By Rick Aristotle Munarriz
October 14, 2008
Free nationwide Wi-Fi is one step closer to reality, now that FCC tests show that a chunk of available spectrum can support a countrywide network without interfering with rival spectrumholders.
Don't ditch your access provider just yet. This is, again, just one step in what will likely be a very long and winding road toward skinflint broadband.
The auction itself is still at least several months away. The eventual winning bidder will also have plenty of time to roll out the free product. The government is requiring that at least 50% of the nation be covered within four years, and 95% of the country within 10 years.
And lest you get all excited by thoughts of all-you-can-surf wireless, know that this isn't a charitable initiative. At least one likely bidder -- startup M2Z -- is looking at an ad-supported model, with paying subscribers receiving faster access. In other words, the free product is unlikely to satisfy cyberspace speedsters. The FCC will also make sure that free access is filtered; file-swappers and fans of X-rated sites will likely have to look elsewhere.
Still, canvassing the country with free connectivity will be a game-changer, full of opportunities and challenges alike. Let's look at both sides of the story.
The losers
The telcos and cable companies providing Web access may get hurt the most, especially among their entry-level pricing plans. If cheap, slow connectivity is what those consumers want, a free ad-supported model will hit the hot spot.
Most access providers are gargantuan companies with diversified product lines, but some are pure ISPs like Earthlink (Nasdaq: ELNK), and to a lesser extent, United Online (Nasdaq: UNTD). United Online has actually been moving away from its dependency on its Juno and NetZero dial-up offerings, acquiring properties like MyPoint, Classmates.com, and most recently FTD. Earthlink has not.
Wireless carriers should also feel the sting. Pitching subsidized handsets with expensive data plans won't be an easy sell if the public turns to Web chat alternatives.
Premium entertainment providers may get pinched, too. Sirius XM Radio (Nasdaq: SIRI) could face an uphill battle against free, universally accessible Internet radio. Local network affiliates, and even the cable giants, will suffer if couch potatoes begin to stream on their own terms.
In short, if you provide a premium service that has a reasonable Web-delivered alternative, free Wi-Fi is not your friend.
Another unlikely loser is Microsoft (Nasdaq: MSFT). Free users are likely to turn to cheaper Linux-flavored operating systems, bypassing premium productivity software like Microsoft Office in favor of free Web-stores apps like Google Docs. Cloud computing is coming anyway, but free nationwide Wi-Fi will make it even more pervasive.
The winners
Free Wi-Fi's aim is to provide deeper market penetration. That will naturally benefit e-commerce and online advertising companies, but investors need to be realistic. Folks who flock to free connectivity won't be voracious shoppers at Amazon.com (Nasdaq: AMZN) or desirable leads for sponsors on Google (Nasdaq: GOOG).
Still, free Wi-Fi should be a "net" positive for both companies. If you're shopping at the mall and you can hit Amazon for a little comparison-shopping -- many people do so already, but more will follow in a free Wi-Fi future -- Amazon will be treated to incremental sales.
Google will also be a winner, especially if the top bidder turns to this online ad king to monetize its landing page.
Another wave of profit may come from display advertising, an area where Yahoo! (Nasdaq: YHOO) excels. Yahoo! knows that it can't compete with Google on the paid-search side, but it knows how to milk the most out of less lucrative brand-enlightening display ads.
The scorecard
Dump the losers? Back up the truck on the winners? Not so fast. We may still be several years away from a reality of free countrywide Wi-Fi. That's a lot of time for the companies that now look like losers to arm themselves with the right tools to stay relevant.
Sirius XM Radio already has a Web-streaming product; an ad-supported freebie could help it compete with free Internet radio and serve as a gateway drug for the premium product. Phone and broadcasting titans have too much at stake to go down quietly, so expect them to map out ways to thrive in a changing environment.
The road is long, but it's never too early to study the map.
