Enjoy this succinct, two-page summary of a concurrent session from SCUP's 2010 annual conference. You'll be reading a 50-page set of such summaries that until very recently were only available to SCUP members and others who attended SCUP-45 in 2010. We've left the page open for you to "How Do Smart Meters Make a University More Intelligent?" Just click on the image below.

With the help of SmartSynch, the University of Mississippi (UM, or Ole Miss) has embarked on an ambitious energy-management pilot. SmartMeters transmit data on individual buildings’ real-time energy consumption, providing analysis capability that is yielding granular understanding of buildings’ efficiency levels and occupants’ utilization habits. Social media is being used to disseminate the data transparently, engaging the campus community. Financial reward programs will drive deeper engagement and more behavior change. Dashboards will facilitate comparisons and analysis, with the insights leveraged to inform policy decisions and intelligent building design. The program’s educational and societal value will be compounded when graduates spread its philosophy and practices far and wide.

So, what do you think. Will we look back in 40 years and see nothing but the memories or bones of academic libraries? Or, will there still be units performing related duties that we still label, or at least think of occasionally, as libraries?

This blog post links to three, related commentaries. What do you think from the unique perspective of a SCUPer? Reply in the comments below, or go to SCUP's LinkedIn group and engage with the discussion there. Be sure to share not only your thoughts, but links to related resources. Thanks!

Early in 2011, before most of academia was even out of winter holiday hibernation, Brian T. Sullivan of Alfred University wrote a letter to The Chronicle of Higher Education, which is written from the perspective of a 2040 autopsy on the body of the dead academic library. His autopsy concluded that the death of the library could have been avoided by more realistic planning now.

In summary, it is entirely possible that the life of the academic library could have been spared if the last generation of librarians had spent more time plotting a realistic path to the future and less time chasing outdated trends while mindlessly spouting mantras like "There will always be books and libraries" and "People will always need librarians to show them how to use information." We'll never know now what kind of treatments might have worked. Librarians planted the seeds of their own destruction and are responsible for their own downfall.

As you might expect, there was a lot of buzz in the comments.

Nearly three weeks later, The Chronicle published another opinion, by Patricia A. Tully of Wesleyan University, who writes (labeling Sullivan as a Cassandra) that the end of the library is a long ways off:

Mr. Sullivan ends his article by stating that librarians "planted the seeds of their own destruction and are responsible for their own downfall," and he implies that this was in part by participating in the digitization of print materials and the development of a variety of online, unmediated services. But librarians should not be resisting these efforts to increase and enhance access to content—a central value of our profession is to make content as discoverable and accessible as possible to as many people as possible.

And in leading these efforts, we are not making our professional obsolete. Librarians in 2050 will be doing the same thing we are doing now—making content accessible to our users. We will be doing this very differently, of course, just as we are doing things very differently now than we did in 1960. The library will look and operate differently, and perhaps provide a different kind of experience for students and faculty. But the library's end is a long way off.

 Then, last week, James C. Pakala of Covenant Theological Seminary (St. Louis), asserts that Sullivan's autopsy report "Overlooks Libraries' Other Roles," saying that libraries do more than serve undergraduates, and also that faculty and staff require a great deal of information searching and analyzing assistance.

And as to IT taking over libraries, the opposite tends to predominate, owing to such factors as librarians' faculty ties, organizational ability, relational skills, etc. Ironically, the last Educause Review issue of 2010 even warns that campus IT operations could fade as technology becomes ubiquitous and consortia or other competitors beckon.

So, what do you think. Will we look back in 40 years and see nothing but the memories or bones of academic libraries? Or, will there still be units performing related duties that we still label, or at least think of occasionally, as libraries?

This blog post linked to three, related commentaries. What do you think from the unique perspective of a SCUPer? Reply in the comments below, or go to SCUP's LinkedIn group and engage with the discussion there. Be sure to share not only your thoughts, but links to related resources. Thanks!

Current Cites, is one of the most consistently high-quality email newsletters SCUP scans for you. First published in 1990, it is nearly as old as SCUP Email News. 

A team of librarians scans the literature for information technology resources and studies that inform academic library leaders. They select and annotate the best 8-12 each month, and send those annotations as an email newsletter. The same content is available on the Current Cites website and as an RSS feed.

The January 2011 issue covers topics that include: 

• How a library system changes its networking and reduced networking costs (but probably increased management costs);
• A study on how library patrons search for articles which has implications for how many article databases libraries need to subscribe to;
• The creation of regional repositories of legacy print collections;
• How students and scholars from different disciplines use digitized and virtual materials differently in their work; 
• A Cornell University internal study about how its print collections are utilized or circulated (or not);
• And more.

