Luckily for our industry, the thought-leader she is currently becoming on future-ready content (or why not call it responsiBLE content?) is familiar with the content challenges faced by higher ed as she has already helped a few institutions tackle the “C” issue.

That’s why I decided to invite her to be the keynote speaker of our upcoming Higher Ed Responsive Web Design Summit, scheduled online on June 19, 20 & 21, 2012. This 3-webinar series will also feature Stewart Foss who has been teaching Higher Ed Experts’ 4-week online course on responsive web design and Nick Johnson, Director of Web and Interactive Marketing at The University of Notre Dame who oversaw the latest redesign of nd.edu.

In preparation for the summit, Sara was kind enough to answer a few questions so you can find out why higher ed websites need “responsible” content.

1) You wrote this thought-provoking piece published on A List Apart two months ago. With all the talk around mobile first and responsive web design, do you think that web content is still left behind?

What’s interesting about the responsive and mobile-first movements is that I think they’re actually forcing everyone to be more aware of content. When we design in a way that’s flexible and lightweight, which we need to do to go mobile or responsive, we end up stripping sites down to their core. What’s at that core? The content, of course. If the content isn’t good, or is broken, it becomes very difficult to ignore. So, in a sense, mobile and responsive force us to be more focused on content, because as we remove bells and whistles, that’s sort of all there is. It’s because of this that in the past year or so, some of web’s biggest design-and-dev names, like Jeffrey Zeldman or Ethan Marcotte or Jeremy Keith, have really started talking about content a lot.

As a content nerd, I think all this is fabulous. But here’s the catch: so far, I think content folks haven’t been a big enough part of the conversation about mobile and responsive and the like—and I think this might be our own fault, in some ways, because we tend to see it as a design-and-dev issue, when really it’s a content issue just as much. The more we speak up about this stuff and raise concerns about what all this means for content, the more we can improve things for everyone.

2) You’re currently working on your first book, Content Everywhere, to be published by Rosenfeld Media early next year. Can you tell us a bit more about its topic?

The idea of the book is simple: That devices and channels will only continue to multiply, and we’ll need content for all of them—because pretty soon, our users won’t accept only being able to access our content in just one way. Since we can’t possibly keep up with creating endless versions of our content for all of these different channels, we need to find way to make our content go further—to make it flexible and reusable.

In the book, I walk readers through how to rethink their approach to content, breaking away from the idea of “pages” and “documents” that are fixed, and instead thinking more about what our content is trying to communicate and what elements it needs to do that. This involves breaking content into semantic chunks, and storing it in a way that isn’t specific to any one output. This work really sits at the intersection between content strategy and information architecture, because it emphasizes the need for us to carefully craft both our messages and stories, and the structures and relationships that will bring those stories to life in this wild new world of varied devices and platforms.

3) Universities and colleges have always been “content factories.” In your opinion, what will be the main challenges to make higher ed content more responsive?

Higher ed has always produced a lot of content, typically by many different people—and, in many institutions, those people’s skill sets often vary widely, from expert web writers in a communications department to admin staff with little understanding of the web or of the CMS. This has always caused some challenges, but I think the advent of responsive design in higher ed is going to make those challenges more apparent, because when content doesn’t work well on responsive sites, it’s glaringly obvious.

I think what will come out of this, though, is that institutions are really going to start seeing the need for governance, and take that on with more gusto than before. And that’s actually a great thing. In fact, I’m in the early stages of planning a responsive or adaptive site with a law school right now, and they’re very committed to cross-department governance in a way I haven’t seen in the past. By having people from different parts of the institution really embrace the website and take ownership, they can do a lot more to get all the varied content creators across their campus more ready for responsive design than if the school simply unrolled it one day without that governance team.

4) In your online session at the Higher Ed Responsive Web Design Summit, you will help attendees tackle this huge task, but can you share a tip with us today?

I think the number one tip I would give is this: Don’t freak out. The web is in a transitional place right now, and there aren’t a lot of perfect solutions to every problem. You’ve got to learn to be OK with that or the uncertainty will overwhelm you. Overwhelmed people tend to either freeze up, halting their progress entirely, or make rash decisions, wasting a lot of precious budget jumping on bandwagons—and neither of those responses are going to help you. Instead, think long-term about your web presence and don’t be afraid of taking smaller, more iterative steps.

