Tag Archives: Apple

BlackBerry and the Lifecycle of Education Technologies

by Hap Aziz

In today’s issue of The New Yorker online, James Surowiecki has an article titled, “BlackBerry Season,” that is a very interesting take on the decline of the Research In Motion smartphone that dominated the marketplace–before the arrival of the iPhone and then Android phones in the consumer marketplace. Surowiecki writes:

“The easy explanation for what happened to R.I.M. is that, like so many other companies, it got run over by Apple. But the real problem is that the technology world changed, and R.I.M. didn’t. The BlackBerry was designed for businesses. Its true customers weren’t its users but the people who run corporate information-technology departments. The BlackBerry gave them what they wanted most: reliability and security. It was a closed system, running on its own network. The phone’s settings couldn’t easily be tinkered with by ordinary users. So businesses loved it, and R.I.M.’s assumption was that, once companies embraced the technology, consumers would, too.”

I have made similar statements regarding education technology in various entries in this blog (such as Prediction: Commercial Applications Will Drive Education Use… Yet Again), and based on Surowiecki’s article, the sentiment that consumers can drive what was widely considered to be enterprise software systems spans across industry verticals. Let’s parse the above passage from the context of education technology solutions, such as the learning management system, and note the situational similarities:

  • The BlackBerry was designed for business.
  • The learning management system was designed for education.
  • Its true customers weren’t its users but the people who run corporate information-technology departments.
  • Its true customers weren’t students but the faculty and administrators who run higher education institutions.
  • The BlackBerry gave them what they wanted most: reliability and security.
  • The learning management system gave them what they wanted most: control over the institution-student interaction.
  • It was a closed system running on its own network.
  • It was a closed system running on its own network.
  • The phone’s settings couldn’t easily be tinkered with by ordinary users.
  • The learning management system’s layout and configuration couldn’t easily be tinkered with by students.
  • So businesses loved it, and R.I.M.’s assumption was that, once companies embraced the technology, consumers would, too.
  • So education institutions loved it, and the learning management system’s developers assumption was that, once institutions embraced the technology, students would too.

Does anyone else see what I’m seeing? The point I’m making is that so many of the tools that pass for technological innovation within the higher education landscape (and not just learning management systems) are simply solutions developed for the wrong customer. Ultimately, the technology adopted and used effectively in higher education will be the innovations that students bring with them from their own personal lives and empower them to take control of their own education. Clickers, for example, have no place in the classroom when students can easily find clicker apps for their smartphones. Technology only has the power to transform if it is actually embraced–and not forced upon the user for reasons of convenience of management.

Surowiecki concludes his article in this way:

“Companies have quickly come to love consumerization, too: a recent study by the consulting firm Avanade found that executives like the way it keeps workers plugged in all day long. And since workers often end up paying for their own devices, it can also help businesses cut costs. One way or another, consumers are going to have more and more say over what technologies businesses adopt. It’s a brave new world. It’s just not the one that the BlackBerry was built for.”

Breaking this passage down, we understand that higher education institutions should come to love the consumerization of technology in the teaching and learning space, as educators will like the way it keeps students plugged in all day long. And if students end up paying for their own devices, we could see reductions in the cost of resources and materials that institutions need to purchase. It’s clear that students are going to have more say in what technologies higher education institutions adopt. The question is, what companies are built to take advantage of this dynamic?

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Filed under colleges and universities, cost of education, education, education technology, emerging technologies, future technology, Hap Aziz, higher education, Learning Management Systems, smartphones, technology

Is iAuthor a Learning Management System?

By Dr. Suzanne Kissel

This was the question I found myself asking this weekend as I attempted to move my robust ENG 201: Writing About Literature course into the format.  Compare iAuthor to any LMS feature list and the application fails, miserably.  It doesn’t have a gradebook, discussion forum or chat; it isn’t designed to integrate with any SIS or offer any sort of Single Sign On capabilities.  In fact, it doesn’t take long to realize that comparing iAuthor to any LMS on the market is like comparing apples to oranges — quite as frustrating and quite as futile.

Of course, iAuthor isn’t meant to be an LMS.   It’s an alternative; not a competitor.   iAuthor takes one aspect of putting a course online and does it extremely well.  It manages content.  This makes sense as that is what iAuthor is meant to do.  Arguably, iAuthor puts content online better than any LMS out there.

There’s definitely a learning curve.  After a short weekend investment, I had all of my pre-written content divided into sections and up in an iAuthor template.  The table of contents was created automatically and the use of styles allowed me to change all of the formatting in a single swoop.  This is also one of the main attributes of the template.  Much more time would be required to make my course content unique and a true showcase, but the time I invested was a good enough start.

Here’s a quick snapshot of what the iAuthor interface looks like and what I was able to do in about five hours over the weekend:

In doing one thing, and doing it extraordinarily well, iAuthor exposes another chink in the armor of the traditional LMS.   There are single products out there for almost every function of the LMS; they do it and do it better.   This is one reason why some contend that the days of the LMS are numbered.  iAuthor does a great job of presenting content, even more so because it allows for the seamless incorporation of Creative Commons and other open materials.