Tuesday, October 14, 2008
Wednesday, October 1, 2008
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
By Ruth Reynard
I've used blogs in my classes for five years with university graduate students. I've found them to be extremely helpful in certain circumstances but only when there is clarity for students in their use. Students who object to the inclusion of blogs in a course are usually objecting to what they perceive will be just one more task on top of a myriad of others or simply some busy work that will not benefit their learning. Older students can also reject the notion of "publication" that is inherent with blogging. Each of these objections can be addressed by an effective and innovative instructor by careful planning and skillful management. There are, however, several common mistakes that should be avoided when using blogs in instruction. I have made all of these mistakes and have learned how to address each one proactively.
1. Ineffective Contextualization
As with any instructional tool or learning support, without a clear context within which the tool is to be used, students will not understand the benefit to their learning and will, ultimately, reject the use of the tool. In order to effectively contextualize the use of an instructional tool, instructors must think carefully exactly where the tool will be used in the flow of the course, how often the tool will or might be used, and how necessary the tool is to the learning process. In the case of blogging, the most effective use of this tool is in the area of self reflection or thought processing. As such, there must be concepts for students to think through, various resources and content segments to process, or ideas to construct. To simply ask students to blog without this level of planning will lead to frustration for the students. In other words, there must be a certain amount of content preparation already covered or made accessible for students before blogging will really support the learning process. While a blog can also provide social placement of students or academic placement of students within a group, blogs are fundamentally individual in their purpose and essence. That is, while comments can be added or ideas posted following a blog entry, these sit outside the initial posting--blogs are not wikis or online discussion forums, therefore, if individual self-reflection is the central benefit to the learning process, instructors must plan carefully as to when in the course self-reflection will enhance the learning process for each student. Please note: there are additional benefits that instructors can glean from blogs in terms of helping access student voice and understanding student progress in their idea or concept construction, but the instructional use of the blog tool is mostly about the individual benefit to students first in deciding when and how to use blogs in instruction.
2. Unclear Learning Outcomes
Following on from designing the placing of blog use based on the instructional flow, is the notion of designing blog use based on learning outcomes.
Learning outcomes are much more than course objectives. Learning outcomes begin with course objectives; however, include student learning needs and objectives, and future application of the learning. Therefore, understanding of the global nature of the learning outcomes of a course in crucial to good planning and use of learning resources and tools. Choosing the blog tool in a course would mean that the transferable skills of critical thinking, thought processing and knowledge construction would be well supported and recorded. If the instructor is unclear as to what the learning outcomes of the course are and is focused only on course objectives, the potential of the blog tool may not be maximized. The following are several ways in which the use of blogs in instruction can develop new higher level thinking skills:
Analysis: A blog can help students process their thoughts and ideas for analysis. There is no better way to begin to see the importance of analysis as when there is a goal of articulating your thoughts for explanation to others. That is, if two ideas are presented together in support of one concept, self-reflective students must learn to a) distinguish the ideas, b) understand the differences between and similarities between, c) understand where the connection points are if any, d) decide, based on analysis, which one (if any) they will include and build upon in their own learning process. This is a highly constructive process and the skills needed must be intentionally encouraged and can be visibly recorded in a blog.
Synthesis: As part of the analysis, it is important that students can synthesis the original ideas and the new ideas they will articulate. The synthesis of ideas is crucial to the process of working ideas and incorporating new ideas into their own thinking.
New ideas: Grasping new ideas through analysis and synthesis means that students can move ahead with their thinking and move closer towards transformation in learning and application. Information is not what makes a new idea. Information must be processed and applied before new ideas will emerge for students. Too many instructors remain at the information-exchange stage with students and do not move them towards new ideas. A blog can help develop these thinking skills as well as capture the new ideas well for others to view and absorb.
Application: Without application, new ideas are not "owned" by students in their learning. That is, new ideas can only become meaningful and relevant for students when then are directly applied in real life contexts of practice and use. This stage can also be well captured in a blog and, in fact, the entire thinking process of each student can be captured and made accessible for instructors and other students to explore.
Note: Each of these stages of thought development must be intentionally supported by instructors through comments and feedback and expectations communicated to each student. Additionally, grades should reflect the entire process of learning, not simply the end product, if students are to understand the value to their own learning.
