From #IoT to IoE [In #HigherEd]: More Ways for Institutions to Connect to Everything


A Q&A with Robbie Melton –
By Mary Grush 09/20/16

IoT higher EdThe Internet of Things has started a new wave of connectedness. We have been able to connect certain common devices to the Internet that simply weren’t there before and discover new ways to interact with them. The ability to connect to — and obtain data from — the real and physical world over the Internet has amazed and inspired us.

Now, as we move further into the IoT, we are seeing that the technology has simply gotten better. From wearables, to smart objects and environments, to sensor networks, and more, our choices are increasing exponentially.

And with all the advancements and innovations, an awareness of the larger implications of connectedness has hit us — now, we are beginning to talk about the Internet of Everything. We’ll be tapping into big data from diverse sources, often outside our institutions as well as within, to help us make decisions in real time. Soon, it seems we will be able to consult nearly everything to decide anything.

But how can our institutions leverage these offerings in a way that supports and deepens higher education’s own enduring values? Here, we asked Robbie K. Melton, associate vice chancellor for mobile and emerging technologies at the Tennessee Board of Regents, for some advice and insight for higher education institutions as they explore — and hopefully benefit from — the unique applications of the IoE in education.

Mary Grush: In your role as the Tennessee Board of Regent’s associate vice chancellor for emerging technologies you have been studying the Internet of Things for some years, to identify the best possibilities for education. Now, you are talking about the Internet of Everything. So first of all, how would you differentiate the IoT from the IoE? Is there a difference, or is the IoE just a more “in” term right now?

Robbie Melton: The “Internet of Everything” is an expression that popped up just recently. But I think the difference is significant. The term “Everything” is telling us that we’re now able connect many, many more things, and that these things will be much smarter. Potentially, almost anything could be connected — clothing and wearables, for example, or maybe your chair. We are truly going to be able to explore how “everything is connected”. That’s why we are now speaking about the Internet of Everything.

Grush: What are some of the things you’ve been looking at in IoT and IoE in your office at TBR?

Melton: We have been looking at the IoT for well over four years now. This came naturally out of our work with mobile devices. We started by connecting through our networks to our laptops, smart phones, tablets, fitness trackers, and watches, and we realized, “Wow, we are pulling data from all of these sources — what can the possibilities be for teaching, learning, and workforce training?”

We’ve looked at learning analytics and real-time data, and, together with faculty, administration, and staff throughout Tennessee, we have envisioned real-time solutions with IoT — and of course now, with IoE. So, from that jumping off point of working with the hardware and the connectivity, we have been pondering what we can do for education and the workforce.

Grush: What are some of the successful applications you were able to demonstrate?

Melton: I’ll give you a simple example relating to student activity. Looking at connectivity and use of student-connected mobile devices, we found through our data that students at one college were more active and participated more on Monday through Thursday, and less on Friday. We were able to determine this much more quickly using our mobile data than we would have through more traditional observations, and we were able to make the change to a four-day week much sooner — we didn’t have to wait until the end of the academic year to make helpful changes.

Another example is related to textbooks. When we were using traditional hard bound and paperback books, it was very difficult to gauge where, when, and what students were reading, in the course material, as well as what content was being skipped. And it was hard to find out, without testing, which concepts were not being understood by the students.

With our ability to track and monitor electronic textbook usage, we can get data on these things in real time. This not only helps inform and improve the teaching and learning process, but it also helps us to utilize our resources in much more efficient ways. One of the benefits of this is that we now can purchase just selected chapters and content from books versus having students pay for the entire book. 

Grush: Are there different levels of use of the IoE, such as faculty versus administrators? And are there differences in how IoE is used, by discipline?

mobile-etextbooksMelton: As an administrator, using the IoE, you are looking at a holistic view of the entire campus operations of networks, teaching, learning, and services. You are not usually looking so much at a particular course — you are concerned with a whole program in regards to its alignment with student performance, retention, health, and safety.

For example, one of our campuses noticed an increase in calls regarding safety and security issues. So, the administrator pulled data (on demand and now in real time through IoE) from not only their internal cameras, but from external community surveillance sensors, law enforcement data, and other connected sources, including campus mobile devices that could help provide insight as to the ‘what’, ‘when’, and ‘where’ of incidents and how campus security systems and safety procedures were working, or not working well, overall or in selected areas on the campus.

