Can green tech save cash?

I saw this item in the April edition of Campus Technology, asking Can green tech save cash? Green technology is part of the Morris culture; our green campus initiatives are a huge draw for our students. We have two wind turbines that completely power the campus when the wind blows (and the wind does blow here on the prairie) and we have a biomass facility that provides about 80% of our hot water at 80% efficiency. So this article certainly caught my eye.

From the article:

But don't bolt solar panels to every flat surface just yet. Cutting-edge technology, such as solar arrays, may be sexy, but it's not where the biggest bang for the buck lies right now. The return on investment (ROI) for wind and solar projects also varies widely, depending on local climate, electricity rates, and scale. A $33 million solar project at Butte College in California, for example, is expected to recover its capital outlay within a decade, while a proposed $44,000 project at SUNY Oneonta in New York would take 44 years to recover its investment. That's longer than the 25-year warranty on the panels.

Yes, the RIO does vary based on several factors. One variable is location. Fortunately, Morris is in a great "zone" for both wind and biomass. If you go much further West into the Dakotas, you get better wind but less bio. To the East, you find more bio at the tradeoff of less wind. Here in Morris, we have the best of both: good wind, and good bio. You may know that our biomass plant is fueled by local sources (for example, corn).

The Campus Technology article recommends a few other cost-effective energy projects that may not generate green energy, but certainly can help save energy:

Retrofitting buildings

Replacing lightbulbs, repairs on HVAC systems, etc. The ROI can be less than a year in some cases, but generally within three or four years.

Watch your data center

With its racks of juice-sucking computer servers, it's a prime candidate for conservation measures. While new university data centers are usually energy efficient, the same cannot be said for their predecessors. Where possible, install energy monitors to understand where you are consuming the most energy. Any talk of a data center upgrade, though, should also contemplate outsourcing the entire operation to the cloud.

Look to green power

Many utilities nationwide offer one or more green power options, allowing customers to specify where their electricity comes from. The biggest benefit of renewables like solar and wind is that universities can enter into long-term deals that hedge against future price hikes.

Green Revolving Funds

An innovative way for colleges and universities to finance green infrastructure projects is through green revolving funds. As the name implies, a GRF is a pot of money set aside to finance energy-saving initiatives. The savings replenish the fund, enabling it to finance more projects.

Plan for the future

To those people who aren't doing anything, it's time to do it. We may see some sort of carbon tax within five years. "When the carbon tax comes, you'll be really sorry you didn't do energy-conservation measures years ago."

Leadership lessons from a Navy SEAL

Brent Gleeson is the co-founder and CMO at Internet Marketing Inc. He is also a Navy SEAL combat veteran. Gleeson wrote in Inc about leadership lessons gleaned from his SEAL training, commenting "Loyalty is one of the core values taught in the Navy SEAL training program. Instructors teach you from the first day that your team is everything to you. You succeed with them, and you fail without them. And you never leave anyone behind."

From the article, Gleeson's four leadership values are:

  1. Never throw anyone under the bus. As a leader, redirect praise to your team members and protect them from criticism. If you need to talk to a team member about a misstep, do it behind closed doors.
  2. Never leave anyone behind. Instill in your team the belief that every person on the team is as important as the next. Include everyone in the celebration of success. And don't blame any one person for a failure. The next time you have a business success, publicly thank people in lower-level support roles for their contributions to the team.
  3. Try to be as candid as possible with your employees, and never lie to them. Loyalty is built on trust. If your people don't believe you're being forthcoming with them, they won't trust you to have their backs. Schedule a meeting to discuss the big picture of the business. Let any member of your team ask any question, and answer honestly.
  4. Give employees your unconditional support. Don't turn your back on them if they mess up. Help them figure it out, and be as loyal during the bad times as during the good. Pull aside someone who has had a bad day and give that person ten minutes of your time. Make it clear that he or she still fits into the future of your company.

