Its Time for Learning to

Go Back to School:
Next-Generation Approaches
Enrich the Student Experience
Major structural shifts in offline and online learning
delivery will lead to integrated systems that enable
adaptive and holistic higher-education learning
environments that harness the capabilities of social,
mobile, analytics and cloud the SMAC Stack. Digital
footprints point the way for schools and, eventually,
employers to discover learners competencies and interests
and match them with their own offerings and talent needs.

Executive Summary
How students want to learn and institutions need to teach is
undergoing a total digital transformation. Todays higher education
students demand more flexible, personalized models of learning that
offer a higher return on investment and preparation for employment
in the 21st century workplace. All stakeholders in the educational value
chain stand to benefit from this overhaul; the more data that is collected
and analyzed, the better synergy that can be created among students,
educational institutions, areas of study, approaches to learning and
employment opportunities.
The catalyst for the transformation is generational. Millennial students
and their younger counterparts expect learning options that utilize the
advanced technologies that they, as digital natives, use every day, as
well as learning experiences that are tailored to their particular needs
and objectives. Toward that end, institutions are employing social,
mobile, analytics and cloud technologies (a.k.a., the SMAC StackTM) to
develop the insights that lead to personalized and engaging learning
experiences.
The transformation toward personalized and adaptive learning
experiences will be achieved by collecting and applying analytics to the
data surrounding students and other entities in the learning lifecycle.
These digital footprints (what we call a Code HaloTM) are generated by
the online behaviors of and existing data about individuals, institutions,
learning processes and devices. The meaning that can be derived in
this data is a ripe source for understanding and even predicting student
needs and optimally matching students with schools, learning models
and employers.
Code Halo thinking1 will enrich every aspect of the learning lifecycle,
from admissions to coursework to job placement and lifelong education.

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March 2015

ITS TIME FOR LEARNING TO GO BACK TO SCHOOL: NEXT-GENERATION APPROACHES ENRICH THE STUDENT EXPERIENCE

Forces Driving the Transformation of Learning

Traditional educational models are at a crossroads. With less than half of full-time students at
public four-year colleges and universities in the U.S. graduating within four years,2 the higher
education learning landscape is in need of serious modernization, if not a full transformation.
Public spending on education is lower than it has been historically,3 as is parental satisfaction
with cost, graduation rates and return on investment.4 With high unemployment levels among
recent college grads,5 the perceived ROI for a traditional college education is under intense
scrutiny. The value of higher education will remain an open question for the foreseeable future
unless all stakeholders recognize that change is needed today. All roads to the future of work in
the U.S. and the developed world pass through the education sector.
Indeed, the signposts of change are already visible, with new-breed educational providers
entering the market with affordable and innovative learning solutions. For example, massive
open online courses (MOOCs)6 address a growing customer segment looking for an enriched,
cost-effective approach to learning. Of course, this is not just about earning a degree or certification but also about obtaining verifiable skills that lead to employment and higher pay.

Not only is technology altering core business

processes, but the ways in which individuals use
technology to learn are shifting, as well.
Evidence is also growing that adaptive learning models that are personalized to student needs
are key to optimizing student performance. In one study, students who completed a course that
matched their learning style spent significantly less time in the course and achieved, on average,
the same grades as students who took a course that was mismatched with their learning styles
or included all available learning content.7
Even for traditional players, interacting with students today requires utilizing and managing
more channels of interaction than ever before. The result of all these changes: Higher education
business models tuition and net revenue models, marketing, enrollment strategy, content distribution and engagement of alumni networks are evolving drastically. Not only is technology
altering core business processes, but the ways in which individuals use technology to learn are
shifting, as well. Figure 1 (next page) illustrates the new higher education learning ecosystem.
Higher education is being disrupted by the intersection of several forces:

The new student mindset. Millennial students want learning opportunities delivered via a
wide range of channels especially online and they want more input into their own learning
processes.

Leveraging the SMAC Stack. Institutions are implementing SMAC technologies to deliver a

learning experience that employs familiar technologies that students use in their everyday
life. They are also using the SMAC Stack to capture, track and analyze Code Halos to obtain
insight into the students needs, preferences and desires (see sidebar, page 6).