A faculty member using the IoE would more likely be concentrating on the lesson at hand and on what specifically is going on in their classroom — especially in the areas of student engagement, performance, retention, and outcomes. An example from a science lab showed us how the instructor could monitor lab use with IoE applications, both to track and improve student learning and to keep up on supplies.

And yes, there are differences in how these technologies are being embraced and utilized in the disciplines. The STEM programs (Science, Technology, Engineering, and Math) are at the top in terms of adoption, with the medical field being early adopters. I’ll give you an example from a physical therapy lab, where there are IoE wearables such as smart shoes, clothes, and sensored adaptive devices. There are even innovative sensored therapy floors now, that can share data on how, when, and where clients are walking — allowing therapists to track progress with their therapy. So, therapists and their student interns can identify problems quickly, using real-time data from these smart floors and wearable medical devices. Also in the medical field, we were fortunate to have helped evaluate and pilot several of the first smartphone and mobile phone-based blood pressure cups — not merely adopting the technology for use on our campuses, but providing a test bed and feedback for the technology’s development and validity out in the field.

I can add that even my own shoes, clothes, smartphones, earphones, and my watch are now keeping track of my follow-through on commitments I’ve made to exercise, getting fit, and eating healthy — when I don’t keep it up, my shoes and devices will send a message to my phone to get up and get moving!

I’ll give you an intriguing example from physical education: I have a smart basketball. It will coach me by talking me through what I need to do to improve my techniques. And, when the ball is communicating with me, it is also letting the instructor know how I am doing in real time, so my human coach can immediately intervene.

Safety and security are definitely to be added high on the list of disciplines incorporating IoE, along with business and marketing, which are investigating the wealth of IoE possibilities. Have you noticed that when you drive past certain businesses your smartphone will display their logo and products, as well as update your recent purchases?

Agriculture and environmental science gave us an interesting example of the utilization of IoE. Our State Ag departments were consulted on a growing problem with wild hogs. These animals had to be captured and managed usually during the middle of the night. Consulting with Verizon Wireless IoT Connectivity Solutions, Ag agents in the field are now using a ‘smart fencing system’ that is able to track and help contain these creatures remotely without needing on-site staff at 2:00AM. 

Grush: Do some of these devices have dashboards for the instructors?

Melton: Yes, certainly. For example, we are piloting a digital tool called NearPod. This allows the instructor to connect to every device in the classroom — even to several different platforms and types of devices — as well as interacting with students at any remote location. An instructor can use the dashboard to send communications and to deliver content to all the students’ devices, and to monitor student performance as needed. And remember, this is all happening in real time.

Grush: How do you introduce these technologies or offer training that will help faculty, staff, and administrators on campus?

Melton: First, we provide professional development activities regarding the innovations and changes in technology — including emerging tools, new practices, and knowledge concepts. We use terms, symbols, and labels like “smart tools” or even “edugadgets” to convey that these are serious tools, not for entertainment or frivolous use, but for education and workforce training. We make faculty, staff, and administrators aware of what’s out there and what’s coming. We offer showcases featuring what we call “Education and Workforce Smart Tools and Gadgets for IoE”. Seeing these things gives our constituents a fresh perspective so they can help us envision the possibilities for a given device. Very recent examples include our IoE showcases and pilots that use virtual reality, augmented reality, and holograms to improve teaching, learning, and workforce training.

Participants learn to consider: (1) What is the placement or who is the wearer of the smart device? (2) What kind of data can be gathered with this device? (3) How will you monitor and track the data? and (4) What are you going to do with the data — how can you use it to make effective changes?

So the full cycle is: We find emerging tech, we assess it, we pilot it, we evaluate the application of it, and we share the outcomes and the impact of it. Then, after getting feedback and making the adjustments we need, only then do we enter the full institutional or classroom application phase.

Grush: Within your responsibilities at TBR, how are you able to demonstrate which devices are useful and worth an investment by state institutions — and which may not be, at least for now? On the surface, some of the devices you explore in your research could seem as though they might be too expensive or too exotic or just not ready or useful yet. Are you able to show institutions around the state which devices might be both effective and practical?

Melton: Yes. Consider the whole process again: First of all, TBR has invested in — not through a grant, but through its own funding infrastructure — a system-wide office for emerging technologies. This office seeks out innovations and new technologies that have the potential and possibilities for improving teaching, learning, and workforce training. The office provides a research center and testing ground for emerging technologies where campuses may ‘try out’ before purchasing and ‘test out’ for ADA standards.