3. Misuse of the environment
As I mentioned before, blogs are not wikis and they are not online discussion forums. The essential difference between a blog and other online tools is that it is intended to be an individual publication: a one-way monologue or self-post to which others may comment but do not contribute. The original post remains as the person who posted it wanted it to be. This is important to realize in the instructional setting. If a discussion is desired, then blogging would not be the tool of choice. In the same way, if journaling is the intended goal, then an online discussion forum would not be the tool of choice. It is important to realize, as an instructor, that if you desire a journal-type setting, then your comments should be supportive and constructive and not intrusive otherwise the student(s) will cease to post. Blogs can have a discussional nature if there are many subscribers and participants. That is, you can "hear" from every student on one topic or another by creating a blog ring to which they can subscribe. The self-posting, however, remains the same. That is, unlike a wiki, where changes can be made to posts and documents, in a blog, the initial post always stands and is simply responded to and not altered in any way. When using blogs to encourage students to articulate their thoughts students can become empowered and feel that they are developing their own voice in the learning process. Instructors can also "glimpse" students' thought processes and become much more aware of their learning journey.
4. Illusive grading practices
Grading of blogs should have clear rubrics so that students do not become confused as to how their work is being evaluated. As blog posts are essentially a series of statements, I have suggested elsewhere that, depending on the learning outcomes of your course, specific statement types to recognize in your assessment rubric might be:
* Reflection statements (self positioning within the course concepts);
* Commentary statements (effective use of the course content in discussion and analysis);
* New idea statements (synthesis of ideas to a higher level); and
* Application statements (direct use of the new ideas in a real life setting).
As already mentioned, blogging can move students forward in their thinking, help them process to a higher level of understanding, and apply the learning to a practical context. If the grading is not clear and the tool is simply made available to students, not only will students become discouraged, they will likely not participate. As I have seen on numerous occasions, it is when students continue regular use of the blog throughout a course that their learning is truly supported and their thinking truly challenged. It is, therefore, important to keep students focused with regular reminders and to keep expectations clear and grading transparent. Timelines for completion should also be set so that students know how much time they have to use the blog tool.
5. Inadequate time allocation
The notion of adequate time is not discussed often enough in the use of technology in learning. Just as students are different in their processing time within any learning context, so adequate time should be given for every student to complete work using online tools such as the blog. Instructors should be reasonable and if possible, leaving the blog tool open until the end of the course. This will help students maximize the benefits of the tool and will also provide more time for students who need it. As online tools provide a more immediate learning context for students, they also usually encourage more participation from students. This participation in turn provides more text or other response types from students and ultimately more for instructors to read through or view and grade. Therefore, instructors should plan ahead and plan well for the increased work that will likely take place when their students are using online tools.
Students should be fully aware of what the expectations are and how the tool is being used in their learning process. Once students understand this, they are more likely to participate and to a greater degree of critical awareness. While there are many mistakes that can be made in using any new tool in instruction, instructors should have a question and answer mindset in their use. It is important to find out what problems or challenges exist and to find solutions quickly. Instructors who use online tools must be innovative in their approach, creative in their course design, and flexible in their methods in order to ensure successful learning experiences for their students. While there is no one-way to use any instructional resource well, it is important to integrate the use of any tool or learning resources intro the overall course design intentionally and totally supporting the learning outcomes for the students.
Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
Cite this Site
Ruth Reynard, "Avoiding the 5 Most Common Mistakes in Using Blogs with Students," Campus Technology, 10/1/2008, http://www.campustechnology.com/article.aspx?aid=68089
I've used blogs in my classes for five years with university graduate students. I've found them to be extremely helpful in certain circumstances but only when there is clarity for students in their use. Students who object to the inclusion of blogs in a course are usually objecting to what they perceive will be just one more task on top of a myriad of others or simply some busy work that will not benefit their learning. Older students can also reject the notion of "publication" that is inherent with blogging. Each of these objections can be addressed by an effective and innovative instructor by careful planning and skillful management. There are, however, several common mistakes that should be avoided when using blogs in instruction. I have made all of these mistakes and have learned how to address each one proactively.