New survey tool available; UMSurvey to be phased out

I wanted to share this update from the Office of Information Technology and the Office of Measurement Services:

We are pleased to announce that a more robust and user-friendly survey tool, Qualtrics, is now available enterprise-wide to University of Minnesota students, faculty, and staff. The University has licensed Qualtrics, a web-based survey tool, to replace UMSurvey, which--near its end-of-life--will be decommissioned August 2, 2013.

Some of the features Qualtrics provides include:

  • Secure authentication using a UMN Internet ID
  • Ease of use with point-and-click survey building
  • Advanced capabilities, including unique survey questions, branching, piping, and trigger-based responses
  • A collaboration feature which enables multiple users to work synchronously on shared surveys and data
  • Ability to download data into Excel or SPSS with the full syntax retained
  • Help and support provided by Qualtrics, including live training

To learn more, set up an account, and get access to training, visit the Survey Connection website.

Note to Current UMSurvey Users - In order to retain previous survey questions and/or data collected in UMSurvey, you must export and save your data as a CSV file before August 2, 2013. Instructions for how to export your data are available on the UMSurvey website.

Note to Current Qualtrics Account Holders - We are aware that some University affiliates have existing Qualtrics accounts that were not purchased through a University license. In order to avoid complications and retain access to existing surveys, please contact Qualtrics directly and ask to have your accounts migrated. Email support@qualtrics.com or call 800-340-9194.

For those with existing Qualtrics accounts purchased through a University license, no action is required at this time. Your account will be migrated at a later date.

We are excited to make Qualtrics available to the University! If you have questions related to the transition, email survey@umn.edu. All requests for help can be directed to Qualtrics support.

Note: Nancy Helsper is creating a UMM Qualtrics user group as a Google group for the Morris campus to share knowledge about this new tool. If you want to sign up for this group, you can search for "umm-qualtrics-users" in Google Groups and "join", or contact Nancy and she will have you placed in the group.

The importance of play

As I put this article into my blog queue for Monday, I am aware that I will be out of the office when it goes online. But I trust my staff to do the right thing; this article is not permission to goof off while I'm away. :-)

Kim S. Nash at CIO Magazine recently wrote an article about how play at work can lead to IT innovation. It's an interesting idea, and one I've seen before—for example, referenced in Dan Pink's book A Whole New Mind.

In short, the article says that play is an important part of the creative process. Approached with some restraint, play can put your mind in a different context, allowing you to think about a problem in a novel way. That can often lead to brainstorms, improvisation, and innovation.

Organizations can provide a "framework" or "opportunity" for play. From the article:

Better is what Google and 3M do: They have a permissive attitude about play. They allow employees time to spend on general personal activities. They need not be physical. Read a novel, take a nap, code, volunteer, create. When employees are given an opportunity to not have someone looking over their shoulder to see what they're producing, there are payoffs, such as patent applications and new ideas. You can measure the effects in less attrition and absenteeism and in greater employee satisfaction.

In technology units, and not just higher ed technology, the idea of play is often in evidence. At my first job, our software engineers would often shoot each other with Nerf guns, especially if someone broke the build. (These days, you might Nerf-shoot your fellow via technology.) In a different organization later in my career, developers and database administrators would take breaks to challenge each other in chess. I was wary at first, but the opportunity to step away from a problem where they were "stuck" and apply their minds in a different way often lead to discovery and solutions.

And I would remiss if I didn't mention the obligatory XKCD webcomic about programmers and play:

But as in everything, moderation is important. IT folks may have a need for play to relax the mind and remain creative, but be careful about excess lest you give the impression you are slacking off.

Trending higher ed's future

I wanted to draw a parallel from my earlier post about the future of education to an item I wrote last year referencing the future of online education. Interesting to make this comparison, to observe the larger trends facing higher education.

Let's start with the "future" timeline mentioned earlier this week:

2013
The student loan industry collapses. Across the country, students revolt against the high cost of education, looking for online education for free, paying only for the assessment. (We are seeing this today.)

Apple buys Amazon, merging Kindle ebooks and iTunesU that becomes a new online education platform. In response, Google buys Khan Academy and Udacity to become a huge presence in international online training and education.

