their own experiments and bring their hypotheses to life.
2. Technology-enabled Learning Spaces:
Critical aspects of the iWorx equipment are its capability with standard operating systems and ability to expand learning spaces. Because the iWorx license is a one-time purchase with unlimited unit licenses, learning spaces become flexible to meet student time commitments and extend beyond the classroom (e.g., students can access the software on their personal computer at no cost). This means technology- enabled learning spaces will extend to any location students have internet access.
3. Faculty and Staff Development in the Use and Application of Learning Technologies:
The iWorx software will allow Dr. Fritz and Dr. Amundson to develop skills in creating lesson plans that connect iWorx data sets and/or student produced data sets to specific learning outcomes (i.e., using the software to select specified data for the development of specific student learning outcomes). There are 65 experiments and 195 iWorx exercises to choose from, or instructors can design their own, to emphasize those areas they would like students to engage. Faculty and staff can also learn how to do various physiological and neurological recordings techniques (e.g., heart rate, galvanic skin response [GSR], electroencephalograph [EEG], and eletromyograph [EMG].
4. Other Opportunities to Improve Student Outcomes:
This type of opportunity has the potential to increase student test scores and reduce overall student failure rates. For example, Freeman et.al., (2014) reported the use of active learning in STEM courses increased student tests scores by 6% and reduced student failure by 1.5 times compared to courses that used a traditional lecture technique. Thus, students and educational institutions need access to affordable active learning opportunities like iWorx.
Project Leader: Kim Arnold
The Learning Analytics pilot program is an important project that spans multiple campuses across the UW System and includes four separate tools that instructors and/or students can use to help improve student academic success and outcomes.
These learning analytics tools provide new opportunities for learners and educators to make the most informed, outcome-driven decisions to positively impact student's academic achievement. UW System and UW-Madison have recognized the importance of this emerging technology and are involved in piloting several of these new tools by offering the Learning Analytics Tool Chest (LATC).
The four tools in the Learning Analytics Tool Chest are:
1. Desire2Learn's Student Success System: provides course-level predictive analytics with dashboarding and visualization options.
2. Analytics & Recommendation Plug-In: is a course-level tool that provides analytics of activity type within LMS and recommendations for increased activity for higher (grade) performance. Instructors are able to see single, comparative and global analytics for all students within their course. A&R offers a student-facing dashboard.
3. Workflow Visualization Tool: provides visual representation of course design, lesson plans, and individual activities, representing how an instructor intends students to interact with the course - and then provides analytics on those activities.
4. Pattern: allows students to track their study and learning behavior/activities, and subsequently rate their productivity.
This proposal focuses on optimizing the LATC generally, and one of the tools that is garnering a lot of interest from faculty and instructors, specifically, the Analytics & Recommendation (A&R) tool. The A&R tool is the most rudimentary of the existing tools in the LATC, but has immense potential for helping students to be more reflective about their learning behaviors. A&R has a student-facing dashboard that allows students to interrogate learning behavior data never before at their disposal. In brief, A&R allows students to examine their own behavioral effort in a course as compared to their peers. As the name suggests, there are two main components of A&R.
The analytics component uses color-coded blocks to break down student behavior by activity type, to allow the student to have a data-derived visualization of their behavioral profile. Teachers are able to see single, comparative, and global analytics for all students in the course. The global analytics include the participation of each student on each type of course activity (e.g. assignments, chats, quizzes, etc.), as well as an average participation for all students on each type of activity; the table is color coded to show high, half, and low participation. Teachers are also able to view the estimated final grade of each student based on their participation in course activities; this is also color-coded to show high, average, and low grades.
The recommendation component displays information in both table and bar format showing students a comparison of their own participation alongside the behavioral profile of the student scoring the highest grade in historic offerings of the course. This allows a student to plainly see: i) which activities they should be exerting more effort on and ii) how much additional time they should dedicate to the activity types.
While the A&R tool is fully integrated and ready for pilot in Fall 2015, minimal effort would allow for some back-end coding work that would greatly optimize the tool. As the tool is currently designed, each individual student is compared against the single highest scoring student from a historical course. In statistical terms, this makes the tool highly susceptible to outliers - either in grade or in level of activity. This treatment is easily rectified by some simple, hard-coded changes to the software.