Next, we introduce these tools to the faculty and administration. Every year we have a major emerging tech conference where they can peruse the latest and greatest, and we see what sparks their interest and which technologies will complement and support their programs and services.

Then, we take these technologies to the campuses, and to the various education programs. We run pilots to track and monitor the impact of the technologies and get the feedback we need to modify them to optimize teaching and learning.

Finally, TBR as a system may choose to say, “Yes, this particular technology has the potential to be a game changer. Let’s investigate and invest more.” And that way, we identify both the very latest and the very best technologies for our institutions. This model has saved the TBR institutions from expensive, one-off efforts at individual schools or programs, reducing duplication and maximizing resources and efforts while offering a proof of concept approach that can ensure our institutions are getting the most innovative technologies — viable, productive education technologies that prepare our students for a technological world of work.

Alternative and Next-Generation Credentialing

evollution
In recent years, the higher education space has seen stunning transformation in the way we recognize and credential student learning.With the resurgence and expansion of competency-based education, we’ve seen the value both students and employers put into mastery and learning outcomes. With the expansion and success of coding bootcamps—as well as institutional non-credit offerings—we’ve come to understand that a degree is not the ultimate goal for many learners.

This Special Feature explores the new higher education reality and shares some insights into how colleges and universities can compete and succeed in today’s rich and competitive postsecondary marketplace.

The Changing Priorities of Higher Education Institutions

Innovative Credentials: Turning a Drop in the Bucket into a Transformative Tidal Wave

Innovative credentials still represent just a drop in the bucket when it comes to total dollars spent in the postsecondary space, but with greater employer recognition and participation they could be truly transformative.

Digital Badges and the Career Pathway: Understanding the Value

Digital badges provide community colleges with new ways to forge career pathways for students who are not necessarily enrolling in higher education to earn a degree, but to get a job.

Education Alternatives Offer Exciting Career Transition Opportunities for Military Veterans

By improving access to flexible, alternative postsecondary credentials, colleges and universities can make huge strides in smoothing the transition into the civilian labor market for military veterans.

How Student Demand is Transforming Credentialing

Stackable Credentials Meet the Needs of Students and Society

The number of students earning multiple credentials is already rising—colleges and universities need to do more to formalize the non-conventional pathways students are already taking to earn their degrees.

A Primer on the Present and Future of Alternative Credentials

Alternative credentials will not replace degrees but are strongly following the disruptive innovation process outlined by Clayton Christensen.

Where Are Alternative Options Moving Higher Education?

Abnormal Becoming the New Normal: CBE and Moving Beyond Standard Practice in Higher Education

and Celina Garza | Associate Vice President for Institutional Assessment, Texas State Technical College-Harlingen

The capacity to microcredential through competency-based education formats allows colleges to ensure their content remains relevant and responsive to the needs of students and the labor market.

The Path Forward for Alternative Credentialing

By making use of blockchain verification, stackable credentials can grow to meet the specific needs of today’s just-in-time, dynamic labor market.

The Value of Alternative Credentialing for Students and Institutions

The Differentiating Power of Alternative Credentials

Institutions can use microcredentials as a platform to stand out from the crowd, but their offerings must be verifiable and of the maximum quality possible in order to serve as an effective differentiator.

Resumes are Dead and Transcripts are Ailing

As the traditional college transcript and CV falls further and further out of vogue among employers, colleges and universities need to turn to more competency-focused credentials like badges to communicate their graduates’ skills to potential employers.

Assessing the Long-Term Potential for Bootcamps: How Do They Truly Stack Up?

Though alternative credentials have yet to overtake traditional degrees in value—perceived or otherwise—their focus on short-term benefits and demand responsiveness could lead to a longer-term shift in the powers of each respective credential.

Alternative Credentialing from the Community College Perspective

Normalizing Certificates and Certifications for Today’s Learners

The focus on improving student outcomes starts with ensuring that institutions are directly meeting the needs and expectations of their students. In many cases, this means moving away from the bread-and-butter degrees towards high-demand non-degree certificate and certification programming.

On Bootcamps: Community Colleges Are In A Different Category

While bootcamps provide the hard skills students need to get a job, community colleges teach those hard skills as well as the soft skills students need to get a career.

The Need for a National Certification Ecosystem

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As community colleges begin to deliver a wider range of credentials, including but not limited to degrees, it’s critical that a national certification system be established to provide critical information to all key stakeholders regarding their value and potential.