2018
Badges replace degrees as the preferred method to represent skill and mastery of concepts.

2019
Residential colleges and universities become a destination only for the super-rich.

2020
People have access to a huge breadth and depth of education, available online.

The trends here suggest a larger emphasis on online education (ebooks & iTunesU, and Khan & Udacity) and a shift in focus towards demonstration of mastery in specific subject areas (badges) vs the traditional degree.

Compare that to the predictions suggested in the "future" view that I shared a year ago. The general trends from that article:

  • Online education becomes more prevalent.
  • Economies of scale compress the number of schools to a few within each specialty. Higher education will be dominated by a few huge incumbents.
  • Professors become course developers, selected for teaching instead of research. The decline of tenure.
  • The end of universities as research centers. The economics of graduate school change substantially.
  • Shift to a "credential" system. As credentials become valuable, cheating will be a problem. Test-taking may shift to proctored test centers.

By looking at the trends predicted in both sources, you can see where they overlap: as online education becomes the new norm, the higher ed model changes. The traditional institutional model shifts, but remains. Students demonstrate mastery in specific subject areas, rather than completing a degree.

Maybe we won't see this by 2020 … but possibly 2030, when today's university students become hiring managers. Today's generation may not place the same value on degrees if they expect to find classes online, either through straight-up "distance education" or via MOOCs. By 2030, future hiring managers may accept "badges" and certificates in place of traditional degrees. In a way, industry already looks for demonstrated mastery in specific subject areas—for example, when hiring consultants. How long until this is extended to new staff? And that's when the "badge" system might become a viable new reality.

More with Raspberry Pi

In the Technology Showcase from a few weeks ago, the Raspberry Pi got quite a bit of attention. More attention than I had expected, given it's very technical nature (it's a $35 device intended to introduce students to computer programming). I think that's because of the three devices we showed that day (Google Chromebook, Microsoft Surface, and Raspberry Pi) the Chromebook looked sort of like a laptop, so folks probably didn't get too excited about it. The Surface looks kind of like the iPad, so that didn't seem very new. But when people see a circuit board connected to a monitor and keyboard, they ask about it.

Raspberry Pi

After the Showcase, I spoke with Nic and KK in our Computer Science department about the Raspberry Pi. In the Fall, I personally donated a Pi to the Computer Science department. But it was only one device, so folks had to share. We had some extra funds this year in our Computing Services budget, so purchased three new Raspberry Pis for the Computer Science department—that's four, so one per instructor.

I visited with the Computer Science folks this afternoon and presented them with the Raspberry Pis. Folks seemed very excited about an opportunity to try out the Pi for themselves, and as I left I overheard the start of a conversation: "We should make sure to find a really cool project for these." I'm very excited that Computing Services could contribute to academics in this way.

Raspberry Pi logo

I brought in my Raspberry Pi from home, and we're looking for some interesting demo that we can do to "show off" the Pi in our office. We have the old Internet kiosks, so we can easily put together a showcase for the Raspberry Pi.

What would make a good project for the Raspberry Pi? We could do the obvious thing and set up a graphical desktop with a web browser, but that seems boring. We might create a simple display device similar to the digital display in Higbies. And there are the games (written in Python) that come with the Raspberry Pi system ("Raspbian") as well as the simple terminal-based demo programs I wrote for the Technology Showcase. What cool project would you suggest to demonstrate the flexibility and usefulness of the Raspberry Pi?

The future of education?

The folks at EPIC2020 have posted a possible glimpse at the future of education [YouTube]. Via a 10-minute video, the video proposes that by the year 2020, most colleges and universities will no longer exist as we recognize them today. Rather, academia will no longer be the "gatekeeper" for education, and degrees become irrelevant. According to their timeline, future students may see these milestones:

2009
The invention of the Khan Academy begins to educate the world through low-tech educational tutorials that de-emphasizes administration. Videos are available through YouTube for free. Students demonstrate mastery to move on to the next phase.

2011
Mozilla's "open badges" project recognizes skills and achievements, where students can express mastery in different skills through badges instead of degrees. Also, 2011 sees the introduction of a massively open online course ("MOOC"), in Artificial Intelligence, which turns the classroom system upside down. The instructor teaches via prerecorded content, but outside this "classroom," students learn from other students. 23,000 students pass the course, many with perfect scores.