Higher Ed Responsive Web Design Summit
Top Trends, Lessons Learned and Content Strategy
June 19, 20 & 21, 2012

While the news was announced through a very formal press conference held last Tuesday morning, President Schulz didn’t quite follow the University President PlayBook when it comes to communications around bad news or crises. You know what I mean –sticking to traditional news outlets and keeping a distance with unhappy fans and mean critics. No, President Schulz didn’t dodge the ball He caught it in mid-air and scored in a very refreshing, authentic and human way by… using Twitter to engage with them directly in real time.

Just look at a couple of his tweets:

We tried to give good and concise info @ButlerBruno: Watching press conf w @kstate_pres & @John_Currie was worse than watching a bad debate.

3/27/2012 3:37 pm via Twitter for iPhoneReplyRetweetFavorite

@kstate_pres

Kirk H. Schulz

thanks - that is all we are asking! “@sw38: As an alum, I'm sad, but let's give our leaders a chance to create momentum.”

3/27/2012 5:42 pm via Twitter for iPhoneReplyRetweetFavorite

@kstate_pres

Kirk H. Schulz

With more than 8,000 Twitter followers and 2,300 tweets under his belt, K-State President is NOT the new or clueless kid on the Twitter block.

If you take a few minutes to go over his tweets (@kstate_pres), you’ll see that he knows how to reply, retweet and post to engage his followers.

Choosing what to retweet is also something he does very well as shown below.

I’m sorry @John_Currie @kstatesports @kstate_pres for how I reacted earlier. I really do support you guys and your choices. #Emaw #KState

— Brandon Evans (@bmevansEMAW) March 31, 2012

So, when Bill Herndon, Director of Web Services at K-State emailed me about this last Tuesday, I asked right away – following the proper channels – if President Schultz would answer a few questions so we can all understand why he chose Twitter in this specific instance. I got my short email interview back the same day just a few hours after my initial request (so, K-State President is pretty good with email as well).

K-State President

1) President Schulz, you’ve recently used Twitter to answer tough questions about the departure of K-State Head Basketball Coach. Why Twitter?

Twitter allows for immediate feedback and interaction with many members of the K-State alumni base – including sports media. Since people had posted items which I thought were not correct, I wanted to provide some real time dialoging opportunities for people to ask about things associated with athletics. I also felt it was appropropriate to tackle some of the more aggressive questions and not try and dodge difficult issues related to our basketball program.

2) You seem to be very active on your Twitter account. Are you the only one managing your Twitter presence or do you get help from staffers?

I do manage my account by myself, and do 95% of it on my iPhone. I can do a Twitter posting from virtually anywhere and at anytime – which means I can do it between meetings. Also, by doing it myself my Twitter postings are reflective of my personality – as opposed to “corporate twittering” which is often simply posting weblinks.

3) What would you say to other university/college presidents who are still hesitant to embrace Twitter as a communication channel?

I would encourage them to embrace Twitter and Social Media – which is here to stay! I believe that often people don’t know what Presidents do with their time – and this also allows a larger group of people to keep attuned to what their President is doing to advance the university.

This could well be the Holy Grail of higher ed website design: a web design based on the mobile first approach that serves content on any devices using a combo of responsive web design techniques and server side detection to reduce the load for mobile (as the concept was explained by Dave Olsen a few weeks ago).

Here’s a quick look at the before and after screenshots on different widths:

BEFORE

AFTER


And, here’s a screenshot of the desktop version:

Make sure you go play a bit with the page – it is VERY playfull and so easy to use (I can’t wait for Nick DeNardis to review it on EDUCheckup)

That’s truly beautiful work in my book. Congratulations to Erik Runyon and the rest of the team!
What do YOU think? Anybody else in higher ed who has followed the mobile first approach yet?

4-week online course: Mobile & Responsive Web Design for Higher Ed
(asynchronous with weekly lessons and assignments)

After I realized in 2010 that we didn’t use online analytics as much as we could in higher education, I tried to start a revolution (or a crusade?) to change this and help our industry (and your institutions) see how data can really help everybody make decisions, prioritize budgets and even spend time only on what works the best.

Over the past 2 years I’ve written numerous articles and blog posts on the topic, given several conference presentations, conducted benchmarking surveys or other research and even launched last September the first 4-week course entirely focused on Online Analytics in Higher Ed – hopefully moving the needle a little bit in favor of analytics in higher ed.