Creating a New Model with Alternative Providers

Partnering with a Non-Traditional Provider: EQUIP and Experimental Education Opportunities

With students demanding more choice and employers looking for more specific credentials, colleges and universities need to work harder to ensure they’re providing alternative pathways for students to prepare themselves for the labor market.

EQUIP-ping Students for a Fruitful Career by Partnering with a Bootcamp

By taking advantage of an innovative and forward-thinking government experiment, SUNY Empire State and Flatiron School have created low-cost access to critical workforce development programming that can transfer seamlessly into a traditional degree program.

HIGHER ED MANAGEMENT – Launching October 1, 2016

Higher Education Management

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Our new service, Higher Education Management, will officially launch on October 1, 2016.

It is designed to serve as a resource for academic, administrative, and other leaders responsible for change and continued improvement in higher education.

H/E/M is a response to the growing importance of effective and strategic leadership in our colleges and universities, as well as the role of the businesses, governments, and regulators that serve higher education.

Each two weeks H/E/M will feature profiles of leaders in higher education management, brief lessons on key issues, commentary from experts, productivity tips to help you get the most out of your day, as well as plenty of worthwhile diversions.

As of October 2016, we’ll share . . .

  • “How 2”. Quick explanations of key concepts, issues, and processes that leaders in higher education need to drive change in their institution.
  • “Life & . . . “. High-quality guidance to help you become…

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How Education Fails Technology (And What to Do About It)

edtechdigest.com

SHIFT PARADIGM | by Mark E. Weston

Education has failed technology. Yes, you read that correctly. Education has failed technology.

To understand why this is, not vice versa, requires understanding what the research literature makes clear: It is possible to get all children learning at levels beyond their respective aptitudes. The same literature, however, makes clear that such levels of learning rarely occur outside one-to-one tutoring settings. Let’s unpack these seemingly contradictory statements to shed light on why education has failed technology and what we can do about it.

Nearly three decades ago, Benjamin Bloom (author of Taxonomy of Educational Objectives) led a research effort to find methods of group instruction that were as effective as one-to-one tutoring through which students performed two standard deviations higher than their classroom educated peers. Bloom named the target of his search the 2-sigma problem. The research-based solution he found was simple…

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Connected Campus Experiences in the Age of #IoT

Imagine the Internet of Things–empowered experience of new students arriving at a college campus for the first time. They’ve downloaded the school’s app, which directs them to open parking spots that are student-eligible and close to their dorm rooms. It also prompts them to enter their license plate numbers and registers their cars. They’re IotEducationdirected to their dorms, and notifications update the resident advisors’ dashboards and brings up their names on a welcome screen in the dorm’s entry hall. The app leads each student to their rooms, where their phone opens the door to reveal a room with a tablet pre-loaded with materials specific to their classes as well as the non-digital materials for the classes they will be taking already piled on the bed. The app shows their class schedules, class locations, and assignments. It lets them browse and sign up for extracurricular activities and shows open seats in computer labs, group study rooms, and the library. A phone bump pays café bills and laundry machines. Meanwhile, intelligent security cameras watch over public spaces and identify visitors whose faces the software does not recognize and alert campus safety personnel.

On this modern campus data is integrated, and automation provides a student experience that is safe, personalized, and always connected. This data is correlated with student performance data to give the school insight into specific student engagement patterns to ensure that every student needing assistance receives it before issues become acute. Just as baseball managers have adopted “pitch counts” and use advanced analytics (sabermetrics) to direct action before negative events occur, higher education institutions use data to direct actions and interventions that drive better outcomes for students and

the institution. Data from parking systems, campus access cards, wireless access points, and cloud productivity tools are combined to paint a previously unavailable picture of student engagement. Is there correlation between engagement and the number of weekends spent off campus? How does use of school resources such as group study spaces or the library correlate with grades? Does it differ by major? Cloud-enabled machine-learning models applied to student engagement and performance data can help institutions materially increase graduation rates, just as schools such as the Tacoma and Cleveland Metro school districts have done.

The Internet of Things Is Exploding

Few of us had heard of the Internet of Things only a few years back. Big data was the hot topic, with promises of new insight from advanced analytics. If big data is the heart of advanced analytics, IoT is the pumping blood. Today IoT combines with cloud-enabled analyticSmartCities3s to bring gains in efficiency and cost savings while at the same time making a reality of services that were previously impossible or cost-prohibitive.Gartner predicts IoT will explode: connected endpoint devices are expected to grow 32 percent year over year through 2020, reaching an installed base of 20 billion devices. In 2020 alone 6.6 billion “things” are expected to ship, and hardware spending on connected endpoints will reach $3 trillion.

