CTCX, Horizon Report

#CTCX #58: The Leap Show – The #EdTech Horizon Report 2012

Happy Leap Day!

Since this only happens every 4 years, the Campus Tech Connection (#CTCX) will be hosting a podcast to TODAY at 12 pm CST to talk about leaping forward with technology in higher education. We were joined by@EricStoller   on the podcast & Google + Hangout to discuss the 2012 Horizon Report and how it impacts Student Affairs and Technology (#SAtech). Here’s the recorded podcast if you missed it.

The Horizon Project has been a collaborative effort between the New Media Consortium (NMC) Emerging Technologies Initiative and EDUCAUSE  to help map out the emerging technologies for teaching, learning, research, creative inquiry, and information management.  The Horizon Report was first launched in 2002 to help educators and thought leaders share  strategies, research and analysis around how technologies can effectively support learning.

DOWNLOAD the full 2012 Horizon Report HERE

How to connect to #CTCX:

This is cross-posted at BreakDrink.com

CTCX #57: Getting Connected in Higher Ed, Part II

Join the Campus Tech Connection (#CTCX) podcast LIVE today (2/13) from 12-1 pm CST as we have an action-packed line up of guests to share how to get connected in Higher Education. Our guests include:

#CTCX #SAtech Highlight of the week:

@katieschmalzel and @jjwil325 from the @SAFirstYears team will tell us about their blogging adventures at Student Affairs – the First Years. This blog connects first year professionals and graduate students share their stories and experiences of life, work, and play in student affairs. Learn about how the 10 writers post each week to attract over 2,000 on their blog.


Bob Ertischek [@profology] founder of Profology a professional social network created exclusively for higher education faculty, staff and administrators. Bob has been an adjunct and full-time faculty member, teaching classes in Political Science and Business Law at Monroe Community College in Rochester, NY. He has also worked in non-faculty roles in higher education in distance and online learning as a faculty developer and instructional technologist at Rochester Institute of Technology. Bob was a member of the Horizon Project Advisory Board in 2004. Prior to working in Higher Education, Bob practiced law and received his Juris Doctor degree from Temple University School of Law in Philadelphia. Bob is married to Faith and has two daughters, Lily and Miranda. Learn how this social network is evolving to connect our higher education peers!


Mark Mruss [@MarkAtAndromo] is a developer at Andromo – a free and easy-to-use professional Android app maker. He’s been programming ever since his parents got him CoCo 3 computer for Christmas. Mark majored in Computer Science at the University of Manitoba, and joined Indigo Rose shortly after graduation. He spent about ten years writting software in C++ designed for Windows developers, and then in early 2011 the company decided to look in a different direction to began mobile development. Although Mark taught himself Python & blogged about it – he does get a chance to leave his nerd behind while hanging out with his son, listening to music,  and riding his bike to work (in the summer – because Winnipeg is COLD). Mark is a beer lover who has been homebrewing for the last two and a half years, and he even grows hops in his own backyard. Come learn how a non-programmer can create an mobile app!

How to connect to #CTCX:

This blog post is cross-posted at BreakDrink.com 
Learning Community, MGMT6820

Population Ecology & the Evolution of Our Learning Organizations

During last week’s organizational theory seminar, I helped lead a discussion about population ecology. As defined by Colyvan (2008), a population is a collection of individual of the same species that live together in a region. Population ecology is the study of populations (especially population abundance) and how they change over time.” Organizations are often classified into different “species” that coexits in an environment that change over time and space. These changes that occur at the environmental level, lead to selection of the best fitting organizations.  In other words, the organizations who survive will be those who best fit the environment and are therefore selected.  There are other arguments in population ecology that imply adaptation and sustainable systems may be alternative routes for survival.  Here is a quick snap shot of the population theories we reviewed that explains the evolution:

After examining the dynamics of populations and how populations interact with the environment, it is easy to see how this is currently impacting learning organizations. Learning networks are both changing and challenging what traditional learning looks like. Beyond the influence of technology, there are paradigm shifts within education – both in the K-12 and higher education environment. The focus is now student-centered with engaged and experiential learning. More educators include authentic, problem-based, and self-regulated learning opportunities into their curriculum. When the classroom is flipped, learners are encouraged to be part of the cooperative learning program. As learning population ecology evolves it also gives way to new players that impact the environment, such as P2PU and Udacity. It is relevant to consider how the open learning environment will interact with traditional educational models. Will these seats be filled for long?  How can open and connected learning environments “play well” with the current educational models?

Many of these issues are being reviewed at different organizational levels to determine the efficiency and value added.  For sustainability of learning and to support our learners needs, it is important for more institutions to think broadly about the impact of population ecology for learning. Are we considering the rational organizational system as a function of accountability? Or do we need to consider how resources are being adapted to support creation and our changing learner needs?

When applying population ecology theory to current learning organizations, it often provides more questions than solutions.  I do not have answers for these issues yet; however I think they are quite relevant and more educators need to consider what the future learning environments will look like. 

Population Ecology Resources:

Smith, Adam (1776) Of the division of labour. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 2, 30-35.  (chp 2, 6th ed)

Fayol, Henri (1949) General principles of management. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 6, 51-66. (chp 5, 6th ed)

Weber, Max (1946) Bureaucracy. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 8, 81-87. (chp 7, 6th ed)

Blau, P. M. (1970) A formal theory of differentiation in organization. American Sociological Review, 35, 201-218

Hannan, M. T. & Freeman, J. (1977). The population ecology of organizations. American Journal of Sociology 82(5): 929-964

Carroll, Glenn R. (1984). Organizational ecology. Annual Review of Sociology 10: 71-93.

Baum, J. A. & Oliver, C. (1992). Institutional embeddedness and the dynamics of organizational populations. American Sociological Review 57(4): 540-559.

Hannan, M.T. & Freeman, J. (1984) Structural inertia and organizational change. American Sociological Review, Vol.49, 149-164.


Additional readings

Gulick, L. (1937) Notes on the theory of organization. In Shafritz and Ott (eds.), (1987) Classics of Organization Theory, 2nd edition, chapter 9, 87-97. (chp 8, 6th ed)

Burns, T. & Stalker, G. M. (1961) Mechanistic and organic systems. In Shafritz & Ott

Thompson, J. D. (1967) Organizations in action. In Shafritz & Ott

Lawrence, P.R. & Lorsch, J.W. (1969) Organization-environment interface. In Shafritz & Ott

Stinchombe, A.L. (1959) Bureaucratic and craft administration of production: a comparative study. Administrative Science Quarterly, Sept. 168-87.

Van Witteloostuijn, A. (2000). Organizational ecology has a bright future. Organization Studies, 21(2): V-XV. Editorial

Amburgey, T. L. & Rao, Hayagreeva (1996). Organizational ecology: Past, present, and future directions. Academy of Management Journal 39(5): 1265-1286.

Singh, J. V. & Lumsden, C. J. (1990). Theory and research in organizational ecology. Annual Review of Sociology 16(1990): 161-195.

Kearney, R. C. (2003). Patterns of union decline and growth: An organizational ecology perspective. Journal of Labor Research 24(4): 561-578.

Salimath, M. S. & Jones, R. (2011) Population Ecology Theory: Implications for Sustainability. Management Decision, 49 (6): 874-910.