Work culture has changed over the past 50 years. In the 1960s, men went to work, women stayed home or had gender-specific jobs like secretaries and teachers until they had children of their own. The cliché, gold watch, was known as a retirement gift for those men who had served the same business until retirement. Managers were trained to find holes in a person's work history and stay away from those jumping from job to job every few years. Today's work culture has had a paradigm shift as younger generations have different values and ideas about their work culture. Employees of today have different expectations for their time spent working, and they stay in a job as long as they are providing something of value and learning. Once they have mastered the skills and knowledge from a job, they move on to another job that will teach them new skills and knowledge. A higher education job with an information technology services (ITS) team can be very challenging and very rewarding, but how long does an employee stay? What are the signs that they need to try something new or different? As employees, we put an emotional investment into our jobs, and the thoughts of leaving a job usually bring fear. If the time has come when employees are not engaging in their work, then it may be time to be brave, tune up the resume, and take a different road-amazing things could happen!
{"title":"Working in Higher Ed IT: Should I Stay or Should I Go?","authors":"K. McRitchie","doi":"10.1145/2815546.2815564","DOIUrl":"https://doi.org/10.1145/2815546.2815564","url":null,"abstract":"Work culture has changed over the past 50 years. In the 1960s, men went to work, women stayed home or had gender-specific jobs like secretaries and teachers until they had children of their own. The cliché, gold watch, was known as a retirement gift for those men who had served the same business until retirement. Managers were trained to find holes in a person's work history and stay away from those jumping from job to job every few years. Today's work culture has had a paradigm shift as younger generations have different values and ideas about their work culture. Employees of today have different expectations for their time spent working, and they stay in a job as long as they are providing something of value and learning. Once they have mastered the skills and knowledge from a job, they move on to another job that will teach them new skills and knowledge. A higher education job with an information technology services (ITS) team can be very challenging and very rewarding, but how long does an employee stay? What are the signs that they need to try something new or different? As employees, we put an emotional investment into our jobs, and the thoughts of leaving a job usually bring fear. If the time has come when employees are not engaging in their work, then it may be time to be brave, tune up the resume, and take a different road-amazing things could happen!","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115583734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Solutions Center service desk at Washington University provides desktop and server application support for the administrative departments and one school, the Brown School of Social Work. As part of a Shared Services initiative, we will be rebalancing the IT resources across the university, which will provide opportunities to leverage existing areas of innovation. In particular, our team has undergone ITIL-based organization and service design strategies. This paper will review how we use ITIL's Service Design methodology to frame our desktop computer service. I will describe how the processes, people, partners, and products combine to create a highly functioning support desk that provides call center and desk side support to over 2200 customers across campus. Additionally, I will describe how we organize our call center and field tech staff to deliver this service to meet the following metrics: 1. 95% of calls answered on the first attempt. 2. Average 12 seconds in queue. 3. No longer than 20 minute call duration. 4. Field Tech will respond to desk side within 20 minutes. 5. No tickets not updated in more than three days. In our environment, we target one technician to 150 users. With over 2200 users, we use organizational structure and processes to provide great service to those customers. We maintain well-known processes for on-boarding new staff, hardware refresh cycles, imaging and desktop engineering. I. Processes: on boarding, scheduled harware refresh, software licensing, desktop engineering, security, dynamic call center, inventory, and checklists. II. Products (tools): Web Help Desk ticketing system, transactional surveys, remote desktop tools, asset database, desktop automation, knowledgebase. III. People: staff - with an understanding of their role in the organization, staff rotations, training, coaching, customers IV. Partners: external vendors - software and hardware, internal application development teams, broaden scope of contractor usage, work with other university help desks. This organizational structure and the implementation of ITIL-based processes has given us the ability to provide a robust, customer-focused service that can scale up to incorporate areas of the school that are ready to move to this model.