So, how are we doing today in terms of social media and web analytics?
It’s time (again) to find out with the 3rd edition of the State of Online Analytics in Higher Ed Survey.

The State of Online Analytics in Higher Education (2012)

This is a 1-page survey with a few questions (if you’ve taken the survey last year, you’ll see I’ve only made minor changes). The goal is to create the 2012 Analytics report card for our industry – and establish if/how things have changed compared to 2011 and 2010.

If you complete the survey now, you will receive via email an executive summary highlighting the main findings.

I’m also scheduled to present on the topic at the following conferences in the next few months.

• J. Boye 2012 Web & Intranet Conference in Philadelphia, PA (May 8-10. 2012)
• Innovations in eLearning VIII Conference at George Mason University in Fairfax, VA (June 5-7, 2012)
• UBTech 2012 Conference in Las Vegas, NV (June 10-13, 2012)
• and probably EduWeb 2012 Conference in Boston, MA (July 30-August 1, 2012)

As a result, I’m also actively looking for a few more great case studies to feature in these sessions. If you have done something noticeable with analytics, let me tell the world about it :-)

And, If you’re game we could even include in my presentation a short pre-recorded video interview of you sharing your success story. I’ve done it in a few presentations in the past – and it was great (a bit like if you were actually presenting at a conference even if you can’t attend it).

So, how do you go about this?
The first step is to take the survey and include your short case study when asked (it’s not required to complete the survey though). I’ll be in touch before April 10, 2012.

I already have secured the participation of few high-profile higher ed presenters (Rachel Reuben, Georgy Cohen, Rick Allen, Stephanie Geyer among others) in my track, so you will be in very good company.

And, I want to help you get your proposal accepted if you have an idea for a session related to:

• branding
• content/platform strategy
• analytics and measurement
• return on investment
• marketing online programs
• email marketing
• search engine optimization
• research about target audiences & new trends (surveys, research done by institutions or vendors)
• strategic decision making
• governance
• comprehensive case studies of integrated marketing campaigns/initiatives (from strategic goals to results & lessons learned)

Send me an email at karine@collegewebeditor.com by Thursday noon ET and I’ll give you feedback and pointers to make your proposal for the marketing track even stronger (a bit like submitting an early draft of your final paper when you were in college)

If you’ve never presented at a conference before, let me know as I want to make sure I get at least a few first-time presenters in my track. I will offer feedback and support for developing the presentation and even a dry run (that’s part of what I’ve been doing for the past 5 years at Higher Ed Experts).

Don’t need feedback? Ready to rock?Submit your proposal to the marketing track NOW!

WOW - Just WOW. Stop what you're doing and watch this: http://t.co/UiZmSevG - the latest admissions video from @UofR

3/8/2012 11:53 am via TweetDeckReplyRetweetFavorite

@karinejoly

karinejoly

No, what caught my attention in Dave Tyler’s Link Boxers column this month was another admissions video, an admissions from another world featuring beer, blood, horror and… a campus tour.

Haven’t heard of it yet? Stop a minute and watch it now – with more than 2 million views on YouTube, you can say, it has become an overnight classic.

Wow.
Really?
How did they do that?
Were they out their mind – and are they now out of their job?

Yep, that’s what I thought too the first time I watched it. I had to ask why Central Institute of Technology would boldly (gorely?) go where no other institution has gone before. And, I did.

Caroline Lindsay, Online Strategist for Marketing and Communications at Central Institute of Technology was kind enough to answer my questions to help us all understand the context behind this extreme admissions video.

1) How did you come up with the concept for this video? Who are these 2 guys starring in the video?

To explain the concept, you probably need a little background information. Henry and Aaron, the actors and creators of the video are two very talented Central graduates. Central agreed to sponsor them in another activity, and a part of the sponsorship package was that Henry and Aaron would make an ad for Central to distribute online.

2) It’s a very bold statement for an admissions video and it has paid off in terms of YouTube views. What were your institutional/admissions goals for this video?

It IS a bold statement! Again, some background helps here. Perth, Western Australia has a very competitive higher ed marketplace and it is very difficult to cut through. Especially when you are a technical college trying to compete with the bigger budgets of the universities and an audience who is just hearing a lot of the same messages. However, we knew that the other work that Henry and Aaron had created had really resonated with our target audience.