1. Ineffective Contextualization
As with any instructional tool or learning support, without a clear context within which the tool is to be used, students will not understand the benefit to their learning and will, ultimately, reject the use of the tool. In order to effectively contextualize the use of an instructional tool, instructors must think carefully exactly where the tool will be used in the flow of the course, how often the tool will or might be used, and how necessary the tool is to the learning process. In the case of blogging, the most effective use of this tool is in the area of self reflection or thought processing. As such, there must be concepts for students to think through, various resources and content segments to process, or ideas to construct. To simply ask students to blog without this level of planning will lead to frustration for the students. In other words, there must be a certain amount of content preparation already covered or made accessible for students before blogging will really support the learning process. While a blog can also provide social placement of students or academic placement of students within a group, blogs are fundamentally individual in their purpose and essence. That is, while comments can be added or ideas posted following a blog entry, these sit outside the initial posting--blogs are not wikis or online discussion forums, therefore, if individual self-reflection is the central benefit to the learning process, instructors must plan carefully as to when in the course self-reflection will enhance the learning process for each student. Please note: there are additional benefits that instructors can glean from blogs in terms of helping access student voice and understanding student progress in their idea or concept construction, but the instructional use of the blog tool is mostly about the individual benefit to students first in deciding when and how to use blogs in instruction.
2. Unclear Learning Outcomes
Following on from designing the placing of blog use based on the instructional flow, is the notion of designing blog use based on learning outcomes.
Learning outcomes are much more than course objectives. Learning outcomes begin with course objectives; however, include student learning needs and objectives, and future application of the learning. Therefore, understanding of the global nature of the learning outcomes of a course in crucial to good planning and use of learning resources and tools. Choosing the blog tool in a course would mean that the transferable skills of critical thinking, thought processing and knowledge construction would be well supported and recorded. If the instructor is unclear as to what the learning outcomes of the course are and is focused only on course objectives, the potential of the blog tool may not be maximized. The following are several ways in which the use of blogs in instruction can develop new higher level thinking skills:
Analysis: A blog can help students process their thoughts and ideas for analysis. There is no better way to begin to see the importance of analysis as when there is a goal of articulating your thoughts for explanation to others. That is, if two ideas are presented together in support of one concept, self-reflective students must learn to a) distinguish the ideas, b) understand the differences between and similarities between, c) understand where the connection points are if any, d) decide, based on analysis, which one (if any) they will include and build upon in their own learning process. This is a highly constructive process and the skills needed must be intentionally encouraged and can be visibly recorded in a blog.
Synthesis: As part of the analysis, it is important that students can synthesis the original ideas and the new ideas they will articulate. The synthesis of ideas is crucial to the process of working ideas and incorporating new ideas into their own thinking.
New ideas: Grasping new ideas through analysis and synthesis means that students can move ahead with their thinking and move closer towards transformation in learning and application. Information is not what makes a new idea. Information must be processed and applied before new ideas will emerge for students. Too many instructors remain at the information-exchange stage with students and do not move them towards new ideas. A blog can help develop these thinking skills as well as capture the new ideas well for others to view and absorb.
Application: Without application, new ideas are not "owned" by students in their learning. That is, new ideas can only become meaningful and relevant for students when then are directly applied in real life contexts of practice and use. This stage can also be well captured in a blog and, in fact, the entire thinking process of each student can be captured and made accessible for instructors and other students to explore.
Note: Each of these stages of thought development must be intentionally supported by instructors through comments and feedback and expectations communicated to each student. Additionally, grades should reflect the entire process of learning, not simply the end product, if students are to understand the value to their own learning.