Diane Auer Jones is a former Bush administration department of education official who is now employed in for-profit education world. In this aggressive post to The Chronicle's blog, Brainstorm, she takes on some regulatory changes by the Obama administration and posits them as mostly about hindering the uses of information technology. The entire piece includes no mention of her employment or of the fact that the new regulations are intended to cope with quality control issues by some major for-profit competitors.

It will not be long before students in brick-and-mortar classrooms will be required to have clickers in their hands so that they can press the button every 15 minutes to prove they are awake and in the room, and so that a computer can record each time they raise their electronic hand to ask or answer a question. Faculty members will need to preserve thousands of e-mails to show that they interacted with a student, even if he or she missed class on a given day. I guess faculty will be required to keep electronic logs of who visited during office hours, too. ...

You are absolutely correct, Mr. President, that the world has changed. So maybe it is time for your Department of Education to realize that the students of tomorrow will not be educated with chalkboards and overheads, no matter how much those of us who are over 40 wish to relish the glory days of our own college past. I challenge anyone who questions the quality of online education to sign up for an online course to see first hand just what it is like. Go ahead. Do it. Come back and tell us how it was. But for those who have never experienced online learning or teaching first hand, perhaps it is time to stop parroting hearsay and start making some evidence-based observations of their own.

Thank you, Mr. President, for recognizing that technology has changed our world. It is now time to allow technology to change higher education.

For the past several months, SCUPer Donald M. Norris has been interviewing leaders in the field of analytics, with regard to higher education. He has summarized best practices and vision in the white paper this post is titled after is also subtitled: "Insights on the Leading Edge From Interviews With Vendors, Practitioners, and Thought Leaders." It can be downloaded at the Public Forum on Action Analytics. 

The following quotation is from page 7,  "Five Insights From the Vendors":

• First, greater affordability and substantial pressure for continuing cost reductions was a pervasive theme. Institutions are demanding this and the vendors are responding. Vendors expressed the desire to provide analytics solutions for any type of institution, and touted examples of community colleges, small professional schools, and mid-sized universities that had deployed affordable analytics applications. The financial crisis will accelerate the affordability imperative.

• Second, the need is widely recognized for analytics that are designed and delivered for the masses and are user friendly and widely available. While some power-user-based reports will continue to be “pushed” out to users, over time analytics increasingly will be “pulled” by ever more sophisticated end users using applications crafted for the masses.

• Third, multi-vendor analytics environments on many campuses will continue to be the norm. Many leading-edge institutions are hedging their bets against a single vendor solution. Indeed, no single vendor solution exists for the multitude of analytics needs and opportunities necessary to achieve the ultimate solution – Action Analytics.

• Fourth, the conversation about new analytics capabilities is closely linked to the emergence of the enterprise technology that will succeed LMS 1.0. On the exhibit floor and in the hallways at EDUCAUSE 2010, a favorite topic of conversation centered on “What is your next LMS decision going to be?” Institutional leaders are exploring many options, including no formal LMS at all. These conversations inevitably included enhancing the analytics that existing LMSs have been unable to provide or support adequately.

• Fifth, there is greater sophistication in talking about the future uses of affordable analytics among vendors and campus executives: presidents, provosts, CFOs, CIOs, and campus planners. Over the past several years, the ERP, LMS, and Analytics vendors have been educating the marketplace – and one another – on how to move beyond the limitations of the existing ERP and LMS stacks. What new analytics needs will be required to deal with emerging institutional needs. Likewise, campus leaders have been facing greater pressure to provide accountability statistics and to improve performance, which requires embedded, formative analytics.

We don't doubt that "social learning" tools are either going to prove useful and popular or the equivalent functionality will eventually just be built into a student or a faculty member's tool kit for teaching and learning.

This article in The Chronicle of Higher Education by Marc Parry and Jeffrey R. Young discusses the concept, one early failure, and then takes a look at four of what the authors consider to be the most interesting new tools available for use: FinalsClub, OpenStudy, GradeGuru, and Mixable.

The comments below the article are interesting, if predictable:

I agree with drfunz. Students are being co-opted by companies/sites like Facebook that claim to link them globally in an instant--like a party all the time. The reality is that many of these sites depend on dollars from advertisers who depend on number of hits. Eventually, it all falls down. Look at Wikipedia who has its founder pictured above the entry, flogging for money to support a "social research" site. That comes now after years of teachers saying that Wikipedia is nothing more than a superficial knowledge site for those who don't know ANYTHING about the topic and banning it as a real source of research.