We did have to take a risk, by giving them a lot of freedom in the brief otherwise it wouldn’t have worked. It was vital that the video came across as genuine and honest, was well thought out and that the production values were high. It needed to be different than everything else out there. It also helped having a very supportive Managing Director and Head of Marketing who were willing to take on that level of risk.

Another factor in going with something that we hoped would work virally is that we needed to get across a recent branding change that we had made. We changed names from Central TAFE to Central Institute of Technology, but it has been slow to get our community to be aware and adopt the change in brand. So, one goal was to produce something that would reach our target market and get them talking about our new name in a postive way. In terms of admissions, we wanted to create a buzz and begin a conversation more than set a direct increase in applications.

3) Can you tell us a bit more on what was involved to create it?

The video was shot in one day and then edited over four weeks.
Central has a fantastic film and television department so we were able to use internal resources and facilities and the crew was made up of current and former students.

4) What kind of results did you get so far?

I think the results will be longer term and will be realised further when applications open in May for our second semester intake. However already we have seen a significant increase in website traffic, extensive press in Australian and overseas and increase in course enquiries. I think as well as getting the traffic on Youtube we have generated that positive discussion around our brand that we wanted to occur. We had 10,000 uniques to the site on the day after it hit virally. 500, 000 visitors in the first few weeks from the US, a market that is traditionally hard to reach from here in Perth.

5) Did you get any negative feedback? If you did, how did you handle it?

We had drafted responses ready to respond to negative feedback. Some of our students are under 18, so we needed to be prepared for potentially concerned parental responses, and as a government agency we also needed to be prepared. We ensured that whenever we posted the video we included a warning. In preparation we compared the video to music videos and gaming that our target audience was already engaging with, and sure, it was out there in terms of higher ed advertising, but it wasn’t out there at all in terms of what this audience was otherwise watching and doing. And in the end, we had no problems at all. 24000 likes on Youtube and only 300 dislikes tells the story really. It wasn’t to everyones taste, but all up we only had one complaint made directly to us. That I think is incredible. I think that comes down to the cleverness of the script and how genuine Henry and Aaron are.

So, my dear readers, what do you think? While this kind of videos would certainly get you fired in the US, do you think it’s time to be boldER in admissions videos?

Since I’m getting back on the conference circuit this year after taking a year off, I thought reading this book could help me get my inner presenter back into the groove.

While I know my marketing and communication classics, I have to admit that I don’t have a good knowledge of the advertising industry. As a result, I had never heard about the author, Peter Coughter, before I receive the review copy of his book. But, YOU might already know that is actually a well-know veteran of the ad agency world as well as a Professor at the VCU Brandcenter at Virginia Commonwealth University.

Here’s is my 1-1-1 Express Book Review of The Art of The Pitch: Persuasion and Presentation Skills that Win Business by Peter Coughter.

• 1 thing I liked

  Professor Coughter is a fantastic storyteller. Reading this book often felt like listening to great presentation stories sitting at the coffee shop. Without you even noticing it, through this series of stories, you end up understanding a lot about the kind of preparation work that goes into great presentations. And, even though, Professor Coughter focuses on presentations to win business, the principles he walks his reader through can be used with great success for conference presentations.

• 1 thing I didn’t like too much

  As I mentioned above, I don’t know anything about the inner circles of the advertising world. That’s why some of the talk about advertising insiders didn’t do anything for me. From time to time, it felt like reading the adventures of the members of a big family… the family of a total stranger. Nothing huge, just not my favorite part of the book.

• 1 big take-away from the book

  I love how Professor Coughter defines a presentation in the first pages of the book: “It’s a conversation. Only you’re doing most of the talking.”
  However, it’s crucial to remember that this conversation has to be about the audience. When you research, design, prepare and rehearse for a presentation, it’s easy to focus exclusively on the topic, on what YOU want to say. That’s why you should never forget that YOUR presentation is not about YOU, but about the audience. As a result, any tactics you would use in a personal conversation, helping the other perceive you as one of his/her own, will also work well for your conference presentations. Focus on what you have in common with your session attendees, what makes you one of them, and you will win them over more easily. Professor Coughter has used that to sell (or help others) sell advertising campaigns, but this will work for ANY ideas you want to pitch.

And, the next session starting next Monday is… sold out!

