Friday, October 31, 2014

Big Block of Cheese Day 2014

When I moved to Morris in 2010, I wanted to find a way to connect with campus. The IT Director / Campus CIO position had been vacant for several years, so most of the students, faculty, and staff were unaware of my role and how I can help find the right "fit" for campus technology. I looked to history for my inspiration. In 1837, President Andrew Jackson's supporters gifted him with a wheel of cheese weighing 1,400 lbs. Jackson put this cheese in the Entrance Hall of the White House and invited the people of the United States to come into the White House and eat the cheese, and thereby meet the people who represented them in government.

I decided to host my own "Big Block of Cheese Day," to invite the campus community to share in a wheel of cheese, and thereby meet the person who represents their campus in technology. Food attracts people, so I was sure to get some folks to stop by. But an IT guy handing out food will only get you so far. So I drew on my English-Scottish ancestry, and decided to wear my kilt. An IT guy wearing a kilt was sure to advertise itself. And it did!

I've hosted a "Big Block of Cheese Day" every year in the Fall. This year's "Big Block of Cheese Day" was another great success! In a little over two hours, people had completely consumed the 12 lb wheel of cheddar.

It was tons of fun, and lots of students, faculty, and staff turned up to have some cheese and talk about campus technology! We talked about printing, accessibility, mobile devices, wireless, Zimride, and other topics.


I also shaped the event by asking folks to comment on a hallway "idea board," where they could suggest a technology need they would like to see addressed on campus. If they didn't have time to write on the board, they could instead put a "star" next to an item they agreed with. This idea board forms part of our IT Input Cycle, which we continue to leverage every year.


I'd like to thank everyone who helped in making Big Block of Cheese Day such an engaging and informative event. And special thanks to Elizabeth Sunde in Catering who found a wonderful, tasty cheese to share!

Tuesday, October 28, 2014

Cheese is coming

my tartan: the Duke of Fife, modern
When I moved to Morris in 2010, I wanted to find a way to connect with campus. The IT Director / Campus CIO position had been vacant for several years, so most of the students, faculty, and staff were unaware of my role and how I can help find the right "fit" for campus technology.

But my challenge was How do I introduce myself? You can throw a party, but it's pretty sad if no one stops by. Instead, I needed to find a "hook" to interest people.

I looked to history for my inspiration. In 1837, President Andrew Jackson's supporters gifted him with a wheel of cheese weighing 1,400 lbs. Jackson put this cheese in the Entrance Hall of the White House and invited the people of the United States to come into the White House and eat the cheese, and thereby meet the people who represented them in government. According to White House history, the cheese was consumed in two hours, and the White House smelled of cheese for weeks. You may have heard this story in TV's The West Wing, and it was a real thing.

I decided to host my own "Big Block of Cheese Day," to invite the campus community to share in a wheel of cheese, and thereby meet the person who represents their campus in technology. Food attracts people, so I was sure to get some folks to stop by. But an IT guy handing out food will only get you so far. So I drew on my English-Scottish ancestry, and decided to wear my kilt. An IT guy wearing a kilt was sure to advertise itself. And it did!

The first "Big Block of Cheese Day" was a great success. We shared a 12 pound wheel of cheddar and discussed campus technology: what people were using, how they were using it, and how I could help them in new technology. I ran out of cheese after only two hours.

Based on the success of that event, folks asked if I would do another "Big Block of Cheese Day" the following year. So I did—and again, it was a huge success! Even more people stopped by. I also shaped the event by asking passers-by to comment on a "hallway board," where they could suggest a technology need they would like to see addressed on campus. If they didn't have time to write on the board, they could instead put a "star" next to an item they liked. This hallway board formed part of our IT Input Cycle, which we continue to leverage every year.

As things go on a university campus, if you do something two years in a row, it becomes tradition. I have hosted a "Big Block of Cheese Day" every year in the Fall. Students comment that "Cheese Day" is a lot of fun. From my end, it's great to meet people on campus. And I love the opportunity to solicit ideas and "needs" via the hallway board.