华盛顿大学的解决方案中心服务台为行政部门和布朗社会工作学院提供桌面和服务器应用程序支持。作为共享服务计划的一部分，我们将重新平衡整个大学的IT资源，这将提供利用现有创新领域的机会。特别是，我们的团队经历了基于itil的组织和服务设计策略。本文将回顾我们如何使用ITIL的服务设计方法来构建我们的桌面计算机服务。我将描述流程、人员、合作伙伴和产品如何结合起来创建一个功能强大的支持台，为校园内2200多名客户提供呼叫中心和桌面支持。此外，我将描述我们如何组织我们的呼叫中心和现场技术人员来提供这项服务，以满足以下指标:95%的电话第一次就接通了。2. 平均排队时间为12秒。3.通话时长不超过20分钟。4. 现场技术员会在20分钟内赶到前台。5. 没有超过三天未更新的机票。在我们的环境中，我们的目标是一个技术人员到150个用户。拥有2200多名用户，我们利用组织结构和流程为这些客户提供优质的服务。我们在新员工入职、硬件更新周期、成像和桌面工程方面保持着众所周知的流程。1、流程:入职、定时硬件刷新、软件授权、桌面工程、安全、动态呼叫中心、库存、清单。2产品(工具):Web Help Desk票务系统、事务性调查、远程桌面工具、资产数据库、桌面自动化、知识库。3人员:员工-了解他们在组织中的角色，员工轮换，培训，指导，客户IV.合作伙伴:外部供应商-软件和硬件，内部应用程序开发团队，扩大承包商使用范围，与其他大学帮助台合作。这种组织结构和基于itil的流程的实施使我们能够提供强大的、以客户为中心的服务，这种服务可以扩展到学校准备转移到这种模式的领域。
{"title":"How We Deliver Our Desktop Support Services to Washington University in St. Louis the ITIL Way","authors":"Joshua Lawrence","doi":"10.1145/2815546.2815567","DOIUrl":"https://doi.org/10.1145/2815546.2815567","url":null,"abstract":"The Solutions Center service desk at Washington University provides desktop and server application support for the administrative departments and one school, the Brown School of Social Work. As part of a Shared Services initiative, we will be rebalancing the IT resources across the university, which will provide opportunities to leverage existing areas of innovation. In particular, our team has undergone ITIL-based organization and service design strategies. This paper will review how we use ITIL's Service Design methodology to frame our desktop computer service. I will describe how the processes, people, partners, and products combine to create a highly functioning support desk that provides call center and desk side support to over 2200 customers across campus. Additionally, I will describe how we organize our call center and field tech staff to deliver this service to meet the following metrics: 1. 95% of calls answered on the first attempt. 2. Average 12 seconds in queue. 3. No longer than 20 minute call duration. 4. Field Tech will respond to desk side within 20 minutes. 5. No tickets not updated in more than three days. In our environment, we target one technician to 150 users. With over 2200 users, we use organizational structure and processes to provide great service to those customers. We maintain well-known processes for on-boarding new staff, hardware refresh cycles, imaging and desktop engineering. I. Processes: on boarding, scheduled harware refresh, software licensing, desktop engineering, security, dynamic call center, inventory, and checklists. II. Products (tools): Web Help Desk ticketing system, transactional surveys, remote desktop tools, asset database, desktop automation, knowledgebase. III. People: staff - with an understanding of their role in the organization, staff rotations, training, coaching, customers IV. Partners: external vendors - software and hardware, internal application development teams, broaden scope of contractor usage, work with other university help desks. This organizational structure and the implementation of ITIL-based processes has given us the ability to provide a robust, customer-focused service that can scale up to incorporate areas of the school that are ready to move to this model.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129104792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we describe the creation of a universal design training class for faculty and staff at James Madison University. The paper will discuss the process by which the class was created, the theories that guide the learning process, the guidance of what was chosen to be included in the class, and how the class was rolled out to the campus. The paper may also be used as a guide for other colleges and universities that are interested in implementing an accessibility initiative.
{"title":"CAMMO (Creating Accessible Material in Microsoft Office): Developing an Atmosphere of Accessibility Through Training","authors":"R. Morgan","doi":"10.1145/2815546.2815566","DOIUrl":"https://doi.org/10.1145/2815546.2815566","url":null,"abstract":"In this paper, we describe the creation of a universal design training class for faculty and staff at James Madison University. The paper will discuss the process by which the class was created, the theories that guide the learning process, the guidance of what was chosen to be included in the class, and how the class was rolled out to the campus. The paper may also be used as a guide for other colleges and universities that are interested in implementing an accessibility initiative.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114622595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital Signage has been used Siena College since 2004, in the Financial Trading Lab. Expansion was initially limited to a single display in the Lobby of the college's signature building. The purpose was a medium for Academic affairs to disseminate academic events to the community. While the value of digital signage was known by a limited group at the institution, there was no movement to increase the presence of digital signs around campus. This changed in 2013 when the Student Senate championed a pilot project by providing funding for the hardware. Information Technology Services, ITS, provided support and the free to use, Rise Vision Content Management platform. We will present the lessons learned and continue to learn through this pilot implementation. We will discuss the hardware used as well as the use of the Rise Vision Platform.