6 months, 5 sessions, 50 students and 24 awarded certificates in Web Analytics for Higher Ed (final grades are due next week for the 5th session, so we’ll have more next week): what a great milestone for web analytics in higher education, don’t you think?

As we do with all our courses, WAHE students from all these sessions were invited to complete a course evaluation.

100% of the students submitting their evaluation said the course helped them develop their knowledge and expertise of web analytics.

We also asked students to grade the course and the instructor on a range from 1 (bad) to 5 (excellent).
The course got a GPA of 4.33/5 while its instructor, Joshua Dodson, was very close with a 4.2 GPA.

Here’s what some of the students said about the Web Analytics Course for Higher Ed:

Amy Barnes, Plymouth State University (NH)
“This course is very interesting and definitely starts one on the path of becoming a GA ninja. It made me realize the importance of reporting data that is meaningful to decision making, not just reporting data for data’s sake! I will never again present lengthy analytical reports providing data that was amazing to me (and probably to me alone), as this doesn’t help influence decision making.”

Dan Demmons, Director of Web Design, Architecture and Services at Providence College (RI)
“Fantastic course! Going to make a world of difference for me and my operation as I seek to corral the chaos and create some structure/methods for how we work on the web at my institution. It’s all about metrics.”

Matt Herzberger, Director of Web Communications at FIU (FL, USA)
“This course was great. It let me focus on the things that are important and the discussions with other higher ed web people made it something unique as opposed to a non higher ed analytics course.”

Derek Bierman, Director of Web Systems Services at NCC (NE, USA)
“This course provided me with the critical thinking skills necessary to take our analytics from reactive to proactive. I can now create the reports I need to prove value and measure success.”

Tatjana Salcedo, Web Strategist at the Univesity of Vermont (VT, USA)
“It was incredibly useful and enlightening. This was some of the best professional development that I have done in a long while!”

Mark, Ward, Bay of Plenty Polytechnic (Tauranga, NEW ZEALAND)
“Great content, very relevant. And, thankfully along the way we are building things we can actually use!”

Stephen Ross, Web Coordinator at Olds College (AB, CANADA)
“This course is forcing me to pay attention to my neglected “analytics to-do” list. Analytics not reportrics!”

Natalie Bush, Interactive Marketing Manager at San Joaquin Valley College (CA, USA)
“This course is highly relevant and very applicable. From day one it has help me turn information into knowledge. In just 3 weeks I’ve identified gaps in our web strategy, which may have gone unnoticed if not for this course. I would definitely recommend it to marketing professionals and web masters.”

Lisa Ware, Director of Outreach Programs for The Center for Professional Excellence at Wofford College (SC, USA)
“I’ve been extremely happy with this course. I think the web interface is very well-organized. It’s easy to find what I’m looking for. I appreciate the reminders about assignments, and I think the amount of work has been very well-balanced. I was worried going into the course that I might not be able to follow the instructor or handle the work, but the material is as promised: you don’t have to have a high level of technical experience with GA to learn the material. All courses, essentially, help you discover what you don’t know as much as they teach you new things, and I know that I’ll need to review the material a few times to really become confident with it. But this has been exactly the in-depth explanation I hoped it would be.”

Joel Kunze, Web Services Director & Research Specialist at Upper Iowa University (IA, USA)
“I found the course tremendously valuable. Obviously I learned new techniques to more fully utilize Google Analytics, but the course is much more than a practical “how-to” guide. The focus on KPIs and their connection to an institution’s goals and objectives was the most enlightening. This focus aided me in developing a strategic mindset with regards to the use of web analytics.”

Students – all working higher ed professionals – learned a lot with this course on Web Analytics for Higher Ed. So did I.

This course has taught us a lot about the state of web analytics in higher education. And, I thought you’d be interested in these indirect learning outcomes. That’s why I asked Joshua a few questions about his experience as an instructor for this course.

1) You’re currently teaching your 5th session of the WAHE course. Since you started back in September, have you noticed some common issues faced by students trying to implement analytics at their institutions?

A common issue is that students find some resistance on their campus from a structural or political standpoint. Many of the students are energized by the data and are excited to begin affecting positive change at their institutions, but feel that the structure of the school does not allow data to illuminate appropriate changes to both their website and their larger marketing efforts. The students quickly recognize the value that the web analytics data provides and, by the end of the course, have crafted sample plans of action based on the information. My hope is that the institutions listen to their own analytics “ninjas” after the students have taken the course so that positive changes can take place. The students who were able to present the data effectively at their institution remained positive and energized by the possibilities in their analysis.