This year's "Big Block of Cheese Day" will be on Friday, October 31—Halloween! Join us in the Student Center next to Higbies, from 10:00am until noon. We'll have a big wheel of cheddar and crackers. While you're there, drop a comment on the hallway board. To get the conversation going, we'll start the board with the five IT priorities identified by the TechPeople community of practice group. And yes, you'll get to see me in the kilt.

I hope to see you there!
image: Jake's Direct

Wireless and the public spectrum

A colleague shared an article from NetworkWorld, discussing the implications of the FCC decision on Marriott hotel that says it's illegal to interfere with public airwaves.

It's important to understand the issues on both sides. In short, people want to be free to use the electronics devices they have. A popular mode is "MiFi," personal WiFi hotspots that allows your laptop or tablet to access the Internet through your phone's 3G or 4G network. On the other side, “Any devices brought by students will interfere as the spectrum is fully used by the school’s wireless,” according to Austin College network and operations manager Thomas Carter.

So you may ask, why is MiFi a problem? As the article explains: mobile titans like Verizon and AT&T pepper the landscape with Mi-Fi devices, and get steamed when students bring classroom Wi-Fi to its knees with iPhone personal hotspots all on channel 2 at power well beyond what our own APs put out.

In other words, these MiFi devices are all communicating on the same wireless channel, which interferes with other devices on the same channel—including university access points.

The article quotes Pete Hoffswell, network engineer at Davenport University in Grand Rapids, in reminding us, “That’s an open, public spectrum that’s available to anybody.” According to Hoffswell, network administrators will just have to grin and bear it, where this type of interference is concerned. WiFi is a public airspace, and universities will need to be careful not to tread the line, as Mariott did. Mariott addressed the wireless congestion by sending de-AUTH packets, effectively "jamming" the MiFi devices until guests abandoned MiFi in favor of the hotel's controlled wireless network.

Friday, October 24, 2014

You are not Steve Jobs

I found this article at Help Scout and found it interesting. I was going to use it on my research blog, Open Source Software & Usability, but decided it was a better fit here at Coaching Buttons. We are now starting another input cycle to listen to our campus constituents, to learn what new tools will best support the teaching and learning mission.

While campuses want to be engaged and part of the decision-making process, Apple and Steve Jobs viewed the landscape differently. Rather than consult with customers, Apple pioneered new opportunities, exploring innovative new product ideas. Granted, this was not always successful; one only needs to look at the Apple Lisa and the Newton for examples. But on balance, Apple has found success.

At Help Scout, Gregory Ciotti writes about Why Steve Jobs Didn't Listen to His Customers. The article begins with this memorable Jobs quote: “It's really hard to design products by focus groups. A lot of times, people don't know what they want until you show it to them.”

The article is filled with examples and quotes and scenarios typical of Apple's attitude to new product innovation:
The Benefits of Sheltered Innovation

How can people tell you what they want if they haven’t seen it before? If we ask them what they want, we’ll end up doing Swan Lake every year! –Cirque du Soleil

Any innovative company struggles with how much to listen to customers. Most realize that you cannot trust them to tell you what your next new product will be.

How can you get ahead of the curve if your customer feedback mostly consists of today’s popular ideas?

Do Customers Really Know What They Want?

“If I had asked people what they wanted, they would have said faster horses.” –Henry Ford
The article concludes with the reminder "You Are Not Steve Jobs." As much as some of us like to think otherwise, not everyone is the next Steve Jobs. Often, customers won't reward you for failing to consult with them. From the article:
If customers were asked to improve the music listening experience back in a day where CD players ruled, they likely couldn’t have envisioned the iPod. But then again, you probably aren’t producing the next iPod.