Project Leader: Beth Schaefer
All UW System schools utilize the services of the UW Service Center, and many also make use of commercially-provided information technology services such as Office 365, Google collaboration tools, and the like. In some cases, such as with the UW Service Center and Office 365, these services and tools offer documentation to users to enable users to proactively resolve their issues without having to contact the service provider. However, depending on the university or college, it is frequently the case that individual institutions provide their own documentation in support of the service. For example, both UW-Madison and UW-Milwaukee use Office 365, and both have expended resources in support of their respective Office 365 implementations.
UW-Madison has produced a knowledge sharing tool called the KnowledgeBase. Presently, several UW System schools (as well as Extension) contract with UW-Madison to use the KnowledgeBase (Green Bay, Milwaukee, Parkside, Eau Claire, and Oshkosh). Each of these institutions pays $2,500 per year for access to a KnowledgeBase instance (and a fraction of that for each subsite that an institution requests), which affords each institution the ability to share protected knowledge documents with their staff, while sharing public information with their general user population.
While six UW System institutions use the KnowledgeBase, many more do not. With investment from the Innovation Funding, UW-Madison and UW-Milwaukee are proposing a “KnowledgeBase Encouragement Fund” that would financially encourage the use of the KnowledgeBase by more system schools by providing a pool of funding to offset the costs of implementing new KnowledgeBase sites, and training new administrators to use the KnowledgeBase. This fund would also be used to help offset the initial costs to set up the KnowledgeBase for an institution (customization and connection to authentication mechanisms). We believe that this would facilitate the extension of this service to all system schools, thus enabling and facilitating knowledge sharing between institutions.
The implementation of the KnowledgeBase across UW System would improve UWS Operations through the use of a unified tool that encourages knowledge sharing across all 26 system schools and UW Extension. This would allow improvements in administrative efficiencies as schools would not necessarily need to recreate information and knowledge that is already available from other KnowledgeBase systems at other campuses; it would also have the potential to enable System schools to repurpose the resources allocated to knowledge generation in the Information Technology space to other needs.
Project Leader: Nancy Whitaker
This project will improve Educator Development faculty and staff use of analytics to support student learning in course and clinical experiences by expanding the existing browser-based e-portfolio and assessment management web application, LiveText.
LiveText consists of two modules: C1, used for storing and evaluating student work to create a portfolio for licensure and post-graduation job applications; and a field experience module (FEM) in which students create pre-observation planning documents shared with university supervisors, receive feedback on clinical field experiences, and assessments (self-assessment, supervisor assessment, and P-12 mentor teacher assessment). LiveText is a student-centric system (UWS Operations emphasis) that has the capacity to connect storage and assessment of academic artifacts (text and video) in the C1 module as well as storage and assessment of clinical experience in the FEM module. Students self-assess and are assessed by university supervisors, faculty, and P-12 mentor teachers using this web application.
The Institute for Professional Educator Development (IPED) at University of Wisconsin-Parkside, was established 2012. IPED is committed to unbiased, fair, and accurate assessments of teacher education candidates. All teacher education candidates in Wisconsin must create a curated electronic portfolio and pass the edTPA (a high-stakes performance based assessment) to achieve teacher licensure. Every teacher education program has distinguishing features, and IPED has been built on a foundation of progressive involvement in clinical field experience through collaborative partnerships between students and P-12 teachers.
The model of clinical field experience used by IPED is comprised of seven co-teaching strategies that increase in responsibility as the student develops pedagogical skills. IPED students engage in extensive clinical experiences prior to the student teaching semester, ranging from 240 to 440 hours in area P-12 schools. Clinical training for all P-12 teachers and teacher education students includes an orientation to the levels of co-teaching. Course experiences and clinical experiences are linked in a progression from first to fourth year, and students receive a basic level of rubric feedback from the LiveText Field Experience Module. This level of assessment feedback represents a baseline level of support for student success in clinical field experience.
The IPED Clinical Coordinator currently uses an Access database in conjunction with LiveText basic reporting to provide metrics on student demographics, clinical performance, and progress in the program. The creation of metrics using these two separate software applications is inefficient and provides limited metrics. An additional LiveText analytics package would provide an efficient integrated assessment approach (UWS Operations emphasis) that would include portfolio components, video analysis, and field experience rubric-based feedback.