However, the reason why iAuthor’s powers of disruption are limited is that it is tied to the iPad.  In order to invest the time it takes to learn the full capabilities of iAuthor, you had better be sure that your students have access to this technology.  As far as academic use is concerned, the fate of one seems tied to the fate of the other.  All we can do now, is to keep testing the viability of the iAuthor + iPad in the classroom to see if the utility of the two together is enough to overcome the cost.

In the coming months, we will be posting on one experiment of designing a course on iAuthor and using that course in the face to face classroom.  Stay tuned… it’s going to be an exciting ride!

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Filed under eBooks, education course content, education technology, iBooks, Learning Management Systems, online education, Suzanne Kissel

The Real Apple Education Gamechanger… iTunesU?

by Dr. Suzanne Kissel

When reporting on Apple’s entry into the educational space, most commentators lingered fondly over iBook and capabilities offered by iAuthor.  However, the new iTunesU App may be the real game changer in how institutions offer and students interact with course content.

It’s easy to understand why the new iTunesU App played third fiddle to the other initiatives.  A mostly bypassed button on iTunes, iTunesU offered free-to-watch lectures and audio podcasts.   In Apple’s iPad-centered view of education, the capabilities of the iTunesU App for content delivery and interaction could render technologies such as the Learning Management System, obsolete.

Here are some of the reasons why:

1)   Ease of Use:  Quite simply, materials offered in iTunesU look like the typical course binder where learners can view course information, posts, notes, and materials.  The only “electronic” thing about this is that it’s offered on an iPad.  This is a far cry from current electronic delivery methods that require elaborate help mechanisms and student orientations.

2)   Single Point of Access:  From the iTunesU course binder, learners can download all course materials whether they’re videos, apps, or books from iBooks.  This also includes lecture, notes, study sheets and PDF’s that can be attached to the syllabus.  Moreover, instructors can create materials in iAuthor and make them available in their iTunesU course binder.  iTunesU is not only the glue that holds iBooks and iTunes together, but it’s the mechanism that could weave these applications into the very fabric of education.

3)  Interaction:  We’ve already seen how iTunesU allows the instructor to gather materials in one and offer them, possibility even free of charge, to students.  What hasn’t been apparent is how the applications offers students the same capabilities.   Learners can synch their notes and course information between devices, all kept in their iTunesU account.  In addition to taking notes on the material, iTunesU offers students a checkbox for each course section, allowing them to track their progress.

Although there are many questions still to be answered, iTunesU holds enormous promise for the delivery of content.  Not only does it promise to be the venue for integrating low-cost textbooks in the lives of students, it offers instructors the means to tap the endless customization promised by iAuthor.  Anyone who has witnessed a learner pay over 90 dollars for a textbook and than another fee on top of that for access to electronic materials knows that textbook cost is an issue.  Anyone who has seen instructors pour hours into revamping a course when publishers release new editions or ask students to buy several textbooks, only to read a chapter from each one, can see problems in these practices as well. It could be, with iTunesU, that the revolution is finally at our door.

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Filed under eBooks, education, education course content, education technology, Learning Management Systems, online education

From eBooks to iBooks: Apple Repositions Itself in the Education Space

Dr. Suzanne Kissel provides thought leadership to a number of higher education institutions in the Teaching & Learning areas. She has been in instrumental in developing Academic Technology Strategies for colleges and universities throughout the United States, and she provides valued leadership in program development, academic assessment, and strategic planning. Suzanne joins the Learning Through Play & Technology blog with her first post here on Apple’s announcements of the day regarding the education market.

Upon hearing the word eBook, most students and faculty members imagine lines of text with an intermittent picture or two.  Purchase models for these books vary, with some available for lease.  Despite a decent amount of hype in 2011, eBooks had what can best be described as a very uneven reception in pilot programs across the United States.

In a much anticipated announcement, Apple positioned itself to make the eBook story a very different one in 2012.

Speaking from the Guggenheim Museum, Apple representatives announced two new applications.  The updated version of Apple’s popular iBook application, iBooks2 is free and available from the app store beginning today.  The other of the two applications, iBooks Author, allows any interested party to easily create interesting, interactive iPad lessons.  Rather than simply putting a book on the screen, iBooks Author allows authors and publishers to harness the multimedia advantages of the tablet to transform text into experience.  For instance, learners can electronically “mark up” their iPad books and keep those annotations, along with the books, after the conclusion of the course.

In addition to the two applications, Apple announced that it was expanding iTunesU beyond the realm of higher education to reach into elementary and high schools.

Apple iPad with iTunesU – Photograph: Shannon Stapleton/REUTERS

To support this initiative, Apple has formed partnerships with Pearson, McGraw-Hill and Houghton Mifflin Harcourt.  These three publishers are responsible for 90 percent of the textbooks used with courses taught in the U.S.  In addition, DK. Publishing, which offers vividly colored books for younger readers is also joining the team.

The promise of this announcement is that it could pave the way for the release of highly customized, interactive, and inexpensive textbooks.  According to Phil Schiller, Apple’s marketing chief, the new, interactive iPad books would cost $14.99.  Whether the low cost of the textbooks could outweigh the comparatively high cost of the iPad itself (beginning at $499) remains to be seen.  Regardless, the announcement certainly pulls the eBook to the foremost of the new advances promising to change the face of education.

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Filed under eBooks, education, education course content, education technology, iBooks, technology