2012
The year everything "began." Udacity is formed to offer online computer science courses, all for free. Udacity's model is to use world class talent from world class companies, with an inverted funding model. Also, MITx begins to offer online courses, and TED announces TEDed. The era of the MOOCs begins.

2013
The student loan industry collapses. Across the country, students revolt against the high cost of education, looking for online education for free, paying only for the assessment. (We are seeing this today.)

Apple buys Amazon, merging Kindle ebooks and iTunesU that becomes a new online education platform. In response, Google buys Khan Academy and Udacity to become a huge presence in international online training and education.

2018
Badges replace degrees as the preferred method to represent skill and mastery of concepts.

2019
Residential colleges and universities become a destination only for the super-rich.

2020
People have access to a huge breadth and depth of education, available online.

Is this likely? I don't know. I foresee many of the same trends, but I don't share the same conviction of some of their conclusions. And I doubt this will occur by 2020. Maybe by 2030, when today's university students become hiring managers ... today's generation may not place the same value on degrees if they expect to find classes online, either through straight-up "distance education" or via MOOCs. By that time, future hiring managers may accept "badges" and certificates in place of traditional degrees. But we'll have to wait to see.

Science fiction as a lens

I'd like to share this (edited) essay I wrote earlier this year, about the future of technology. It's a somewhat whimsical take on where things are headed, but I believe that—aside from the indulgent, fanciful presentation—we do achieve change through a series of individual steps. If you ever wonder at the fast pace of technological change, take a moment to consider the big picture of merging technology with humanity.

As a society, we often use technology solutions to improve the human condition. Some of these improvements, such as the hearing aid and the artificial heart, entered our cultural awareness decades ago, while others are more recent. Though we now consider these corrective technology innovations to be somewhat mundane, they have raised the human condition by extending lives and improving mobility. But technological enhancements are not limited to implanted devices such as hearing aids or artificial hearts. Today, many people carry "smartphones" that provide "always on" connectivity to the Internet, and "Roomba" robots clean our houses for us. These devices were considered science fiction in the year 2000, but in 2013 they are commonplace.

Transhumanists seek to take these enhancements to another level, by applying new technology to improve our intellectual, physical, and psychological capabilities. Moving beyond merely "corrective" devices, the transhumanist vision is to advance humanity via hybrid technological improvements. To the transhumanist, merging humanity with technology is simply a step forward in a technological progression.

In order to envision this future, we can draw inspiration from other sources. One of our most fruitful sources is science fiction. Although science fiction is not a predictor of future technology, it can inspire us to discover a new vision. So let's look ahead using science fiction as a lens.

A cochlear implant is an implanted electronic hearing device, designed to produce useful hearing sensations to a person with severe to profound nerve deafness by electrically stimulating nerves inside the inner ear. ~ U.S. Food and Drug Administration

To previous generations, deafness was a permanent disability. While partial deafness might experience some improvement through hearing aids, the completely deaf could expect no such relief. The cochlear implant innovation changed the world for those with profound nerve deafness. Using implanted devices and computer chips, this "bionic ear" produces useful hearing sensations through direct electrical nerve stimulation inside the inner ear.

This sort of minor bio-modification isn't all that surprising. After all, we have had hearing aids, artificial hearts, and pacemakers for decades. Compared to these medical devices, the cochlear implant is a small step to the next level.

The man in the helmet, eyes hidden, was bobbing his head from side to side as he accessed gaze-activated menus. ~ Idoru

It's a minor step to suggest humans might use wearable technology as personal advancement rather than corrective devices. Not yet available to the general public, although currently undergoing beta testing via Google's "Explorer" program, Google Glass features a lightweight headset that enables the wearer to record video, take pictures, search for information, participate in virtual conversations via Google Hangout, translate words and phrases, navigate directions, send messages, and display weather and flight information.