Educational institutions have begun to recognize the potential benefits from these IoT solutions applied to their campuses. Operational efficiencies can lower costs, and reduced consumption can lower carbon footprint, aligning with an institution’s goals for fiduciary and social responsibility. Cloud service data centers are in some cases carbon-neutral, reducing the school’s carbon footprint rather than just shifting it to a cloud provider. These same technologies also generate data that can be used to personalize campus experiences.

Why the sudden explosion? Wireless and Wi-Fi networks are ubiquitous, as are the devices that use them to communicate. The phones in our pockets are relatively expensive examples, powerful and chock-full of sensors (temperature, compass, acceleration, energy use, sound, light, radio waves, and more). But the cost of the simplest of sensors and the Wi-Fi chip needed to connect them has fallen to a few dollars and continues to decline. Cloud computing provides the centralized collection, storage, and analytics systems and algorithms necessary to make sense of the resulting masses of data.

Extreme Networks

Facilities Management

The history of building management systems and the energy efficiency they now yield provides an example of the concrete benefits of cloud-enabled IoT in higher education. Twenty-five years ago buildings were completely dumb — they did not collect information about how they were operating, much less communicate it. The subsequent inclusion of building automation systems allowed a facilities manager to see a building’s current status, but the data stayed local and did not include history. More recently data was collected over time across multiple buildings, but only if they shared systems of the same generation from the same vendor. Only in the past few years has building data been normalized across multiple building automation systems and equipment vendors, stored so that patterns over time become visible, and compared with other customers’ data collected from hundreds of other buildings. Today you have systems that let you see in real time how your energy is being consumed across all of your buildings, see current status and detect faults in your equipment, and identify patterns in historical equipment telemetry in order to predict and prevent failures before they happen. All of that leads to reduced energy usage (10–20 percent, increasing with time and additional analysis) and facilities tickets that are declining and focused on prevention and the highest priority failures. Both save you money. At Microsoft we’ve implemented such a system and are on track to cut costs by 18 percent of our previous expenditures on energy — and that’s on top of the earlier gains made by ensuring unused equipment is turned off at night and replacing energy-inefficient lights. Schools including Carnegie Mellon University and the Peirce School in Massachusetts already benefit from these systems.

Industry adoption creates a huge IoT and cloud computing employment opportunity. A university’s own IoT projects, such as building and energy management, can serve as a live lab for learning, enabling students to add value to real-world solutions. At the same time, students learn valuable cloud computing and analytics skills necessary for tomorrow’s jobs. This data can also be rich fodder for faculty research projects, presenting an opportunity to collaborate across schools and combine data sets to increase the accuracy of data models.

Cloud-Enabled IoT

How can a school begin to leverage cloud-enabled IoT? Start with existing data — many on-campus systems already generate data that can be combined and analyzed to generate new insight. Identify a cost-saving pilot as a first step; energy efficiency would be an excellent and timely choice for any school not already running a second-generation system. Iterate (as with any tech). As confidence grows and savings are realized, invest in additional services that will allow your school to stand out from your competitors and attract great students. Then go big by adding new sensors, combining new and existing data sets from different systems, and creating new applications. Leverage the cloud, which provides centralized data collection and analysis, built-in scalability, preconfigured environments optimized for the IoT, and powerful machine-learning algorithms. Then bask in the admiration of your peer institutions!

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Seth Atkinson is senior business development manager for Worldwide Education, Microsoft.  Rob Curtin is director of Higher Education for Worldwide Education, Microsoft.

© 2016 Seth Atkinson and Rob Curtin. This EDUCAUSE Review article is licensed under Creative Commons BY 4.0 International.

EdTech is the next FinTech

Fintech is a factor of the fourth industrial revolution that has completely taken the world by storm and forever revolutionized how we bank. But many believe it is still in its infancy, with figures suggesting the same: global investment peaked at $5.3 billion in the first quarter of this year — a whopping 67 percent over the same period last year.

So why the screaming surge to success? Fintech startups identified a shift in society, one led by a hungry consumer demand for innovative and digital services. In fact, recent studies showed more than one-third of us would leave our bank if they didn’t offer the most up-to-date technology.