2) Many students have said that the class discussions are what made this class so special. Can you explain why?

The class discussions are designed to provide an opportunity for students to interact with their peers – all working in universites and colleges – and build off of each student’s ideas and insights. I think that it is through the discussion that the application for the data begins to emerge. The discussion questions are framed so that the students discuss the topic of the week and attempt to apply it to their own situation. It is through the discussions and assignments that the student begins to think more like an analyst and rely less on intuition.

3) What have YOU learned about web analytics in higher ed as a result of teaching this course?

I have learned more about the nature of various institutions and their desire and, at times, fear to do more of what is working and less of what is not. Institutions of higher education are often complicated with nuanced tendencies towards specific methods. I have learned that, while it is difficult to tear down, or at least bridge the institutional silos, it is immensely beneficial. When I see the “Ah-Ha!” moments shining through the student discussions and assignments, it renews my hope that positive change can happen. I have learned–and continue to learn–that it is appropriate to push for a better way of marketing and managing resources. It is important and useful to understand what the data indicates, and to make changes appropriately. It is a process and a worthy endeavor.

4-week online course: Web Analytics for Higher Ed
(asynchronous with weekly lessons and assignments)
ONLY 10 SEATS per session

I was curious to see what some of the early adopters in higher education had done with this long-expected new format (when it was released for Facebook profiles, many wished it for their Pages).
It’s available as a preview to every Page Admin for now, so the switch is still optional. However, it will be rolled out to all Facebook Pages on March 30, 2012.

So, I did a bit of totally unscientific research by checking some of the pages listed in the 2011 State of the Facebook Pages in higher ed. I also asked over Twitter followers who made the switch to share the address of their Facebook page.

Who else has made switch to Facebook Timeline page in #highered? Please @ me your university facebook address, looking for more examples.

3/6/2012 12:42 pm via TweetDeckReplyRetweetFavorite

@karinejoly

karinejoly

As you’ll see there are different approaches for the cover image of the new Facebook Timeline Page: campus scenery, winning sport team, emblematic monument, designed branding banner look including some calls to action or important info (I like Medaille College’s take: when you look at it on a desktop screen you can actually see your own face reflecting in there)

Here’s the resulting sample of 15 higher ed Facebook Timeline Pages (Yours not there? Add its link in the comments below!) in no particular order:

And, in case you want a bird view of all these Facebook Timeline Pages, here it is:

Please add your own Timeline Page by posting a comment below!

Whether you have already implemented a mobile solution alone or with a vendor, it’s always smart to (re)assess best practices in higher education. Helping you in this process is the main goal of the Higher Ed Mobile Summit, a 3-webinar series scheduled on March 13, 14 & 15, 2012.

Next week, in just 3 hours (1 hour on 3 consecutive days because I know how precious time can be these days), you can learn all you need to know to make the right mobile choices for your institution:

• Why and how to design your mobile strategy
• The state of the mobile web in higher ed
• Top design trends in mobile solution designs
• How to use existing mobile frameworks to speed up your development process

And, don’t worry if you can’t attend the live sessions as we always record the presentations and the recordings are included in the $350 registration fee of the summit.

I put together an ALL-STAR team for next week’s summit:

• Dave Olsen (West Virginia University) who has presented about mobile strategy at many conferences in higher education – and elsewhere
• Stewart Foss (eduStyle & eduStyle Awards) who is well-known for his broad expertise on higher ed design trends
• Nick DeNardis (EDU Checkup and Wayne State University) who has implemented the full gamut of mobile web solutions at his institutions

After attending the rehearsals of the 3 sessions last week, I can tell you that these 3 musketeers of the higher ed mobile web have put together really great and insightful presentations, doing the legwork for you so you can get started very quickly, check you’re on the right path or just make sure everybody on campus is on board.

Here’s just a very short excerpt of Stewart’s session on top design trends:

By popular demand, I decided to postpone the registration deadline to this Friday (March 9, 2012). However, since there are only a few seats left, it’s a good idea to register as soon as possible at www.higheredexperts.com/mobile

Higher Ed Mobile Summit | Higher Ed Experts