Google Glass seems to emerge from the realms of science fiction. William Gibson's novel Idoru describes a helmet-like device that enabled the wearer to navigate menus in a computer system, much as we might use a keyboard and mouse today. Gibson's fictional innovation was technological futurism in 1996. As in most science fiction, characters do not consider the gaze-activated helmet to be fantastic; to the contrary, it is part of their world, a new "norm." And while the popular press in 2013 is excitedly proclaiming "the future is now" with the imminent arrival of Google Glass, within a year it will be part of our cultural consciousness.

"It's a virtual light display," Freddie said, eager to change the subject. "Anything can be digitized, you can see it there... Mr. Warbaby walks around and looks at stuff, he can see the data-feed at the same time. You put those glasses on a man doesn't have eyes, optic nerve's okay, he can see the input. That's why they built the first ones, for blind people." ~ Virtual Light

The short story Johnny Mnemonic (Gibson) presents a character who has undergone cybernetic surgery to add personal data storage. This allows him certain advantages as a "data trafficker," necessary to the plot of that story. Another example is the virtual light display in the novel Virtual Light (Gibson). This wearable device overlays data with a direct visual feed, providing an augmented reality experience.

While augmented reality systems are commonplace today, the virtual light headset works by directly stimulating the optic nerve, providing the sensation of vision even to those previously unable to see, hence the name virtual light. This combination of external technology with the human brain takes virtual light displays an extra step beyond Google Glass into the realm of transhumanism.

The nexus, which housed the nanotech that built the LINK inside the human brain, was implanted at birth when the skull was malleable. ~ Fallen Host

Wearable computer/human interfaces are not unimaginably far away from direct integration. A "pluggable" computer system such as those shown in the 1999 movie The Matrix could allow for not just augmented reality but virtual reality. The LINK in Archangel Protocol by Lyda Morehouse demonstrates a similar integration, described as a small computer implanted in the skull, and directly connected to the human brain. The technology is described as a plausible future technology, a new vision of some forthcoming human state that is itself inspired in part by extending current technology concepts.

Society may not yet embrace embedded computer networks, but some have experimented with implanted technology like the cybernetic implant worn by artist Neil Harbisson, who was born with a form of total color blindness. Harbisson describes himself as a cyborg, someone who extends their senses using technology as part of the body; he uses an embedded computer and electronic eye to translate colors into sounds, transmitted via bone conduction. Instead of seeing color, Harbisson "hears" color as different tonal frequencies. Harbisson's direct technology integration is still far from Morehouse's LINK concept, but steps into the realm of assistive augmentation.

A cybernetic life-form thousands of years old which is part organic, part artificial life... The Borg have a singular goal, namely the consumption of technology, rather than wealth or political expansion as most species seek. ~ Star Trek Database

Harbisson describes himself as a cyborg, but he is only an introduction to what we usually consider a "cyborg." Steve Mann is closer to the typical cyborg description: Mann's Digital Eye Glass system is permanently affixed to his head, and cannot be removed without special tools. Mann's Digital Eye Glass takes technology enhancements to another level, by applying new technology to improve our physical capabilities. Moving beyond merely "corrective" technology devices, Mann's goals echo those of transhumanists: to advance humanity via hybrid technological improvements.

It is a precursor of future technology. Science fiction hints at possibilities. Star Trek's Borg show humans who have grafted technology onto their bodies. The Borg have a singular goal: the consumption of technology to advance their species. While the Borg are an extreme case, other science fiction, including the Deus Ex video game series, considers similar technology augmentation for professional enhancement. Through these upgrades, the cyborg user may apply new technology to improve their intellectual, physical, and psychological capabilities including increased intelligence, strength, and comprehension.

"We are called Cybermen," replied the Cyberleader. "We were exactly like you once. Then our Cybernetic scientists realized that our race was weakening... Our life span was contracting, so our scientists and doctors invented spare parts for our bodies until we could be almost completely replaced." ~ The Tenth Planet

Once society adapts to technology augmentation, some might consider taking the next step: instead of using grafted technology, merge directly with the technology. Science fiction carries many examples of this type of transhumanism, but the most popular example is the Cybermen in the BBC television series Doctor Who. Writer Marc Platt describes the Cybermen as humans who have augmented their bodies with technological spare parts in order to become stronger:

In Spare Parts, the last survivors of the wandering planet Mondas are faced with imminent extinction. Forced to live in underground cities, their only hope of survival is to extend their lives by augmenting their bodies with technological spare parts... To that end, the Mondasians' Chief Scientist, Doctorman Allan, devises a body containment suit—a cyber suit—which controls all bodily functions.