The advancement of adaptive learning. Adaptive learning is personalized to the students

abilities, interests, preferences and learning style.

The emergence of new learning delivery models. This includes blended models (which mix
online and classroom instruction) and flipped models (in which classroom lectures can be accessed virtually, such as as through videos or online).

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March 2015

The Future of Learning

Radical
personalization
will become the
new norm.

Educators jobs
will diversify as
learning agents.

Schools will adapt

themselves to
new forms self
organized.

Learners will create

individualized learning
playlists, reflecting
goals, interests.

The workplace will

evolve so rapidly
that continuous
career readiness will
be the norm.

A variety of digital
networks, platforms
& content resources
will boost learning.

New-Age
Learning
Ecosystem

Diverse forms of
credentials will
reflect the many
ways in which
people learn.

Social innovation
will help address
resource constraints
& other challenges.

Inception of rich
data into learning
tools will enable
learning transformation.

Communities will take

ownership of learning
in new ways, blending
with other activities.

Source: Adapted from an infographic by KnowledgeWorks, http://blogs.kqed.org/mindshift/2013/07/what-thefuture-of-learning-might-look-like/.

Figure 1

ITS TIME FOR LEARNING TO GO BACK TO SCHOOL: NEXT-GENERATION APPROACHES ENRICH THE STUDENT EXPERIENCE

Quick Take
Code Halo Elements
Organizations need several foundational elements to create
and distill meaning from Code Halos, and then use those
insights to develop next-generation approaches to learning:

Data: The raw material, the fuel, of Code Halos is data. Big
or small, structured or unstructured, all sorts of data can
provide insights into learning behavior.

Amplifiers: Any device or platform that helps to create,

manage and share Code Halos is an amplifier. With the

proliferation of the Internet of Things (IoT), any wearable
device (Google Glass, a smartwatch) or mobile phone provides an opportunity to amplify the learning experience.8

Application

interfaces: The application interface is the

presentation layer for user engagement (such as a Web
browser, specific application, mobile app or any wearable
device). For example, Netflix interacts with its customers
via its Web site and mobile app to present new content
releases. Institutions and software providers will be able
to differentiate themselves not just on the basis of course
content but also on the design and learning experience.

For example, Khan Academy offers personalized learning

dashboards similar to the personalized pages on Netflix
and Amazon to guide learners and provide relevant content based on their learning path.9

Algorithms:

The interfaces are powered by algorithms

that personalize the learners digital experience. Used
along with teacher and mentor engagement, algorithmbased predictions can provide customized learning experiences based on the learners needs and desires.

Note: Material in this sidebar was adapted from

Code Halos: How the Digital Lives of People, Things,
and Organizations Are Changing the Rules of Business,
by Malcolm Frank, Paul Roehrig and Ben Pring.

Reinventing the Student Experience

Growing volumes of information are available across the digital landscape and learning lifecycle,
including:

Public information from social platforms, such as personal interests and hobbies (including
musical tastes and trips taken). Social data imbues the learner with color and dimension,
which drives new insights.

Data

obtained through student interactions with online coursework, including from

learning management systems (LMS). This includes data such as last log-in and time spent
on content; course progress and time spent on course modules; intra-student communications; and scores/teacher feedback. Such data can track student performance and whether
intervention is needed.

Information

from third-party and government sources, including educational statistics

(such as educational spending, institutional policies and rank, majors, infrastructure, campus
life, etc.).

Institutions of higher learning can use this data to gain insight into student preferences and
learning styles (see Figure 2, next page). By tracking, capturing and building upon the information gathered at every stage of the student lifecycle, educational institutions can create a
student persona, which they can then use to provide tailored services that benefit the student
at various stages of his or her educational and professional life (see Figure 3, page 8).

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March 2015

The Code Halo Effect in Higher Education

Personal
18 years old, in first year

Educational
Completed Grade 9 and 10

of college, pursuing an
undergrad degree. Major
undecided.

with AP in Mathematics
and English.

Listens to Busted, McFly,

JLo, Xtina tracks.

Completed high school with

Likes to travel and blog her

3.6 GPA; SAT 1680.

experiences.

Information

Scholarship awarded.

