An instructional technology manager shares perspective on past, present and future.
GUEST COLUMN | by Kevin Jahnke
DMITRII ROGATNEV
When I stepped into my first classroom at the University of Wisconsin-Milwaukee (UWM) in the ‘90s, technology in classrooms was sparse. Now it’s everywhere. From my time as a UWM student employee to my current position, where I work closely with campus stakeholders on the transformation of our learning spaces, I have had the opportunity to participate in the dramatic evolution of tech in higher education. Today, I believe that technology is essential to student success from the positive feedback of students themselves.
‘I have had the opportunity to participate in the dramatic evolution of tech in higher education. Today, I believe that technology is essential to student success from the positive feedback of students themselves.’
I’ve learned many lessons over my career, and not all of them were easy. More than 20 years of trial, error, and success at UWM have shown me three essential priorities for leveraging tech in higher ed. I hope other IT professionals will find these relatable and helpful in a world where students and faculty see advanced, seamless learning technologies as a given.
To Find Out What You Need, Listen
When I first arrived at UWM, most classrooms were simple and uniform: a whiteboard, an overhead projector, some printed handouts. Even years later, when I first became a staff member, I spent most of my days wheeling around VCRs, slide projectors, and the occasional video projector on a cart to classrooms. Today, however, IT leaders must choose from an endless array of available devices, tools, and platforms. As options multiply, so do the chances for missteps.
While there are many shiny objects out there, I’ve learned that the best way to know which solutions will work well is to listen to students and faculty. User preferences and challenges should be the foundation of your tech strategy. For example, research from EDUCAUSE shows that 82% of students support having the option for hybrid or all-online learning depending on their needs, and that course satisfaction is highest when they have these options. Given this clear preference, lecture recording should be a key area of focus for IT. Prior to 2020, UWM was already considering the utility of lecture capture systems, and now the technology has become indispensable for many instructors. I would love to attend UWM today, when students are rewatching lectures at 2X speed the night before an exam, reading transcripts to better retain information, or accessing lectures they missed whenever their schedules allow. Lecture recording technology empowers students to engage according to their individual learning styles and can also be a valuable tool to improve accessibility.
The student feedback I’ve received about lecture recordings proves its effectiveness. I still remember one survey response: “I literally could not have passed this class if it weren’t recorded.” That’s the kind of user information that should shape a tech strategy.
Keep It Simple
Occam’s razor is a principle that advises thinkers, when evaluating competing explanations, to choose the simpler one. I follow a similar rule when it comes to tech for UWM. I’m always looking for ways to achieve the desired functionality with the simplest tech and to eliminate complexity. In general, the less tech you put in a room, the less work it is to maintain, and the less likely it is that users will run into problems. With this in mind, I recommend installing versatile, long-lasting, and well-designed solutions that do exactly what you need, and nothing else. (This approach also tends to bring down the total cost of ownership.)
‘I recommend installing versatile, long-lasting, and well-designed solutions that do exactly what you need, and nothing else.’
An example of this idea in practice was implemented at UWM after the pandemic. Having access to many classrooms during the shift between fully remote and in-person classes provided an opportunity to remove many AV systems that were over-engineered and varied in design. Installing similar basic solutions allowed for a more consistent user experience and ease of support from IT staff. In this case, Crestron’s AV Framework solution using a simple button controller and switching system was selected for standard AV functions. Additionally, a Logitech Brio camera was installed on the ceiling or lectern as a cost-effective solution for lecture capture and video conferencing. This model has been repeated throughout campus and is the preferred solution for our basic classrooms.
Similarly, while there are certainly circumstances that warrant more complex and versatile solutions, they may also be unwieldy for instructors and support staff. One example that comes to mind is active learning classrooms. Our initial approach was to provide the largest amount of flexibility possible, with complex switching options allowing the students’ and instructor’s content to be sent to any display in the room. In practice we found that there was limited need for this level of sophistication by most instructors. Moving to a simpler approach with a basic local option and the ability to send content to all stations is sufficient for most instructional needs. The cost of installation is reduced, and the system is easier to use. However, based upon instructor feedback, having options for camera and microphone coverage across the room in these spaces is highly desirable. This is an area where complexity of the AV system could be traded for a feature that is more valuable for instruction.
Going forward, UWM is working to build governance and processes to focus campus resources on a balance of complex and simple technology in learning spaces. Through a collaboration of support staff and instructor input, the intention is to understand the needs for instructional technology across campus.
Emphasize Support and Compatibility
In 2021, UWM replaced about half of its classroom computers. With staff and students across campus calling for better tech to enable flexible course formats, this was mostly a triumph. However, the new machines had audio drivers that clashed with Zoom, Microsoft Teams, Kaltura, and other platforms requiring USB audio, causing failures in meetings and lectures. It took about six weeks at the start of the year to identify and resolve the issue, thanks to collaborative work with the campus Windows Device Management team. It was a unfortunate, but also instructive.
As you would expect, we are careful now to choose established technology partners with strong support and place a lot of emphasis on compatibility. It is critical that any new system considered must work seamlessly with our existing hardware and software. This upfront research inevitably saves work later and promotes a positive teaching and learning experience. I would also note that getting everything perfect on the first try is possible but unlikely, and approaching the unexpected with optimism and curiosity can be a valuable practice.
‘…getting everything perfect on the first try is possible but unlikely, and approaching the unexpected with optimism and curiosity can be a valuable practice.’
Despite such setbacks, during the time I’ve worked in this field, it’s often been apparent how technology, when chosen well and put in the right places, helps advance UWM’s vision to be the best place to learn and work for students, faculty and staff.
For today’s learners, classroom devices aren’t just conveniences, they’re essential. As colleges and universities face challenges related to virtual learning integration, enrollment, and retention, consideration of how tech can help should be a priority. From a financial perspective, if installing cameras in classrooms allows just a few students to pass a class and stay in school, this investment potentially could offset the entire year’s lecture capture costs by avoiding lost tuition revenue.
At UWM, our commitment to taking advantage of high-tech tools is an operational goal, precisely because they have shown promise to improve the life of every student and staff member who walks through our doors.
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Kevin Jahnke is Manager of Classroom Services, University of Wisconsin-Milwaukee. For more than 25 years, he’s been an instructional technology expert and is currently responsible for more than 500 instructional spaces and computer labs on multiple campuses. Connect with Kevin on LinkedIn.
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Original Article Published at Edtech Digest
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