Cybermen are not robots, but human beings who have exploited technology to improve their lot. At the same time, they became an enhancement of original humans, made smarter and stronger through technology advances. The Cybermen have met the technological singularity; their computer/human interfaces have become so intimate that the Cybermen become superhuman in both mind and body.

Davros began to speak. He described his years of struggle to develop the travel machine that would protect the creatures into which his race must evolve. ~ Genesis of the Daleks

When humans reach that level of transhumanity, what's the next step? Once we find it acceptable to merge ourselves with technology, and effectively encase ourselves in technology, why do we need our original human bodies at all? As with transhumanity, science fiction may eventually inspire our final step to posthumanity where we discard our current notion of the human body and reconceive the human race through the lens of science and technology.

This evolutionary step is paralleled by Doctor Who's Daleks, who were originally humans. At the culmination of a long and terrible war, they devised technology-enhanced "travel machines" in which to protect and perpetuate themselves. The Daleks considered their travel machines the ultimate technology enhancement: technology had improved their intellectual and psychological capabilities to the point where their physical form became irrelevant. Whatever their final appearance, the Daleks originated as simple humans; they simply ended up in metal casings.

The Dalek example is multiple steps beyond today's simple technology aids: the cell phone and the cochlear implant. It is not a huge difference to go from cochlear implants to Google Glass, or from wearable devices to direct integration. From step to step, each change is not that big. Humanity progresses in a series of small steps to a larger world that presently we would not recognize as normal. It's obviously a huge leap from beginning to end, from cochlear implants to Daleks. It may take generations, but ultimately a baby with a cochlear implant will be basically the same as the posthumanist Dalek.

Why aren't more women becoming CIOs?

I found an article in UB Tech last year asking why aren't women becoming CIOs, but it escaped my attention until recently while I was having a conversation with a colleague about the need to encourage women to enter the sciences. (My B.S. is in physics, and I used to advise ΑΣΚ sorority for women in technical studies, so this is a topic that is very close to me.)

The article, by Jerome P. DeSanto, says interviews and focus groups with female CIOs reveal that the answer to this question is not obvious:

Some posit that, in the early days of the CIO in the 1980s, the information technology field was dominated by engineer-types, many of whom were graduates of computing science or electrical engineering programs. These individuals were largely males who were banded together in common professional and personal interests making it difficult for females to participate.

Others would argue this phenomenon is merely reflective of the low proportion of female senior executives in higher education. On most campuses, the CIO role has risen in prominence as a senior administrator due to its perceived strategic importance. So, it is logical that the proportion of female CIOs would track with other senior management positions where males have dominated.

Finally, some have suggested, many females are simply not interested in the role, due to the work's nature and content. The function may fundamentally not appeal to many females who may see the level of politics and diplomacy at senior levels of the administration as undesirable.

So I interpret this to mean there are three possible reasons women may be discouraged from becoming CIOs:

  1. Cultural - IT organizations were initially dominated by men, and established a culture that made it difficult for women to be successful.
  2. Statistics - The article suggests that there just aren't very many women at the executive level in higher ed, so it would follow that there aren't many women entering the CIO role.
  3. Interest - The role of CIO may not be appealing to women, who may see the politics required at senior levels as undesirable.

I am not familiar with the research, so I can't make a strong case for any of these three. However, my personal opinion is that Cultural plays a very strong role here. What are your thoughts?

Morris mobile events

Let's say you're looking for something to do on campus. Maybe you just got out of dinner at the dining hall, and you're interested in attending a campus event. Where do you go?

Our campus website lists several noteworthy "upcoming events," but this is not meant to be an exhaustive list. Instead, you could visit the events calendar and click through each event type to find something that interests you. But let's be honest; no one is going to do that.