Retail

CRM
Personalized marketing
content

Billing information
Behavior records
Events attended by

Blogs

prospective students

Social and
Behavioral

Libraries and
Online Learning

Packages and other

pricing options

Travel

SIS
Student data/demographics
Grades and transcripts
Behavior records
Scheduling/attendance
Health and medical records
Special education needs
Fees records/calculation
Student lifecycle details

LMS
Last logged-in and time spent
on content

Course progress and time spent

on course modules

Intra-student communications
Teacher scores/feedback
Enrollment status

Code Halo Analytics Insights Generated

Learning style through LMS history, library track history, assessment scores,
queries posted, scholarships applied for, financial aid, demographic data.

Understanding of social patterns through blogs, discussion forums, tweets,

posts, online book purchases.

Entertainment patterns (interest around probability and trigonometry through

Figure 2

online movies, games interacted with).

Increased learner engagement through gamification patterns.

Turning Code Halo Insights into Better Learning Experiences

Graduation/
Deregistration
Learning
Experience

Student Life

Core Enrollment
Higher Ed
Prospect
K-12 Student

K-12 Experience Points

Student engagement: Engagement
increases as courses adapt to
student strengths.
Teacher empowerment: Teachers
can configure courses, identify gaps
and provide differentiated instruction.
College and career readiness:
Students can be measured on
college and career readiness
based on Common Core and other
standards.

Professional/
Alumni

Higher Ed Experience
Points
College match: Students can be
mapped to schools based on skills
and college or university offerings.

Professional
Experience Points
Job analysis: Students/
employees can align skills with
current job role.

College/peers acquaintances:
Students can get to know peers at a
more personal level.

Career pathways: Individuals

can manage career progress,
evaluate alternate career
approaches, identify what is
needed to supplement current
skill sets.

Program/course help: Students can

get help deciding which courses will be
most useful.

Industry relationships: Professionals can use their network as

a career catalyst

Student learning environment:

A learner profile can be developed for
personalizing learning and career help.

Virtuous communication with

alma mater: Alumni can mentor/
guide aspiring students to get
a head start in pursuing their
career paths.

Student risk/intervention: Measures

can be taken to increase retention and
degree completion rates.

Figure 3

A New Role for Learning Management Systems

Even with the vast changes occurring in education, the LMS will remain central to educational
institutions. In their current state, however, LMSs are used more as a tool for administrative
efficiency, with teachers primarily using them to distribute course content, broadcast announcements, initiate discussions and send e-mail. The interactive learning component of the LMS does
not customize the learning experience or promote the students everyday communication, productivity and collaborative abilities.
For students, these systems provide minimal adaption to learning styles, are constrained by institutional boundaries and dont make use of insights from the students social activities or other
third-party data sources to construct the student persona.
When LMSs interact with Code Halos, however, the learners experience can be enriched, from
selecting the right college, to choosing a major, to identifying a mentor during school, to finding
a job after graduation. In addition, next-generation LMSs will include an adaptive learning
component that tailors learning objects to the individual learner.

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March 2015

Quick Take
Privacy and Ethics Issues Surrounding Code Halos
Code Halos provide an immense opportunity to add value
to all stakeholders involved in the educational value chain.
But because they involve the collection and use of student
data, they also raise privacy concerns as to what code can
and should be shared to advance the learning process and
how it should be protected to prevent misuse, identity theft
or worse.
Institutions and individuals alike must ensure the privacy of
student information; those that dont will lose trust with their
student body. Openness and transparency are paramount.
Learners must be able to know what data is being captured
about them, how it is being used and which hands its passing
through. They also need the flexibility to either delete their
Code Halos or opt out of their data being mined. President
Obama recently proposed the Student Data Privacy Act,
which would prohibit technology companies from profiting
from information collected in schools as teachers adopt
tablets, online services and Internet-connected software.10

Trust is the currency of the Code Halo generation. We

recommend taking the following steps to ensure learner
privacy protection:

Give your Code Halo a delete button.

Act with transparency: Show me you know me.
Demonstrate value: What does the learner receive

in

exchange for sharing his data?

Calibrate your approach for the global stage as necessary.