Project Leader: Amy Foley
The purpose of the UW-Platteville advising Community of Support (CoS) is to create and curate a space for online undergraduate students to interact with their peers and their academic advisor outside of the online course room. The CoS will be housed in BrightSpace by Desire2Learn, which is the same software that is currently used to host courses, and will look similar to the course shells used for degree classes. The pilot will enable advisors to further support learners through enhanced student-student, student-advisor, and student-context engagement. Group advising, peer mentoring, and advising during virtual "office hours" will be strongly encouraged with the design of the project. The primary goals of this project are:
1. To increase student engagement and retention
2. To identify student issues and concerns as early as possible
3. To help students feel that they are part of the larger peer and university community
The CoS addresses two areas of emphasis immediately. As a student engagement and advising tool, it falls under a "Student Centric Ecosystem." Additionally, with the use of group and peer advising as early issue identification, it falls under "Administrative Efficiencies." If approved, the use of SmarterMeasure™ , a learning readiness indicator, addresses "Predictive Analytics." SmarterMeasure™ will allow for early intervention with at-risk students and strategic communications with all the students actively participating in the CoS.
This project supports five of the eight needs in Learning Technology. As an internet-based project hosted in our learning management system (LMS) and integrating the SmarterMeasure™ online assessment, CoS supports "online education technology initiatives," "technology-enabled learning spaces," and "[...] staff development in the use and application of learning technologies". With its use as a monitoring tool, it supports "systems for early intervention to increase student success," and "other opportunities to improve student outcomes."
The CoS also supports the second point of UWS Operations regarding employee efficiency. By using the CoS for group and peer advising as well as an engagement space, it will increase advisor efficiency. This will occur through the reduction of follow-ups by offering a space for self-service or peer support through strategic communication. In addition, earlier support and interventions will minimize occurrences of issues which would require more in-depth follow-up.
Project Leader: Colleen Garrity
The use of video in higher education courses has increased over the past couple of years and is becoming an expectation of all students. Faculty and staff who are looking for ways to engage their students are replacing traditional lectures with a mix of lectures and short videos that provide opportunities for students to be actively engaged during the class period. These videos work best when they are short, engaging and require some degree of learner interaction. Instructors are also moving beyond traditional pen-and-paper based assessment as they encourage students to create video to demonstrate learning.
Two obstacles to increasing the number of faculty members creating effective video content are money and time. The cost associated with creating engaging, interactive video content of good quality is an obstacle that many campuses are trying to overcome. Providing a fully staffed recording studio is not a cost- effective option. Additionally, many instructors want the production control of their own videos. As campuses balance instructor needs, resource allocation and funding, the proposed "one touch studio" could provide the economical solution to our campus video needs. Additionally, the proposed studio will save faculty and instructor time by eliminating much of the learning curve related to specifying, ordering, installing, and learning how to use the technology.
The proposed "one touch studio" automates the control of lights, microphone and camera settings, so that the most novice user would simply insert a media flash drive to which they will save their recording and push a button to begin recording. This technology set-up would allow faculty, staff, and students to record video with virtually no learning curve or need for technical assistance.
Many universities around the country are building do-it-yourself studios like the one touch studio in our proposal to meet the needs of their faculty, staff, and students. This type of learning technology space serves many uses. Among the myriad of possibilities, we propose that members of the UW-Platteville community could use the studio to:
• Create a series of videos for a course.
• Develop student presentations for peer evaluation.
• Create a video for self-evaluation of presentation skills.
• Pre-record a presentation for students to coincide with a planned absence.
To ensure widespread use of the studio, Media Technology Services (MTS) will work with University Information and Communications to create marketing materials. User guides will be created to provide a first-introduction to the one touch studio and best practices for creating various types of video will be shared.
Funded with a technology innovation grant, our project team will develop a one- touch studio to give the faculty, staff and students at our campus access to cost efficient, new technologies that will enhance their current teaching and learning methods.
Project Leader: Tim Krause
New student retention efforts have evolved into a top priority for institutions of higher education facing decreased operational support and a shrinking population of traditional college-aged students. Institutions must address student retention efforts with innovative implementation of research-based, high impact practices in order to continue to advance teaching and learning missions while improving cost efficiency. Delivery of academic content with online and other technology-based platforms is one significant way in which institutions can provide more to their students without relying as much upon traditional infrastructure (people/buildings).