It’s simple — we want things made easy, more accessible and provided instantly. The founding fathers of fintech recognized this expectation and took the traditional concepts of financial services, added a pinch of innovation and a touch of technology and watched the future of banking change forever.

And boy did venture capitalists take notice. In the U.K. and Ireland alone, fintech startups raised more than £461.3 million from investors between 2008 and 2013. And now we can pay with a wave of a mobile phone, transfer funds by speaking into a watch and almost never need cash.

So what’s next? While the fintech bubble shows no signs of popping just yet, it has begun to show signs of the speed wobbles as turbulent motions of the current global economic climate tests its stability.

As the world tries to make sense of economic tremors from the Brexit fallout, upcoming U.S. elections and volatile European financial markets, it’s easy to see why investors are becoming less willing to roll the dice and throw money at oversaturated venture markets. This presents a window of opportunity for investors trying to spot, catch and ride the wave of the next “fintech.”

Enter edtech — 2017’s big, untapped and safe investor opportunity.

Roll Call for Investors

The education market is big. We’re talking $5-trillion-globally-per-annum big. Yet edtech has been completely overshadowed by other red-hot investment opportunities, not only from the fintech industry, but others. For example, in 2015, more was invested in Uber alone than the entire edtech industry.

But now the cat is out of the bag. The rise of a new education and learning world has begun with investment in edtech set to reach $252 million globally by 2020. Just as digitalization has transformed the financial services industry, it too will soon have its progressive grip wrapped around education.

For the past 150 years or so, most learning models — especially regarding children — have barely changed: A teacher or lecturer stands at the front of the classroom explaining ideas or introducing facts while students sit and listen with the learning materials being mostly physical textbooks or printouts.

Edtech is poised to be the biggest and possibly most profitable digitalized sector yet.

Now, however, digital technologies are starting to transform today’s classrooms. More students are using computers or tablets, and teachers are increasingly using screens to illustrate aspects of their lessons. Physical textbooks are being replaced by online, interactive services that are more up-to-date and in-depth, which allows learners to explore and learn at their own pace.

This is important because of two contributing factors. First, students are born with digital DNA. When considered like a business, education institutions need to cater to the digital demand of their consumers — people who are constantly exposed to digital technologies outside of the classroom have come to expect the same digital capabilities within the four walls of a learning environment.

EdTechSecondly, the world is fast becoming aware of the burgeoning digital skills divide in our society. Digital will soon be the nucleus of every industry. We are already seeing it happen, from human resources to healthcare to fashion. In fact, four years from now, the U.K. is predicted to require 2.3 million digitally skilled workers alone. Are we adequately preparing our young people for such a workplace? Many would argue we are not. In fact, only 10 percent of schools offer any kind of computer science class. If we don’t start at school-level exposing learners to technology existing outside the classroom, the skills gap will soon be a valley that cannot be bridged.

EdTech is the new FinTech

The education and learning technology sector contributes more than £1 billion to the U.K. economy each year, and in the process has established some of the most innovative startup companies in the world. From Raspberry Pi to Blackbullion to our very own Knowledgemotion, there are now more than 1,000 edtech startups in Britain, ready to lead the world in education innovation.

Other than being the only technology industry to have direct access to schools, colleges and universities, edtech is also the safest bet for investors. Unlike the ups and downs of the financial markets, edtech remains constant, sheltered from many of the pressures of the broader geopolitical landscape. It is somewhat of a safe haven for smart money from smart investors.

But this is just the tip of the iceberg. The opportunities edtech promises the world’s largest content providers, the biggest educational institutions and any investor looking for a “sure thing” are almost endless. While it might be slightly late to the “digital-first” party, edtech is poised to be the biggest and possibly most profitable digitalized sector yet.

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I’m the (Kevin) Bacon of the Salesforce Community – Introducing Charlie Isaacs

ericforcefield

This is the first post in mynew blog series in which I will feature people I know from the community: Salesforce employees, MVPs, User Group Leaders, Partners, and honestly, anyone who I’m connected with who is willing to share with me the answers to five simple questions. I hoping that this blog series will help everyone out in the community get better connected to others who are either like them, can help them, are nothing like them, can’t help them, or are simply people they haven’t met yet! After all, a stranger is simply a friend you don’t know yet.

For me, one of the greatest strengths of the Salesforce Ecosystem is its people and the connections that are shared.

So, if you are brave enough, even if you’ve never met me in person, fill out this form and I’ll feature you in an upcoming post. But beware, I might…

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