3. Misuse of the environment
As I mentioned before, blogs are not wikis and they are not online discussion forums. The essential difference between a blog and other online tools is that it is intended to be an individual publication: a one-way monologue or self-post to which others may comment but do not contribute. The original post remains as the person who posted it wanted it to be. This is important to realize in the instructional setting. If a discussion is desired, then blogging would not be the tool of choice. In the same way, if journaling is the intended goal, then an online discussion forum would not be the tool of choice. It is important to realize, as an instructor, that if you desire a journal-type setting, then your comments should be supportive and constructive and not intrusive otherwise the student(s) will cease to post. Blogs can have a discussional nature if there are many subscribers and participants. That is, you can "hear" from every student on one topic or another by creating a blog ring to which they can subscribe. The self-posting, however, remains the same. That is, unlike a wiki, where changes can be made to posts and documents, in a blog, the initial post always stands and is simply responded to and not altered in any way. When using blogs to encourage students to articulate their thoughts students can become empowered and feel that they are developing their own voice in the learning process. Instructors can also "glimpse" students' thought processes and become much more aware of their learning journey.
4. Illusive grading practices
Grading of blogs should have clear rubrics so that students do not become confused as to how their work is being evaluated. As blog posts are essentially a series of statements, I have suggested elsewhere that, depending on the learning outcomes of your course, specific statement types to recognize in your assessment rubric might be:
* Reflection statements (self positioning within the course concepts);
* Commentary statements (effective use of the course content in discussion and analysis);
* New idea statements (synthesis of ideas to a higher level); and
* Application statements (direct use of the new ideas in a real life setting).
As already mentioned, blogging can move students forward in their thinking, help them process to a higher level of understanding, and apply the learning to a practical context. If the grading is not clear and the tool is simply made available to students, not only will students become discouraged, they will likely not participate. As I have seen on numerous occasions, it is when students continue regular use of the blog throughout a course that their learning is truly supported and their thinking truly challenged. It is, therefore, important to keep students focused with regular reminders and to keep expectations clear and grading transparent. Timelines for completion should also be set so that students know how much time they have to use the blog tool.
5. Inadequate time allocation
The notion of adequate time is not discussed often enough in the use of technology in learning. Just as students are different in their processing time within any learning context, so adequate time should be given for every student to complete work using online tools such as the blog. Instructors should be reasonable and if possible, leaving the blog tool open until the end of the course. This will help students maximize the benefits of the tool and will also provide more time for students who need it. As online tools provide a more immediate learning context for students, they also usually encourage more participation from students. This participation in turn provides more text or other response types from students and ultimately more for instructors to read through or view and grade. Therefore, instructors should plan ahead and plan well for the increased work that will likely take place when their students are using online tools.
Students should be fully aware of what the expectations are and how the tool is being used in their learning process. Once students understand this, they are more likely to participate and to a greater degree of critical awareness. While there are many mistakes that can be made in using any new tool in instruction, instructors should have a question and answer mindset in their use. It is important to find out what problems or challenges exist and to find solutions quickly. Instructors who use online tools must be innovative in their approach, creative in their course design, and flexible in their methods in order to ensure successful learning experiences for their students. While there is no one-way to use any instructional resource well, it is important to integrate the use of any tool or learning resources intro the overall course design intentionally and totally supporting the learning outcomes for the students.
Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
Cite this Site
Ruth Reynard, "Avoiding the 5 Most Common Mistakes in Using Blogs with Students," Campus Technology, 10/1/2008, http://www.campustechnology.com/article.aspx?aid=68089
Stanford Testing iPhone Application Suite
By Dian Schaffhauser
A suite of five software applications developed by students at Stanford University to run on Apple's iPhone is now being tested on campus. Two are for students, to manage course registration and bills. The other three will allow users to access Stanford's searchable campus map, get team scores and schedules, and check listings in the university's online directory, StanfordWho.
The university contracted with Terriblyclever Design, a startup company in San Francisco co-founded by Stanford student Kayvon Beykpour, to develop the suite of applications under the university's iApps Project. Beykpour is a junior majoring in computer science, and five of his company's six full-time employees also are undergraduates at Stanford.
During a pilot phase that launched recently, a select group of students who work in residential computing will test a beta version of the iPhone applications.
"We have talented students with good ideas about how they want to access administrative systems and services," said registrar Thomas Black, whose office is overseeing the project. "We want to harness their genius. We want to be able to say, 'You can come to Stanford, where students develop the applications that students use.'"