At the same time, studies show that academic hardships are often not the prevailing factor in why students choose to leave a university. This is especially true of first-year and transfer students. Students transitioning from high school to college, or from one institution of higher education to another, can experience cultural, social, personal and academic challenges. First Year Seminars (FYS) and First Year Experience (FYE) programs are two high impact practices that can ease the transition process and significantly increase new student retention. With the UW System Innovation Fund award, a multi-disciplinary team of UWSP faculty, staff and students will address new student retention via development of a mobile, online platform for the delivery of content supporting common FYS/FYE learning objectives.
Support of Learning Technology/UWS Operations objectives:
Development of a smart phone application to supplement delivery of common FYS/FYE curriculum addresses multiple UWS Learning Technology objectives. The most relevant include:
1. Emerging technologies and processes that impact instruction:
Mobile delivery of curricular content has the potential to transform teaching and learning strategies into a more student centric ecosystem. As an emerging teaching and learning technology, mobile content differentiates itself from online content in that it can provide a highly interactive and engaging learning experience. Students do not simply sit at a computer and learn. Content delivery through mobile devices becomes an experiential learning opportunity as students physically perform activities, collaborate with other students and campus faculty/staff and complete learning objectives outside of the traditional classroom.
The mobile learning experience enables the entire campus to act as a classroom, which is a critical piece of FYS’s/FYE’s. Common FYS/FYE learning objectives such as locating campus personnel and academic support resources, creating relationships with campus staff and faculty, and engaging with interest-specific institutional offerings such as athletic, arts and culture, or student government activities can all be facilitated by a mobile platform. As an example, one of the UWSP FYS learning outcomes states: Identify and apply appropriate skills for college success, as well as appropriate UWSP programs, resources and services designed to support your academic studies. An FYS app assignment would require students to digitally ‘check-in’ to multiple resource locations such as the Math Room, Tutoring-Learning Center, Help Desk, Counseling Center, Multicultural Center and Career Services. Once ‘checked-in' a student could complete activities at each site. Activities include selections such as listening to a session on support available through the Tutoring-Learning Center or obtaining a schedule of athletic events from athletic department personnel. The app would also allow tracking of that participation. Each experience requires students to engage and interact with the campus community, while applying critical thinking and problem solving skills relevant to FYS/FYE learning outcomes.
The ability of FYS instructors to outsource the activities described above and other similar types of critical FYS/FYE learning objectives can positively affect multiple processes that impact the institution. First, FYS instructors who integrate the app-delivered assignments into their courses will have more classroom time to focus on teaching discipline-specific course content. Instead of spending time telling students where to seek support specific to writing college-level papers, the instructor can assign a writing assignment based on discipline-specific course content, and, via the mobile app, require the student to visit with a writing tutor to review the paper prior to submission. Both assignments address multiple FYS learning objectives through experiential learning methods that not only help the student achieve the primary (writing) goals of the assignment, but also aid the student in achieving secondary goals of engaging with campus personnel and resources.
Second, the FYS/FYE mobile app also has the potential to streamline implementation of FYS/FYE-type activities across campus. FYS faculty and support services staff will collaborate to create app-driven assignments so that support service staff can spend less time and money marketing their services and trying to engage students. Students get more of a high impact educational learning experience, and administrative efficiencies are realized as the experience requires fewer institutional resources.
2. Faculty and staff development in the use and application of learning technologies:
Few UWSP faculty and staff currently utilize mobile application technology to serve students. This is a reflection of the institution’s lack of capacity to offer faculty and staff adequate professional development opportunities specific to the use and application of new learning technologies. However, in a 2012 Babson Survey Research Group report, nearly 70 percent of U.S. institutions consider online education to be critical to their long-term strategies (Hanoverresearch.com, 2013).
In order to remain competitive among regional and national institutions of education, UWSP must provide professional development opportunities for faculty and staff to implement increased usage of learning technologies into courses and support service offerings. Development of the FYS/FYE mobile app will provide faculty and staff with an opportunity to access training and the ability to implement an emerging learning technology. The FYS/FYE mobile app training is particularly impactful because it offers faculty and staff from a variety of disciplines and campus support offices a training opportunity to transition traditionally resource-intensive processes into efficient, technology-driven programs and activities.
