Tech Optimization

Our learning space environment continues to explode. This boom adds an urgency to the need to develop a comprehensive institutional model to support this landscape in a seamless, consistent, and reliable manner whether the support is provided by central IT staff or the technology experts housed within the academic divisions.

A team has been formed and has begun developing a project charter, stakeholder analysis, and a project plan that will help build this comprehensive support model for all learning spaces across the Oxford campus.

Learning Space Tech Optimization team

  • Scott Campbell, CEC
  • Ricki Davidge, IT Services
  • Brian Henebry, IT Services
  • Randy Mikesell, IT Services
  • Guy Moore, CAS
  • Hitesh Naik, CEHS

April 2, 2018: Who is answering your calls at IT Help?

When you call 513 529-7900, you will speak with an IT Help advisor from our support partner, Blackboard. When you call using Option 9, IT Help will move your call up the queue (because classroom-based issues often require first responders (FRs) on the scene as soon as possible). The IT Help advisor will then ask you a few important questions:

  • Who are you?
  • Where are you?
  • What is your problem?
Answering these questions clearly and accurately is important to ensure you get the help you need in a timely manner.

Just remember: The main function of IT Help is to provide support. The advisor may do some light troubleshooting before transferring your call. If that doesn’t fix the issue, they’ll route you to the appropriate FR.

March 26, 2018: What happens when you use Option 9?

For about one-third of all technology-enabled classrooms and administrative spaces on campus, you will call 513 529-7900: Option 9 for support.

So what does choosing Option 9 do? In short, it lets IT Help know you’re calling for a classroom issue and effectively moves you up the queue so you can receive help quickly.

The IT Help advisor will ask you a few important questions: Who are you? Where are you? What is your issue? Gathering this information allows them to route your concern to the appropriate FR, so it’s important to be clear and accurate when describing your location.

Next week, we’ll give a brief overview of the folks answering your calls when you press Option 9.

March 20, 2018: Who supports my classroom?

The most important question to ask when you need tech support is: Who supports this classroom?

And now, the best answer is: Look at the sticker!

In general, the numbers on the stickers placed in each supported room will connect you with:

  • Your area’s first responder (FR); or
  • IT Help at 513 529-7900, Option 9

Some stickers instruct you to contact the FR groups directly, and other stickers instruct you to call IT Help - who then contacts the appropriate FR. Determining who supports your classroom - whether it be a divisional representative or IT Help - will help get the right ears and eyes on your issue and will lead to a quicker resolution.

That’s it for this week! Next week, we will talk about what happens when you call IT Help and choose Option 9.

March 13, 2018: Technology optimization project: Check your sticker!

Hopefully you’ve been keeping up with the recent TechTalk articles about the University-wide technology optimization project (here and here). University IT partners have been working hard to strengthen classroom support processes. To that end, we’re starting a new content series from the learning space technology optimization team.

Today’s How-to: New classroom signage!

Our teams have been hard at work making sure support numbers are displayed clearly in each room. Some of them look like this:

Sticker with text, Need audio, visual, or technology help? Call 513-529-7900 - Option 9 - Additional information can be found here - In case of emergency call 911. Campus police 513-529-2222

These stickers reflect how to obtain the quickest help for each space. Depending on the classroom, the phone numbers may differ, so please double check before calling IT Help.

Next week, we’ll talk about the different routing options and who, exactly, supports your classroom.

May 2017 to February 2018 Updates

2/2/2018 Update

In December 2017, the Technology Support Services (TSS) team finished auditing and cataloging more than 500 learning spaces across the Oxford campus. These classrooms are in nearly every academic building, and figuring out how to support them is a key component to the tech optimization strategy.

For a complete project update, please visit Digital Transformation Across Campus in the December/January IT SErvices newsletter.

12/21/2017 Update

Updated project goals, status, and next steps:

Goals & Status

  • Ubiquitous and Standardized technology across five hundred Learning Spaces (eg: Inventory all rooms and Identify learning space standards). Achieving a ubiquitous standard requires collaboration across all University divisions. - Draft tech specs completed by Tech Optimization project team. Technology audit completed on over 500+ Learning Spaces.

Next Steps

  • Finalize tech spec draft and review with IT Leadership, PFD and CEC to validate alignment with Learning Space supportability and future needs.

9/22/2017 Update

Progress toward identified project deliverables:

  • Create a list of all learning spaces within the scope of the Technology Support Services (TSS) team
    • Learning space routing added to TDX and being evaluated by first responders. A discrepancy was identified in the Support Desk process and is being resolved.
    • Funding approved to pay student(s) to audit and finalize the list.
    • A process will need to be drafted for ongoing audit and maintenance.
  • Create a list of the standard technologies to be supported by the TSS team
    • Team will work on finalizing the supported technologies standards
    • A procurement process is needed for learning space purchases to assure standards are followed.
  • Identify all technologies needed to support and enable the above-mentioned deliverables
    • Will be completed in parallel with supported technologies documents.
  • Publish formal job descriptions and the overarching Job Family Structure for all TSS roles
    • Completed
  • Measurement Plan for monitoring performance and identifying potential future CI
    • Infrastructure discussions scheduled for next week around the use of FUSION.
    • Routing and ticket processing issues need to be resolved to start collecting data along KPIs. KPIs need to be identified and finalized.
  • Clearly documented definitions (that will be published on our website) of what services will be included within the scope of Technology Support Services Team – and – what, if any, services will be outside the scope of TSS. This deliverable is a Best Practice and avoids the potential for this effort to become… all things to all people all of the time.
    • Part of all the above

8/4/2017  Update

Here is a summary of recent accomplishments:

  • Survey of credit bearing learning spaces has been completed for 200ish of 340ish (~60%) identified spaces.
  • Gap analysis documents the differentiation between core and premium requirements.
  • Student(s) will be hired to complete the survey work. Anticipated start August 7.
  • Purchasing process for equipment placed in credit bearing learning spaces has been documented.
  • Updated work process document to reflect new purchasing process.
  • Held working session to capture staff input to training needs for dispatch, tier I, tier II, tier III staff.
  • Created list assigning first responders to each room. Need to confirm the list.
  • CASiT has finalized their transition to TeamDynamix for ticketing and now generates tickets in TDX.

6/16/2017  Update

Recently the team has:

  • Reviewed drafts of the first set of related deliverables (service expectations, the list of potential learning spaces to be supported by TSS, standards for those spaces, and the work process to enable them) which are now available for a broader audience for review and comment
  • Updated the list of credit-bearing learning spaces for Fall 2017 to serve as the basis for technology-enabled credit-bearing learning spaces
  • Finalized the data model for technology-enabled learning spaces to use to collect critical support information and aggregate into a single source of truth
  • Boyd Hall was used as a prototype for detailed room inspections of credit-bearing learning spaces

5/1/2017  Update

Reviewed the classroom support process with a focus on how to allocate resources for first response. Talking through several potential approaches.

The Support Analyst I position has been posted to HireTouch.