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"We are seeing a surge in firms with offers to take institutions' data so that they can reformat it and make it available as dashboards, with trends and models. It is time to ask: Who is doing our data laundry, and why?"

"Progress on data and analytics has stalled. EDUCAUSE is working with NACUBO and AIR to produce an analytics statement advocating for these important efforts in higher education and modeling the collaborative spirit needed for success."

"As higher education institutions in the United States strive to maximize their use of resources to better support students, it is now more critical for professionals to make data-informed decisions. Most institutions are currently gathering an abundance of data from multiple sources, which provides a good opportunity for functional units, divisions, and departments to share timely and relevant data and collaboratively deliver programs and services. Three of many integral units that are involved in data-informed strategies are institutional research (IR), student affairs, and information technology (IT). Thus, three higher education membership associations, the Association for Institutional Research (AIR), NASPA-Student Affairs Administrators in Higher Education, and EDUCAUSE partnered to conduct a survey that examined the current landscape of institutions' use of data and analytics for student success. This report describes a variety of challenges and opportunities regarding institutions' readiness to expand their use of data across functions."

"This report profiles six key trends, six significant challenges, and six important developments in educational technology as ranked by an expert panel of leaders from across the higher education landscape."

"In order not to fail, it is necessary to have a clear vision of what you want to achieve with learning analytics, a vision that closely aligns with institutional priorities."

"Jakubowski identified some key steps institutions might take to mitigate risk and set themselves on a path for achieving accessibility success"

"Accessibility policies frame standards and expectations for how a college or university's programs, services, and facilities serve the needs of people with disabilities. Some policies are aspirational in nature and relatively short on specific mandates, while others are much more prescriptive in stating standards, rules for compliance, and sanctions for behaviors that fall short. Accessibility policies constitute a statement of values that the institutional community subscribes to, and they serve as guidelines for how the institution intends to ensure the equitable treatment of all members of the campus community."

"Digital student records are evolving in ways that more fully document student achievements. One such form is the Comprehensive Learner Record (CLR), a digital asset that helps students both better understand their learning and share a verifiable record of their knowledge and accomplishments. CLR content can include portfolios, learning artifacts, course descriptions and syllabi, rubrics, performance evaluations, and other materials that help document what a learner knows and can do. The CLR shifts attention away from seat-time metrics to richer measures of an individual's abilities."

"More recently, this view was reiterated in the 2018 Horizon Report, showing that the issue of digital literacy is an ongoing and significant issue in educator training. Reports from both JISC (2018) and Educause (2017) also highlight a lack of digital literacy as being significant issues for higher education. The JISC report, in particular, highlights the damage to student learning that can be done when faculty lack digital competency noting that, "The report also shines a light on the digital competencies of staff, with many students reporting frustration when lecturers struggle to use digital systems correctly, saying it wastes time and restricts access to digital resources."(2018)."

"These tips can help educators ensure that online discussions are engaging and beneficial for postsecondary students."

"In the "What is Open Pedagogy" section, Robin DeRosa and Rajiv Jhangiani resist defining open pedagogy and encourage contributors to understand that the concept is continually changing shape and under negotiation. For these authors, open pedagogy is "a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures." They encourage consideration of hopes and aspirations for education rather than seeking a solidified definition."

"In essence, inclusive and open pedagogies are rooted in empathy and require that we take a humanistic approach in creating learning experiences. Empathy creates room to value multiple viewpoints. And when learners are not treated as "others," trust can be established. As empathy, trust, and respect become more prevalent, learners find the confidence to increasingly participate, engage, and take more ownership of their development and their learning. In this way, inclusive pedagogy is open, and open pedagogy is inclusive."

"The learning experience that you offer your students may still be unknown, unintentional, or misunderstood; nevertheless, you are offering an experience. An e-learning course with 77 content tabs, for example, may evoke a feeling among your students of being overwhelmed, just as presenting the plagiarism policy as the homepage of your course (you know who you are) may elicit a rigid first impression. This is where we can learn from the curators of the theme park experience-by meticulously curating a course to include enough "thrill" for our accelerated student and enough "support" for our remedial student, while still leaving enough room for every student's self-expression."

"The curb-cut principle is the idea that some accommodations intended for specific audiences provide benefits to others as well. For example, sidewalk curb cuts for wheelchair users are also beneficial for bicycles, shopping carts, and strollers. This same principle applies to digital accommodations. It can be very helpful to identify some accessibility fixes that are likely to have a greater impact than others. For example, captions are essential for students who are deaf or hard of hearing but are also beneficial to second-language learners or anyone in a noisy environment."

"Conflicts arise, however, because accessibility accommodations can sometimes complicate efforts to quickly disseminate flexible learning options to a broad student population. In some cases, institutions are responding to such conflicts in extreme ways. For example, one institution simply took down large volumes of online content that had been provided in the spirit of UDL but that did not meet accessibility standards; in other instances, colleges and universities that feel overwhelmed by a conflict have done nothing at all to address it."

"Tech companies and higher education come together to increase the level of skills and awareness of accessibility among graduates." By Jeremy Van Hof, MSU Broad.

"Using annotation tools that leverage 21st-century technology to bring social reading back to its traditional roots, instructors can help their students develop critical thinking, digital literacy, and collaboration skills."

"The General Data Protection Regulation (GDPR) confers numerous rights upon data subjects who are located in the EU, including the "right to be forgotten." It also requires that covered organizations put significant processes and safeguards into place regarding the collection, use, and processing of personal data of data subjects located in the EU. Failure to comply with GDPR can result in an enforcement action and significant financial penalties. Due to both the borderless application of GDPR and the concept of territoriality, the regulation has broad implications for organizations around the globe, including US colleges and universities."

"Quite expectedly, faculty comments included concerns about creating electronic correspondence courses, lowering course quality, and otherwise silencing the faculty voice in the teaching and learning process. Indeed, success with this new mode would depend on acknowledging the legitimacy of that fear and creating a process to encourage, respect, and retain the faculty voice. Our method of achieving this is anchored by five essential elements and will be applied to more than 250 courses, including general education, in nearly 20 academic programs."