{"title":"Student Driven Digital Signage","authors":"Raymond Scott Lawyer","doi":"10.1145/2815546.2815579","DOIUrl":"https://doi.org/10.1145/2815546.2815579","url":null,"abstract":"Digital Signage has been used Siena College since 2004, in the Financial Trading Lab. Expansion was initially limited to a single display in the Lobby of the college's signature building. The purpose was a medium for Academic affairs to disseminate academic events to the community. While the value of digital signage was known by a limited group at the institution, there was no movement to increase the presence of digital signs around campus. This changed in 2013 when the Student Senate championed a pilot project by providing funding for the hardware. Information Technology Services, ITS, provided support and the free to use, Rise Vision Content Management platform. We will present the lessons learned and continue to learn through this pilot implementation. We will discuss the hardware used as well as the use of the Rise Vision Platform.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116396618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leadership development has been a high priority for the Information Technology Services (ITS) unit at Winona State University. Each year the Chief Information Officer (CIO) works with the leadership team collaboratively on yearly themes in which the members of the ITS leadership team conducted a deep dive into an issue and work to enhance the employees' impact on the University. Over the years the following themes have been selected: 2008 -- 2009 Organization of ITS - Educational Lean 2009 -- 2010 Project Management - Long Range Planning 2010 -- 2011 Building a Culture of Assessment 2011 -- 2012 Professional Development Planning and Core Competencies 2012 -- 2013 Connecting the Strategic with the Tactical 2013 -- 2014 Workplace Civility (Code of Conduct) 2014 -- 2015 Communications (Internal and External) This paper highlights lessons learned on the leadership journey. Some themes have had more impact than others over the years but in many ways the ITS leadership team is continuing to build on a solid foundation. Each theme builds on work of a prior theme.
{"title":"Leadership Journey: Organization to Communication","authors":"Kenneth Janz, Robin Honken","doi":"10.1145/2815546.2815555","DOIUrl":"https://doi.org/10.1145/2815546.2815555","url":null,"abstract":"Leadership development has been a high priority for the Information Technology Services (ITS) unit at Winona State University. Each year the Chief Information Officer (CIO) works with the leadership team collaboratively on yearly themes in which the members of the ITS leadership team conducted a deep dive into an issue and work to enhance the employees' impact on the University. Over the years the following themes have been selected: 2008 -- 2009 Organization of ITS - Educational Lean 2009 -- 2010 Project Management - Long Range Planning 2010 -- 2011 Building a Culture of Assessment 2011 -- 2012 Professional Development Planning and Core Competencies 2012 -- 2013 Connecting the Strategic with the Tactical 2013 -- 2014 Workplace Civility (Code of Conduct) 2014 -- 2015 Communications (Internal and External) This paper highlights lessons learned on the leadership journey. Some themes have had more impact than others over the years but in many ways the ITS leadership team is continuing to build on a solid foundation. Each theme builds on work of a prior theme.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121916781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lehigh University is implementing the Secunia CSI application to patch faculty/staff computers on campus. This paper will cover the patch management process from the beginning to end, including vendor identification, application testing, vendor selection, implementation, deployment, and interpreting the results. We will discuss the importance of using a patch management solution to guard against data breaches as well as how vulnerable computers are without one. This paper will focus on why we chose Secunia over other products and why patch management is an increasingly necessary solution in all sectors. With breaches occurring daily, we must work on prevention. There are countless vulnerabilities across a variety of products on University computers, including: Adobe Flash, Java, and web browsers. Users often fall victim to viruses and malware as a result of these unpatched or outdated applications. Universities deal with sensitive and valuable data that needs to be protected. Patching software can help prevent breaches and therefore secure campus assets. No matter how you do it, the importance of patch management cannot be overstated.