Project Leader: Bob Butterfield
PROBLEM: The average U.S. undergraduate student spends over $1,200 each year on books and supplies (The College Board, 2014-15). In contrast, a typical UW-Stout student pays only $165.36 each year through segregated fees that support a textbook rental system. Maintaining this low cost for our students is a challenge, especially considering that prices for college textbooks have increased faster than the rate of tuition and inflation (Kingkade, 2013). Specifically, textbook prices have increased 1,041% since 1977 (Popken, 2015). In addition, traditional textbooks have fixed and copyright-protected content, which limits faculty freedom to remix or revise a resource so that it aligns with curricular outcomes. Stout’s goal aligns with the Innovation Fund initiative to continue providing innovative and cost-effective educational resources that support faculty academic freedom and advance student learning, including digital technologies and no-cost and openly licensed solutions like Open Educational Resources (OER).
SOLUTION: The Stout Open for Learning and Value in Education (SOLVE) program, spearheaded by Instructional Resources Service (IRS) who operates Stout’s textbook rental program, will support the teaching and learning technology environment through a pilot OER program, specifically open textbooks, targeting these Innovation Fund areas:
-Learning and Technology
Emerging technologies and processes that impact instruction – UW-Stout’s operational definition of OER follows Wiley’s (2014) characterization: OER are teaching and learning resources that are both no-cost and give permission to retain, reuse, revise, remix, and redistribute. OER include “full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge” (Hewlett, 2013). They are largely available in digital format, making them broadly accessible to students and faculty via the Internet. UW-Stout’s eStout program provides every undergraduate with a laptop for use inside and outside the classroom, which will help ensure student access to OER. Other universities have
experienced significant cost-savings and improved student learning outcomes by adopting OER (e.g., Pawlyshyn, Bradlee, Casper, & Miller, 2013).
-Faculty and staff development in the use and application of learning technologies – Professional development opportunities to educate faculty/staff about OER will include a campus-wide presentation, workshop for pilot faculty, and community of practice. IRS academic staff will receive training in OER to ensure program sustainability—IRS staff, in collaboration with the OER Task Force, will provide ongoing faculty support. UWStout’s electronic textbook initiative provides a solid infrastructure for the proposed OER pilot. Through the voluntary e-textbook program, faculty in one-third of all courses makes use of digital resources as primary course content.
-Cost-effective technology solutions – OER provide a no-cost, high-quality option to deliver instructional resources to students via Internet and electronic platforms. This is especially important given the high cost of typical, for-purchase college textbooks. With the viability of OER, there is now an “opportunity cost” to consider—when funding is directed toward purchasing a textbook it cannot be used for other benefits, such as adaptive learning that uses computers as interactive teaching devices, that support higher quality learning outcomes and increase accessibility.
-Strategies to improve employee efficiency through the use of technology – OER allow faculty to revise and remix content, enhancing their academic freedom to customize course resources. Further, this customization will help faculty efficiently deliver course content and meet course-specific learning outcomes.
-Student-centric ecosystem and lower UWS costs through innovation – OER will help ensure quality instructional resources and faculty choice while maintaining a low cost to students.
Project Leader: Dr. Monica Roth Day
While Desire2Learn was implemented at University of Wisconsin - Superior, there are faculty and instructional staff who do not fully utilize the course management system. As indicated in the 2014 Educause survey of students and IT, more students than ever have experienced digital learning (75% partially online, 6% totally online of learners 18 - 24). As a result, an increasing number of students expect UW-Superior faculty and instructional staff to utilize instructional technology deliberately in their courses. One of the top five things students request is for more and better instructor participation in D2L.
In collaboration with IT and the Distance Learning Center, the Center for Excellence in Teaching and Learning developed a hybrid teaching and learning orientation for new faculty and academic staff hires (up to 15 participants) to address this need and increase the ability of instructors to effectively use D2L and learning technology to engage with students. Events and activities open to the entire campus parallel the content offered during the orientation.
This project supports the achievement of the Learning Technology area, specifically in relation to:
• Faculty and staff development in the use and application of learning technologies;
• Technology-enabled learning spaces;
• And emerging technologies and processes that impact instruction.