But the Jobs method cannot apply across the board to all companies, which becomes pretty apparent when analyzing the results of Apple practices being employed at less similar companies.
So how can you gather input from your customers? Find out what customers want without directly asking them. Ask lateral questions that target how people use tools, how they teach classes (faculty) or how they learn best (students). What sort of things grab their attention? Where have they had trouble understanding, and what elements had the strongest lasting impact? By asking questions in this way, you may gain valuable insight to how technology can serve your campus.
photo: Wikipedia. Original uploaded by Matt Yohe (CC BY-SA)

Tuesday, October 21, 2014

The U of M and Unizin

I wanted to share this update from the Office of Information Technology, about Unizin.
By now you’ve probably seen the Provost’s message regarding the University of Minnesota joining Unizin. Over the next one to three years, we’ll determine if Unizin membership is a good fit for the University of Minnesota.

Unizin benefits Higher Ed by collectively owning (buying, developing, and connecting) academic technology solutions. As members of Unizen, we can choose whether or not to leverage their solutions.

The primary motivation for the University joining Unizin is our great interest in preserving faculty ownership of course content, and to ensure access to learning analytics remain under the control of faculty and our institution.

The first of many solutions Unizen will offer is the "Canvas" Learning Management System (LMS). While Canvas is of limited interest to us, the opportunity to test the system is likely something we will pursue later this year as part of our ongoing exploration of many new tools. While most tools we look into will not become offerings, investigating new solutions is key to our process of HypeCycle management.

To be clear: our commitment to Unizin does not mean we are moving away from Moodle to Canvas. We remain committed to Moodle and to its evolution for the foreseeable future. Any change in this position will come only after substantial consultation and engagement of the University community.

For more about Unizin, check out their FAQ page.
image: Unizin

Monday, October 20, 2014

Work better by taking breaks

Writing for The Atlantic, Derek Thompson describes A Formula for Perfect Productivity: Work for 52 Minutes, Break for 17. Perhaps you find yourself getting distracted while writing a document, or responding to email. These tasks often require us to think, to exercise decision-making. And doing so can be hard work.

Thompson writes, "Many of us have a cultural image of industriousness that includes first-in-last-out workers, all-nighters, and marathon work sessions. Indeed, there are many perfectly productive people that go to the office early, leave late, and never seem to stop working. But the truth about productivity for the rest of us is that more hours doesn't mean better work. Rather, like a runner starting to flag after a few miles, our ability to perform tasks has diminishing returns over time. We need breaks strategically served between our work sessions."

Some of you may recognize this as a variation on the Pomodoro technique, which I first heard about in a software development context. Pomodoro requires breaking a task into manageable "chunks." Set a kitchen timer, typically for 25 minutes, and use that dedicated time to work on the next chunk.

The formula referred to in Thompson's article says "the highest-performing 10 percent tended to work for 52 consecutive minutes followed by a 17-minute break. Those 17 minutes were often spent away from the computer."

Just as occasional vacations are necessary to renew our energy, to bring new focus and fresh perspectives, you also need to take regular breaks throughout the day. Take a walk, or look out your window. Do something that isn't in front of a computer. Use this moment as an opportunity for play, to distract yourself from the immediacy of what's in front of you. When you return to your desk, you will be better prepared.
photo: David Svensson

Friday, October 17, 2014

The Millennial culture

An interesting article on Elite Daily discusses how Millennial culture differs from those before it, and how that will change the way we work with others. Written by Lauren Martin, a self-described Millennial or "Gen-Y," the article includes 50 things about Millennials that shed light in managing the new generation. But 50 things is a long list to quote, so I have grouped them into themes here, with a few samples from the original article:

Millennials prefer to do it their own way.
"We play by our own rules. We don’t take the first answer given to us. We don’t care about getting into trouble. We hate that “old boys club” sh•t."
Millennials are motivated by passion, not the job or the paycheck.
"We’re willing to work for nothing if it means being happy… Despite being in debt. We refuse to hate what we do. We know there’s always a better way. We want careers, not jobs."
Millennials know what they want, and will ask for it.
"We have social media on our side. We have less to lose and everything to gain. We have that “f•ck you” attitude. We are trying to beat the system, not just work with it."
Millennials grew up with technology and learning on their own.
"We know technology a hell of a lot better. We’re more educated, by the book and the street. We don’t have to go to college to get ahead."
Millennials bring a modern outlook.
"We’re getting married later and working younger. We’re listening to our women. We want freedom more than anything else. We know they need us more than we need them."
Millennials seek satisfaction in life.
"We know what makes us happy. We know what doesn’t make us happy. We learned from our parents mistakes. We have each other."
photo: Steve Wilson

Monday, October 13, 2014

Are you a bad boss?

It took me until my second job before I experienced a bad boss, which makes me luckier than most. But I decided to learn from the interaction, and dedicated myself to avoiding the mistakes I found prevalent in his behavior. I feel that has made me a better supervisor, a better manager, a better director.

The ability to learn from others' mistakes is an important life skill. We don't have time to make all the mistakes ourselves; sometimes, you need to learn from what others are doing, even it's to not do what they are doing.

Lisa Quast wrote in Forbes about How To Spot A Bad Boss Before You Accept The Job Offer. It's an article written for those about to enter the job market, to help you identify the bad behaviors in your interviewers, how to recognize the bad bosses before you take the job:

  1. They’re late for the job interview.
  2. Their office is unusually disorganized.
  3. They ask illegal questions during your interview.
  4. Other employees avoid the hiring manager.
  5. They don’t focus on the job interview.
  6. They don’t ask difficult questions.
  7. They keep changing the topic of conversation to talk about themselves.
  8. They display anger management issues.
  9. They can’t clearly communicate what it will take for you to be successful in the position.
  10. They don’t have a clear vision with goals and objectives for their department.

But I would like to turn this around, to convert these "bad boss" qualities into "leaderful lessons." Distilled from Quasts's list, here are my themes to be a better supervisor:

Be respectful of others.
How you interact with those around you is a direct reflection of your leadership style.
Engage with those around you.
It's all about relationships, and relationships are currency. Don't remain distant; talk with people, get to know what's going on.
Maintain focus.
There is an appropriate time to check email or update your Facebook status, and that time is not when you are in a meeting or talking to someone. Stay in the moment, and give all of your attention to the discussion.
image: Clip Art Free

Friday, October 10, 2014

Update: U of M is retiring UThink Blogs in June

I wanted to share this update about the UThink blog service, from the Office of Information Technology and U of M Libraries. I shared similar updates in July and March. Note that the date has changed: The University had planned to retire the UThink system at the end of this year, in December 2014. Now, the date is moved back to June 2015.
This is a reminder that the UThink blog system at blog.lib.umn.edu is in the process of being retired. Due to feedback received from various stakeholders, we have extended the date of retirement to the end of June 2015.  Hopefully this will give everyone still on the system the time they need to find alternative platforms.

Other key dates in the decommission process:
  • The ability to create new blogs or sites on the system was removed on July 3, 2014.
  • Existing blogs will be accessible, including editing capabilities, throughout the 2014 fall semester and the 2015 spring semester.
  • Full system decommission June 30, 2015.
You are encouraged to consider alternatives to UThink now. Please see UThink Migration Strategies for more information on possible platforms and migration assistance.

Please refer to the original announcement for additional details about the retirement of UThink.

Questions and comments should be directed to Technology Help at (612) 301-4357 (Twin Cities 1-HELP), help@umn.edu, or uthink@umn.edu.
image: UThink

Engage your audience

George Bradt at Forbes writes with this advice for those about to give a presentation: Big Presentation? Don't Do It—Have A Conversation Instead. We should all be familiar with the phrase "Death by Powerpoint." It's when you are bored to tears by a presenter droning on, aided by an endless supply of Powerpoint slides.

I rarely find Powerpoint slides to be engaging. I prefer to use a bare minimum of slides. What slides I include tend to be visual aids: a photograph or chart, with very little text. Presentations should avoid distractions.