{"title":"Patch Management: The Importance of Implementing Central Patch Management and Our Experiences Doing So","authors":"Timothy Palumbo","doi":"10.1145/2815546.2815561","DOIUrl":"https://doi.org/10.1145/2815546.2815561","url":null,"abstract":"Lehigh University is implementing the Secunia CSI application to patch faculty/staff computers on campus. This paper will cover the patch management process from the beginning to end, including vendor identification, application testing, vendor selection, implementation, deployment, and interpreting the results. We will discuss the importance of using a patch management solution to guard against data breaches as well as how vulnerable computers are without one. This paper will focus on why we chose Secunia over other products and why patch management is an increasingly necessary solution in all sectors. With breaches occurring daily, we must work on prevention. There are countless vulnerabilities across a variety of products on University computers, including: Adobe Flash, Java, and web browsers. Users often fall victim to viruses and malware as a result of these unpatched or outdated applications. Universities deal with sensitive and valuable data that needs to be protected. Patching software can help prevent breaches and therefore secure campus assets. No matter how you do it, the importance of patch management cannot be overstated.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122116030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lecture video archives offer a large variety of lecture recordings in different topics. Naturally, topics are described superficially, easily or detailed in different lectures. Users interested in certain topics have problems finding lectures describing a topic chronology from basic lectures to more detailed difficult lectures. The Lecture Butler is going to automatically offer e-learning students lectures for the topics of interest in chronological playlists. The approach is finding lecture information using title, description, OCR and ASR data. This data is indexed and searched by an in-memory database to fulfill the speed requirements for playlist creation. In the search results lectures are going to be ordered by lecture occurrence in the university semester time schedule or by given lecture level of difficulty. As a result students can automatically create playlists for their topic of interest in sequence of the lecture level. Hence, students are not overstrained by lectures when they start with basic lectures first. Basic lectures provide information to understand more complex lectures. The research shows that an automatic approach by adding the level of difficulty or university semester time table is going to show reasonable playlists to find topics of interest. This solves the main problem students encounter when they try to learn a topic step-by-step using recorded lectures. The approach will support and motivate students using e-learning opportunities.
{"title":"Lecture Butler: Teaching Reasonable Lectures from a Lecture Video Archive","authors":"Martin Malchow, Matthias Bauer, C. Meinel","doi":"10.1145/2815546.2815557","DOIUrl":"https://doi.org/10.1145/2815546.2815557","url":null,"abstract":"Lecture video archives offer a large variety of lecture recordings in different topics. Naturally, topics are described superficially, easily or detailed in different lectures. Users interested in certain topics have problems finding lectures describing a topic chronology from basic lectures to more detailed difficult lectures. The Lecture Butler is going to automatically offer e-learning students lectures for the topics of interest in chronological playlists. The approach is finding lecture information using title, description, OCR and ASR data. This data is indexed and searched by an in-memory database to fulfill the speed requirements for playlist creation. In the search results lectures are going to be ordered by lecture occurrence in the university semester time schedule or by given lecture level of difficulty. As a result students can automatically create playlists for their topic of interest in sequence of the lecture level. Hence, students are not overstrained by lectures when they start with basic lectures first. Basic lectures provide information to understand more complex lectures. The research shows that an automatic approach by adding the level of difficulty or university semester time table is going to show reasonable playlists to find topics of interest. This solves the main problem students encounter when they try to learn a topic step-by-step using recorded lectures. The approach will support and motivate students using e-learning opportunities.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129803865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an online learning course like MOOC (Massive Open Online Course), peer grading is useful for scaling the grades of assignments to the large number of students. Peer grading is also attractive because it reduces the burden of teachers and gives rich feedback to learners. In Kyushu University, we have a demand for using peer grading in some classes that include a large number of students. However, the discussion about operating peer grading in our university has not been discussed sufficiently. We developed the online peer grading system to cope with the large number of students in the class. Students can upload their assignments, grade others, and receive feedback from other students via the system. We operated it in our university's class in order to verify whether peer grading works well and return accurate scores. In this paper, we verify it with an analysis of the data of user behavior, and also comparison between peer and teacher grading scores. We show questionnaire results. As a result, although there are still issues to improve, we find the validity in peer grading to some extent.