Project Leader: Dustin Johnson
There are numerous conferences and meetings that staff at UW-Superior are required or desire to attend down state and beyond. Many are one day or half day events that require 4-6 hours of drive time one way, which often means overnight stays and travel costs associated. Although we are able to teleconference into some meetings, a physical presence is often desired or required to be more included in meetings and be able to talk between sessions with individuals attending the meeting. The telepresence robots, by Double Robotics, are able to be mailed in advance to various campuses and setup by IT. An individual can log into the unit from their computer and drive around and talk with people in a very similar way as being there in person. The integrated IPad allows the people at the event to see live video of the users face and carry on a live conversation. This has the capabilities of saving UW-Superior thousands in travel costs and lost time in transit.
In addition to reduced travel and costs associated, the telepresence robots could also be used by our students to expose them to a technology that is already prevalent in many industries including medical, research, design and business.
For more information, please visit the following website: http://www.doublerobotics.com
Project Leader: Yunhong "Tom" Tu
Mr. Raymond Reinertsen is a Senior Lecturer in the Department of Health and Human Performance. He has been teaching HHP 102 class for many years. Every semester he teaches at least three sessions of HHP102 class with about 100 students enrolled in each session. The classes are delivered in the largest lecture hall on campus. It has been a big challenge to effectively engage the students' learning in large classes. iClicker response system is an innovative learning technology that can increase student attendance and performance in large classes. Promoting iClicker use in both large and small classes supports the achievement of the learning technology and UWS Operations objectives. It directly impacts instruction and students' learning and helps promote a technology-enriched learning environment.
Project Leader: Lynsey Schwabrow
The predictive modeling software Rapid Insight has been acquired and professional development/training has recently taken place, allowing Institutional Research staff members to consider how the tool may be used to assist with analytics operations. The next step of developing a fully functional predictive model for both retention and enrollment projections remains difficult to commit resources to due to limited staffing and expertise. In addition, the cost of software licenses and time required to develop the models are obstacles.
Funding from the Innovation Fund would support the cost of software licenses and the purchase of QuickStart templates which will aid in reducing the time commitment to developing the models. Expediency of producing predictive analytics is an issue throughout UW System due to limited staffing, expertise, and budget resources. Whitewater’s ability to purchase the sufficient resources to make predictive analytics a reality on our campus would serve as an example to other campuses of how we all can meet the demand for better data leading to improved decision making. CDR Liaisons across UW System regularly share information about tools being used to accomplish new dashboard and analytics expectations, therefore, experience from this project would be shared system-wide in that venue.
Project Leader: Anand Vangipuram
IT security is of great importance to UW System. A security breach would erode public and legislative confidence in all of UW System. The Legislative Audit Bureau recognizes this importance and continues to ask for security measure improvements on more and more systems. UW-Whitewater has been requested to improve access controls around our campus student information system. Our response was to implement dual factor authentication. This project will involve contract development of a dual factor authentication for Shibboleth v3 as part of a three-phase project. While this capability will be initially deployed for UW-Whitewater, UW-Milwaukee is also taking part in the design review, and co -funding the development effort. UW-Whitewater and UW-Milwaukee see the effort essential for security beyond password. A key take-away from this development beyond UW-Whitewater and UW-Milwaukee will be a product that will be opened sourced so that others can use it. With Shibboleth is used extensively across UW System, its approach and code can be used by other institutions.
There are a few key value-adds that go beyond the operational addition of dual factor for Shibboleth. One of those key value-adds is that the authorization mechanism is abstracted outside of PeopleSoft and is instead implemented in Shibboleth. This will allow for easy implementations in other non-ERP applications that have mixed dual factor requirements for some users and not others. Another is the addition of Symantec's risk-based authentication for people enabled for dual factor. This would look at all Shibboleth authentication requests to see if the client profile is risky. This takes into account where in the world the client is, as well as looking at the browser profile. The implementation of risk-based authentication for people that have dual factor accounts will reduce the success of phished accounts.
Symantec VIP has deep market penetration in many areas except higher education. Through this development effort, UW System will be able to take advantage of risk based authentication, which differentiates Symantec from the rest of the field.
Working through Unicon to open-source this development work will let the rest of higher education take advantage and reduce UW-Whitewater's and UW System's ongoing cost as other universities are likely to adopt the technology and help support the code base.