To answer the question of "What can I do on campus?" we created a new Morris mobile events "web app." Visit the Morris mobile events site on your smartphone or other mobile device to see what's happening now and what's coming up over the next day or so. The events are displayed in a timeline similar to a Twitter feed. You can think of it as "tweets from the future."

Morris mobile events: m.morris.umn.edu

The Morris mobile events web app currently shows the weather, events, sports, and news. Over time, we expect to add more information about what's happening on campus.

Lynda.com available for all students, faculty, staff

Lynda.com online training now is available at no cost to all University of Minnesota students, faculty, and staff. Lynda.com is a library of online training videos that provides access to more than 1,700 courses for all skill levels in more than 140 specialties including:

  • 3D + Animation
  • Audio
  • Business
  • Design
  • Developer
  • Photography
  • Video
  • Web

To access the online courses, just log in to lynda.umn.edu using your University username and password.

Lynda.com's online library is available 24 hours a day, 7 days a week, and contains thousands of video tutorials. Organized by subject software and instructor, Lynda.com's content is constantly growing, and is updated weekly—and sometimes daily. You can attend just the training you want and need, when and where you want it.

There's even a free iPhone/iPad app to enable users to learn on-the-go. Simply click on the Web Portal Access and type umn.edu. You will be directed to log in with your University username and password.

More information about Lynda.com, and other University online and in-person training opportunities, is available on the University technology training website.

Thanks for attending the Technology Showcase

I'd like to take a moment to thank everyone who attended the Technology Showcase today in HFA. This was a partnership between Instructional & Media Technology ("Media Services"), Library, and Computing Services. It was a great opportunity to share the work being done in all the technology units.

Computing Services showed three technologies that may be new to you:

1. Microsoft Surface

Microsoft Surface is a tablet computer, sort of in the middle between an iPad and a laptop. One feature I really like about the Surface is the keyboard cover. It looks the same as the iPad cover, but when you lay it flat, there's a touch keyboard there. That means you can type on the keyboard cover instead of using an on-screen keyboard. The keyboard cover even includes a "trackpad" to control the on-screen mouse cursor. The model on display today was the "Surface RT," which sells for about $499.

surface-rt.jpg

Note that Surface RT uses slightly different technology from the Surface Pro ($899) and cannot run the same programs.

2. Google Chromebook

If the Surface is a compromise between a laptop and a tablet, the Google Chromebook is a step closer to a laptop. The basic idea behind the Chromebook is that you don't install software programs on the Chromebook; you won't have a copy of Microsoft Office on the Chromebook. Instead, you run everything off the Web. Google Docs, Gmail, Google Calendar, … you do everything via the built-in Chrome web browser. The technology in the Chromebook is all about supporting web applications. The battery life on this device is amazing—when I took the Chromebook to EDUCAUSE during Spring Break, I regularly got about 7 hours' usage before I had to charge it again. You can find different models of the Chromebook from a variety of resellers. The model on display was the Samsung Chromebook, and sells for about $249.

samsung-chromebook.jpg

Both the Surface and the Chromebook were purchased with department funds. If you would like to try out either device, please let us know and we'll arrange a loaner for a few weeks.

3. Raspberry Pi

The Raspberry Pi is a small computer (the size of a credit card!) invented in the UK as a teaching platform for secondary ed students. It's a low-cost system that makes it easy for students to learn about computing "under the hood." For example, computer science students might use the Pi to write "embedded" programs, or use the Pi as a platform for research projects. And it's cheap, about $35 for the Model B on display today. The Model A (same as the B, minus the network connection) is about $25. That's less than the cost of a textbook.

raspberry-pi.jpg

One other feature that makes the Raspberry Pi an ideal student research system is the row of pins along the bottom-right edge. Students can use those pins to connect an add-on board, called the Gertboard, to control other devices, such as motors. This allows for an endless variety of projects. One project I am fond of connected two motors via the Gertboard, and used those motors to control the knobs on an Etch-a-Sketch.