{"title":"Implementation and Experience of the Online Peer Grading System for Our Real Class","authors":"Shunsuke Noguchi, Naomi Fujimura","doi":"10.1145/2815546.2815581","DOIUrl":"https://doi.org/10.1145/2815546.2815581","url":null,"abstract":"In an online learning course like MOOC (Massive Open Online Course), peer grading is useful for scaling the grades of assignments to the large number of students. Peer grading is also attractive because it reduces the burden of teachers and gives rich feedback to learners. In Kyushu University, we have a demand for using peer grading in some classes that include a large number of students. However, the discussion about operating peer grading in our university has not been discussed sufficiently. We developed the online peer grading system to cope with the large number of students in the class. Students can upload their assignments, grade others, and receive feedback from other students via the system. We operated it in our university's class in order to verify whether peer grading works well and return accurate scores. In this paper, we verify it with an analysis of the data of user behavior, and also comparison between peer and teacher grading scores. We show questionnaire results. As a result, although there are still issues to improve, we find the validity in peer grading to some extent.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130952056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ICT (Information and Communication Technology) is now widely used in the education area. Many teachers provide educational material as files of Word, PowerPoint, or especially pdf files in their classes. It is very convenient and useful for students to keep them on their own PCs. However, it is difficult for students to add some notes onto such files. On the other hand, many students hesitate to ask questions and to express their own opinions in classes in Japan. We know that some facilities like BBS (Bulletin Board System) encourage students to ask their questions and to express opinions in classes. In Kyushu University, all students are expected to have their own PCs according to the policy of "Bring Your Own PCs (BYOPCs)." We want to promote the paperless learning for classes. We implemented the new learning support application that provides the following facilities with the facility of SharePoint and Yammer in Microsoft Office 365: 1) To add the note to the educational material provided by teachers via SharePoint in classes. 2) To make it possible for students to share the questions, comments, and opinions via Yammer with their own PCs among the attendees in the class. We implemented the application software in Windows 8.1 to realize the above facilities. Then, Big Ban System Corporation and Microsoft Japan commercialize it as an application based on our original application. We report the design and experience of the learning support application to our university.
{"title":"Implementation and Experience of Learning Support Application for Students in Classes","authors":"Naomi Fujimura, K. Kusunoki, Shuhei Endo","doi":"10.1145/2815546.2815582","DOIUrl":"https://doi.org/10.1145/2815546.2815582","url":null,"abstract":"ICT (Information and Communication Technology) is now widely used in the education area. Many teachers provide educational material as files of Word, PowerPoint, or especially pdf files in their classes. It is very convenient and useful for students to keep them on their own PCs. However, it is difficult for students to add some notes onto such files. On the other hand, many students hesitate to ask questions and to express their own opinions in classes in Japan. We know that some facilities like BBS (Bulletin Board System) encourage students to ask their questions and to express opinions in classes. In Kyushu University, all students are expected to have their own PCs according to the policy of \"Bring Your Own PCs (BYOPCs).\" We want to promote the paperless learning for classes. We implemented the new learning support application that provides the following facilities with the facility of SharePoint and Yammer in Microsoft Office 365: 1) To add the note to the educational material provided by teachers via SharePoint in classes. 2) To make it possible for students to share the questions, comments, and opinions via Yammer with their own PCs among the attendees in the class. We implemented the application software in Windows 8.1 to realize the above facilities. Then, Big Ban System Corporation and Microsoft Japan commercialize it as an application based on our original application. We report the design and experience of the learning support application to our university.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122075686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information technology (IT) careers continue to grow and yet the number of women in them continues to decline. The gap is even more profound in leadership positions. This paper is a review of existing literature, information and statistics concerning women in higher education information technology leadership. It is a call for recruitment, professional development, and retention aimed at helping women overcome systemic exclusion from IT management. It combines the topics of women, higher education, information technology, and leadership and considers them through the lens of professional development and adult education. Finally, it discusses and endorses ideas for initiating change in our field to increase our diversity and therefore meet the growth demands.
{"title":"Women in IT: The Endangered Gender","authors":"Vicki Rogers","doi":"10.1145/2815546.2815558","DOIUrl":"https://doi.org/10.1145/2815546.2815558","url":null,"abstract":"Information technology (IT) careers continue to grow and yet the number of women in them continues to decline. The gap is even more profound in leadership positions. This paper is a review of existing literature, information and statistics concerning women in higher education information technology leadership. It is a call for recruitment, professional development, and retention aimed at helping women overcome systemic exclusion from IT management. It combines the topics of women, higher education, information technology, and leadership and considers them through the lens of professional development and adult education. Finally, it discusses and endorses ideas for initiating change in our field to increase our diversity and therefore meet the growth demands.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127285187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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