"We really were passionate about being more engaged in these systems," Beykpour said. "I am a student, and I use all these services, and I can't tell you how exciting it is to spend your time working in a capacity that you love working in--but also such that your final product affects your community."
Project leaders said the idea of letting students access key online systems and resources at Stanford via the iPhone began last May, when administrators in the registrar's office had a vision of introducing mobile applications that would enhance student life. The administrators then got in touch with Beykpour, and his company proceeded to develop the applications over the summer.
The university is offering a computer science course this fall titled, "iPhone Application Programming." The class currently has more than 80 students registered.
"We're offering this class because we think it provides students with a good way to exercise the foundations of computer science on an exciting new platform," said Mehran Sahami, an associate professor of computer science overseeing the course.
Acknowledging that security is a top priority, Tim Flood, director of student affairs information systems, said the same principles and practices currently governing the use of laptops and desktop computers at Stanford also will apply to mobile devices using the new applications. The applications will be compatible for anyone with an iPod touch as well.
Earlier in September Apple launched iPhone Developer University Program, for institutions looking to introduce curriculum for developing iPhone or iPod touch applications.
Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.
Cite this Site
Dian Schaffhauser, "Stanford Testing iPhone Application Suite," Campus Technology, 10/1/2008, http://www.campustechnology.com/article.aspx?aid=68044
A suite of five software applications developed by students at Stanford University to run on Apple's iPhone is now being tested on campus. Two are for students, to manage course registration and bills. The other three will allow users to access Stanford's searchable campus map, get team scores and schedules, and check listings in the university's online directory, StanfordWho.
The university contracted with Terriblyclever Design, a startup company in San Francisco co-founded by Stanford student Kayvon Beykpour, to develop the suite of applications under the university's iApps Project. Beykpour is a junior majoring in computer science, and five of his company's six full-time employees also are undergraduates at Stanford.
During a pilot phase that launched recently, a select group of students who work in residential computing will test a beta version of the iPhone applications.
"We have talented students with good ideas about how they want to access administrative systems and services," said registrar Thomas Black, whose office is overseeing the project. "We want to harness their genius. We want to be able to say, 'You can come to Stanford, where students develop the applications that students use.'"
"We really were passionate about being more engaged in these systems," Beykpour said. "I am a student, and I use all these services, and I can't tell you how exciting it is to spend your time working in a capacity that you love working in--but also such that your final product affects your community."
Project leaders said the idea of letting students access key online systems and resources at Stanford via the iPhone began last May, when administrators in the registrar's office had a vision of introducing mobile applications that would enhance student life. The administrators then got in touch with Beykpour, and his company proceeded to develop the applications over the summer.
The university is offering a computer science course this fall titled, "iPhone Application Programming." The class currently has more than 80 students registered.
"We're offering this class because we think it provides students with a good way to exercise the foundations of computer science on an exciting new platform," said Mehran Sahami, an associate professor of computer science overseeing the course.
Acknowledging that security is a top priority, Tim Flood, director of student affairs information systems, said the same principles and practices currently governing the use of laptops and desktop computers at Stanford also will apply to mobile devices using the new applications. The applications will be compatible for anyone with an iPod touch as well.
Earlier in September Apple launched iPhone Developer University Program, for institutions looking to introduce curriculum for developing iPhone or iPod touch applications.
Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.
Cite this Site
Dian Schaffhauser, "Stanford Testing iPhone Application Suite," Campus Technology, 10/1/2008, http://www.campustechnology.com/article.aspx?aid=68044
Seton Hall Monitors Recruitment Dollars with Coremetrics
By Dian Schaffhauser
Seton Hall University is using Coremetrics to better track its investment in recruitment efforts. The Web-based service, which is primarily used by retailers, captures behavioral data to provide the university with insights on how to allocate marketing dollars across campaigns and channels.