The first rule of using Powerpoint is: Don't use Powerpoint. To that end, Bradt recommends an engaging conversation with the audience. This makes the audience think, makes the audience part of the experience, and leaves the audience feeling differently. Citing Mike Broderick at Turning Technologies, Bradt shares these tips:

Think about the questions you can ask your audience to help them get down the road. What questions will engage your audience, to start them thinking more deeply about the topic? What will "hook" them?

Leverage polling or some other technique to disarm the audience. In my meetings, I have used affinity exercises and "dot" voting to great effect. Anonymous polling allows the group to quickly reach a consensus, and they are more likely to ask follow up questions.

React to surprising answers. Take responses seriously, and adjust the conversation to take new ideas into account.
photo: mine ("How not to use Powerpoint")

Monday, October 6, 2014

Technology is not a learning outcome

At my campus, I work with faculty and students to leverage technology in support of teaching and learning. That's our mission in higher ed: to support instruction. Technology in higher education is in partnership with faculty and students.

To that end, I wanted to share this item from the Center for Teaching Quality. Originally posted in 2013, where it garnered 4,000 views on Flickr and over 500 shares/favorites/retweets on Twitter, Bill Ferriter's hand-drawn image reminds us that Technology is a Tool, not a Learning Outcome.

Bill's image asks the question "What do you want kids to do with technology?" and answers the question with this list of right and wrong answers. A few are listed here:

"What do you want kids to do with technology?"
Wrong answersRight answers
  • Make Prezis
  • Start blogs
  • Create Wordles
  • Raise awareness
  • Start conversations
  • Join partners
Photo: zzpza

Friday, October 3, 2014

The library is not just for books

Melissa Ezarik at University Business describes the modern campus library: "While still a place where one can study, today’s campus libraries are active spaces that offer so much more." Campus libraries are no longer just about books; they form the center of a learning commons filled with collaboration spaces that make it easy to study and learn in groups. From the article:
… Collaboration spaces “tend to look less like board rooms and more like small restaurants, with chairs and tables that can be moved around easily.”

… Reference areas have evolved, too. Rather than rows of single computers, these are often spaces where a discussion is taking place about materials pulled up on a large screen.

… There’s also likely to be a mix of hard and soft chairs, rather than a space crammed with as much seating as possible.

… Signage that helps users get where they need to go is still prevalent, but it may well be in interactive, digital form.

… Today’s libraries are, overall, designed to be friendly places that draw in the campus community.
I also encourage you to click on the slideshow contained in the article for a look at the new library model.

It is interesting to compare this with the library learning commons we are trying to build here: At the University of Minnesota Morris, we have been working on plans to extend our library to become a new "learning commons," a destination for both individual and group learning. We have actually been developing these plans for a number of years.

Although the specifics of the implementation have changed, the general plan is to convert the main level of our campus library into a learning center. Part of the learning commons would be dedicated to a "one help" center, where students would interact with reference librarians, borrow technology for short-term use, and ask for technology help—and as always, check out books. The main learning commons area would be filled with tables suitable for small groups to gather to work on projects. Each space would have suitable power and wireless for laptops and mobile devices. Other areas would provide separate, private space for practicing speeches or similar work.

Also in University Business, Elizabeth Millard describes 8 ways colleges can design technology-rich spaces, points for planning technology-rich academic enhancements such as the learning commons. Her advice:
  1. Put together the right team, right away.
  2. Get creative with funding.
  3. Put the backbone in place first.
  4. Consider key furniture decisions.
  5. Design social spaces, not lecture halls.
  6. Create a demo lab first.
  7. Provide ample faculty training and support.
  8. Consider the effects of BYOD.
And again, we are following this advice in building our own technology-supported learning spaces. This semester, we will unveil a modernized study area in our 24-hour study room & computer lab, in the Student Center. This initial effort is meant to be a demonstration of similar technology-enhanced spaces we might create elsewhere on campus.
photo: timetrax23