Teachers who immediately run to social network sites because that is where the students go are often only doing two things: wanting to show the students they are hip and cool, and therefore worthy of respect, OR letting the tail wag the dog--letting student habits dictate pedagogy. "Just in time" is a phrase that applies to shipments of goods, not learning. Students who learn "just in time" by looking it up, carrying PowerPoint sheets into tests, and only doing online research will forget that information very quickly--often before the test or paper due the next day. It's basic psychology: short term memory can only hold 7 items +/- 2 for 30 seconds. The only way to get it into longterm memory is to practice, restate, review--none of the processes that are part of the "click click" computer generation.

This writer's response to discussion of "information overload" has become pretty routine. Hearing that phrase makes me want to yawn. This nice essay in The Chronicle Review by Ann Blairabout information management before digital books is a calm, somewhat reflective piece of a sort I would like to see more of. In the near future, when I hear talk about "distraction," I will use this phrase from Seneca's work: "[T]he abundance of books is a distraction."

Reactions to overload have often been emotional, whether hostile or enthusiastic. Early negative responses include Ecclesiastes 12:12 ("Of making books there is no end," probably from the fourth or third century BC) and Seneca's "distringit librorum multitudo" ("the abundance of books is distraction," first century AD). But we also find enthusiasm for accumulation—of papyri at the Library of Alexandria (founded in the early third century BC) or of the 20,000 "facts" that Pliny the Elder accumulated in Historia naturalis (completed in AD 77). Though we no longer care especially about ancient precedent, we hear the same doom and praise today.

Overload has also triggered pragmatic responses, as generations have done their best to locate and use the information they seek, under inevitable constraints of time, energy, and other resources. Typically we select from collective storage facilities, like libraries and the Internet, and not only books and Web pages but also specific parts of them (like arguments, quotations, or facts). If we wish to revisit results, we need to store them so that they are retrievable. Electronic media have prompted attempts (as in Microsoft's MyLifeBits) to store the entirety of an individual's experiences, but among scholars a more conventional method is to take notes and store selections or summaries.

A major portion of what planners do is communication. We think this article from EDUCAUSE Review is a nice summary of where we see information streams going in the very near future. It's worth your time to look it over, if for no other reason than that it will provide useful perspective: "For the longest time, we have focused on sites of information as a destination; we have viewed accessing information as a process and producing information as a task. What happens when all of this changes?"

Note the use of "alignment" in the following quote:

If we consider what it means to be "in flow" in an information landscape defined by networked media, we will see where Web 2.0 is taking us. The goal is not to be a passive consumer of information or to simply tune in when the time is right, but rather to be attentive in a world where information is everywhere. To be peripherally aware of information as it flows by, grabbing it at the right moment when it is most relevant, valuable, entertaining, or insightful. To be living with, in, and around information. Most of that information is social information, but some of it is entertainment information or news information or productive information. Being "in flow" with information differs from Csikszentmihalyi's sense of reaching a state of flow, since the former is not about perfect attention but is instead about a sense of alignment, of being attentively aligned with information.

What future role does analytics play in assisting planners to keep constituents' information streams appropriately aligned with an active plan, or planning process?

Last week, we had the welcome opportunity to attend the second Action Analytics Symposium in St. Paul, MN. Doug Lederman, of Inside Higher Ed was also there. He moderated a panel discussion. Here's his report on the symposium and other, related movements aimed at getting better data-informed decisions made about student learning:

Those behind Action Analytics wouldn't dare assert that they have a clear solution to that problem, but they left last week's meeting vowing to keep attacking it. They plan to convene national experts in a Web-based community of practice, and to test out concepts locally in the Twin Cities, involving not just the host institutions but the mammoth University of Minnesota, too. While some participants expressed concern that the continuing economic woes in the states would discourage progress on this front -- since "bad times sometimes erode away what was innovative," said [SCUP board member Linda] Baer of MnSCU -- others argued that the combination of economic necessity and continued external pressure from federal and state policy makers would compel college leaders to find new ways to improve their own performance. "If we don't," said [Aimee] Guidera of the Data Quality Campaign, "we will go the way of newsprint."

If you just happen to be hoping that no one ever brings you into a discussion where your ignorance about "cloud computing" can be ascertained, we've got the resource for you: Cloud Computing Explained. It's the lead article, by Rosalyn Metz, in a themed issue of EDUCAUSE Quarterly that is wholly devoted to cloud computing issues, trends, and challenges. Read it and be ready for any discussion.

Key Takeways listed for this item include:

• The NIST definition of cloud computing is concise and uses industry-standard terms.
• Exploring the five characteristics, three service models, and four deployment models for the cloud in the NIST definition clarifies cloud concepts.
• Examples of cloud-based technologies explained in this article promote a better understanding of the cloud.
• The more informed IT departments are about the cloud, the better their position when making decisions about deploying, developing, and maintaining systems in the cloud.