"Our recruitment cycle is a long one, often taking as much as 18 to 36 months from the initial inquiry to enrollment in classes," said Robert Brosnan, director of Web and digital communications. "During the application process, we interact with prospective students through a variety of online and offline channels. Coremetrics gives us one place to go to get all the data we need and to look at our marketing efforts from a holistic perspective. We've learned some surprising things that would have been impossible to discover without the ability to attribute conversion to multiple channels. Our analysis showed, for example, that natural search plays a more significant role than expected deep into the recruitment cycle. As a result of this insight, we have made changes to our online application process and are rethinking our paid and natural search strategies."
The marketing data is used to measure the impact of both online and offline influences, including print advertising, direct mail and college recruitment fairs, for the school, which has 10,000 students.
Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.
Cite this Site
Dian Schaffhauser, "Seton Hall Monitors Recruitment Dollars with Coremetrics," Campus Technology, 9/30/2008, http://www.campustechnology.com/article.aspx?aid=68038
Seton Hall University is using Coremetrics to better track its investment in recruitment efforts. The Web-based service, which is primarily used by retailers, captures behavioral data to provide the university with insights on how to allocate marketing dollars across campaigns and channels.
"Our recruitment cycle is a long one, often taking as much as 18 to 36 months from the initial inquiry to enrollment in classes," said Robert Brosnan, director of Web and digital communications. "During the application process, we interact with prospective students through a variety of online and offline channels. Coremetrics gives us one place to go to get all the data we need and to look at our marketing efforts from a holistic perspective. We've learned some surprising things that would have been impossible to discover without the ability to attribute conversion to multiple channels. Our analysis showed, for example, that natural search plays a more significant role than expected deep into the recruitment cycle. As a result of this insight, we have made changes to our online application process and are rethinking our paid and natural search strategies."
The marketing data is used to measure the impact of both online and offline influences, including print advertising, direct mail and college recruitment fairs, for the school, which has 10,000 students.
Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.
Cite this Site
Dian Schaffhauser, "Seton Hall Monitors Recruitment Dollars with Coremetrics," Campus Technology, 9/30/2008, http://www.campustechnology.com/article.aspx?aid=68038
More Universities Sign with Hothand Wireless To Deliver Mobile Marketing
By Dian Schaffhauser
Hothand Wireless, which delivers "recreation" information to mobile devices, said it has added 10 university partners to its service, among them Georgia Institute of Technology, Ohio State University, and Stanford.
The company offers a mobile Web application with opt-in text messaging that lets students and others access information such as sports scores, standings, schedules, facility availability, contests, polls, and advertising on Web-enabled phones and other wireless devices. The network is sponsored by merchants that want to reach the university community, and in some cases, the company said, a portion of sponsorship funds or merchant fees are allocated to the school.
The service is available to all students and staff members in partner schools. Registration is required to access the service.
The company launched its University Mobile Network with a pilot program at the University of California Los Angeles which was sponsored by Best Buy Mobile. UCLA students also took advantage of special deals from Subway delivered to their phones.
Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.
Cite this Site
Dian Schaffhauser, "More Universities Sign with Hothand Wireless To Deliver Mobile Marketing," Campus Technology, 10/1/2008, http://www.campustechnology.com/article.aspx?aid=68034
Hothand Wireless, which delivers "recreation" information to mobile devices, said it has added 10 university partners to its service, among them Georgia Institute of Technology, Ohio State University, and Stanford.
The company offers a mobile Web application with opt-in text messaging that lets students and others access information such as sports scores, standings, schedules, facility availability, contests, polls, and advertising on Web-enabled phones and other wireless devices. The network is sponsored by merchants that want to reach the university community, and in some cases, the company said, a portion of sponsorship funds or merchant fees are allocated to the school.
The service is available to all students and staff members in partner schools. Registration is required to access the service.
The company launched its University Mobile Network with a pilot program at the University of California Los Angeles which was sponsored by Best Buy Mobile. UCLA students also took advantage of special deals from Subway delivered to their phones.
Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.
Cite this Site
Dian Schaffhauser, "More Universities Sign with Hothand Wireless To Deliver Mobile Marketing," Campus Technology, 10/1/2008, http://www.campustechnology.com/article.aspx?aid=68034
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