I wrote a few simple, undergraduate-level programs to demonstrate the Raspberry Pi. One program was a chaos computation of the Sierpinski Triangle, written in C to run in Unix ncurses. The Sierpinski algorithm is straightforward, but if folks are interested in seeing the source code, let me know and I'll gladly share it. Similarly, I'll also share the code for my other demo programs, including the program that computes a sequence of Fibonacci numbers. (I almost finished a version of Conway's Life cellular demonstration, also in C for Unix ncurses, and I'll share my work-in-progress if anyone is interested.)

UPDATE: I've posted the programs at my personal page.

New "eduroam" wireless network

You may have noticed a new wireless network now available across campus. The "eduroam" network is an official part of the University wireless network. Similar to "UofM Guest", this new network is intended for guests from other higher education institutions.

Current faculty, staff, and students should continue to use the "UofM" and "UofM Secure" wireless networks.

eduroam (education roaming) is a secure, worldwide roaming wireless network partnership developed for the international research and education community. Through our partnership with the Office of Information Technology, eduroam is now available for University faculty, researchers, staff and students on the Morris, Twin Cities, and Rochester campuses. Coverage for the Duluth and Crookston is still being researched.

eduroam allows members from participating institutions to obtain Internet connectivity when visiting other participating institutions. For example, if you visit another university that also supports eduroam, you can connect to that institution's wireless network using your U of M login credentials. Secure network access at participating institutions worldwide is as easy as configuring your computer to use eduroam for wireless network access when traveling.

Once configured, eduroam securely connects your computer to the campus wireless network automatically using advanced wireless technology and security. Once your computer or mobile device is set up, you won't have to login to the wireless each day, and your system will log you into the network automatically, based on those secure configurations. Look for "eduroam" in your list of available wireless networks on your computer or mobile device when you visit other universities.

You can log in to eduroam using your Internet ID and domain (your full email address, such as ___@umn.edu, or ___@morris.umn.edu) and password. Any device that supports 802.1X wireless capabilities can connect.

When connecting to eduroam at a participating university, your access will be treated as a member of the institution are visiting, and you should expect to receive the level of service offered by that institution. Be aware that when you log in with your U of M credentials at another institution, that you are not accessing the U of M network, and you may not be able to access some applications as you would when using our local network. You may need to use the VPN (Virtual Private Network) to access all of the U of M network and applications.

eduroam partners include hundreds of universities, including a majority of the CIC universities, and research institutions worldwide. Click the links below to view maps of eduroam locations worldwide:

If you plan to travel to another university that uses eduroam, we encourage you to set up eduroam before leaving our campus to verify that you have everything set up correctly. You also are encouraged to use the eduroam network for all wireless needs, both on the U of M home campus, as well as other eduroam locations. You should contact the service desk of your home campus for support with problems or other issues when using eduroam at another institution.

You can find additional information, including setup information, at OIT's wireless setup guide.

For more information on eduroam including coverage maps, visit https://www.eduroam.org/ or https://www.eduroam.us/

Find recent content on the main index or look in the archives to find all content.

Recent Comments

  • Mike: Good luck Jim. All the best. read more
  • Rebecca Webb: I'm a UMM Web editor AND the campus point person read more
  • Kaye: Thanks for the great tips for power point presentations, especially read more
  • anon: "Coaching button"... I haven't thought about it like that before read more
  • Mike Thomas: Jim, Your blog has been recommended to us as a read more
  • Jennifer Lee: Hi Jim, I have saved a copy of your gmail read more
  • chrishawn lee: I was with you up to the Lead Architect portion, read more
  • Jim Hall: I see that Project Runway has posted extended versions of read more
  • projects and programs: Dear Jim, nice article. i would like to add one read more
  • Logo mats: Found your blog when I was looking for this on read more

Recent Assets

  • dalek.jpg
  • cyberman.jpg
  • borg.jpg
  • the-matrix.jpg
  • johnny-mnemonic.jpg
  • google-glass.jpg
  • cochlear-implant.jpg
  • raspberry-pi.jpg
  • samsung-chromebook.jpg
  • surface-rt.jpg

Categories

Pages

Powered by Movable Type 4.31-en