Hard-code organizational self-control.
(For more, see our book, Code Halos: How the Digital Lives
of People, Things, and Organizations are Changing the Rules
of Business, by Malcolm Frank, Paul Roehrig and Ben Pring.

Adaptive Learning and LMS

According to the Felder-Silverman learning style model (FSLSM), learners fall into three
basic categories: active/reflective, sensing/intuitive and sequential/global.11 Under this model,
courses can be broken down into elements such as exercises, examples, content objects and
self-assessment.
The three different learning styles require content to be presented in different orders. For
example, an active learner would prefer to learn by trying things and completing exercises and
self-assessments at the beginning of the course module, followed by accessing content objects,
with very few examples given. A reflective learner, on the other hand, prefers to learn by contemplating the material, so she would prefer content objects at the beginning of the course, with
less focus on exercises. Figure 4 (next page) illustrates how learning style should inform the
individuals unique learning path and type of content delivered.
Yet another dimension of learning style is content preference: audio, video or text, which can be
deduced through a standard questionnaire. Based on these student inferences, institutions can
design custom courses that suit individual needs.
In order to align with an adaptive learning style, future LMSs will need to be built on a Web
Services framework from the ground up to ensure tight integration with many of the Web 2.0
tools that students already use. Also, adherence to emerging standards such as the IMS LTI
framework will be critical to enabling data and app interoperability. The integration of these
features will encourage students to remain within the purview of the LMS for the majority
of their learning activities, enabling institutions to capture, measure and infer some of their
strengths, weaknesses and preferences.

ITS TIME FOR LEARNING TO GO BACK TO SCHOOL: NEXT-GENERATION APPROACHES ENRICH THE STUDENT EXPERIENCE

Different Strokes for Different Folks

The New Dynamic Learning Stack
Inputs to the LMS
Sample Course

Video

(Course breakdown)
Learning content
Examples
Exercises
Self-assessment

Traits/Preferences

Active/reflective
Sensing/intuitive
Sequential/global
Audio/video/text
preferences

Analyzing

Traditional LM
MS
MS

Ga
Gaps
Gap
ap
ps

Course creation/
configuration
Online assessments
Reporting features
Chat support
Progress monitoring
Notifications
ons

Individua
Individual
Indiv
ndividual
vidual
ual learn
learnin
ing
g st
styl
sty
yle
yl
es/
es/
pre
prefere
preference
preferen
preference
f ence
ence not
n
no
ott in
incorpor
nco
corp
rporated
ated
ted
Non-modula
Non-modular
Non
n-modular
modular
mod
m ular
lar
a and
an
a
nd
d unguide
ungui
unguid
un ided
ed
approa
app
approach
roach
ach to
to course
course
creation/co
creatio
reation/
tion/configuration
on/c
on/co
o
n/configu
n/configuration
onfiguration
figuration
uration
ti n
Incomp
plete
p
ete
te
e picture
pic
pi
pictur
cture off
learnerr engage
engagement
enga
engagement,
ngagement,
ment
progress
ess and
an
nd quality
quality
ity
t
of cours
course content
ntt

Decipher the behavioral

traits (active/sensing)
tr
Ide
entify content
pre
eferences

Social persona
(collaboration scores, etc.)
Engagement patterns
Mastery levels for
different subject matter

Unique Learning Paths Based on Each Persona

Audio

Active

Audio

Se
Sequen
Se
Sequ
Seque
equen
quent
quen
enttial
en

Video

Exercises
Self-assessments
Learning material
Examples

Learning
Learnin
g mate
ateria
erial
e
rial
Examp
Example
xample
les
Self-asss
Self-assessm
Self-assessment
Exercises

Global

Text

Self-assessment
Exercises
Learning material
Examples

Intuitive

Self-assessment
Exercises
Learning material
Examples

Figure 4

Colliding Code Halos

Everyone in the learning value chain educators, institutions, students and employers hungry
for credentialed talent can benefit from the insights gleaned from Code Halos. For instance:

Student Code Halos: Students Code Halos can reveal insights based on their social media in-

teractions, reading lists, interests, study habits, collaboration preferences, learning aptitudes,
scholarships applied for/obtained, degrees and credentials earned, and the stage of their education or career path. These patterns can illuminate insights about the best subject area for
the student, his motivations for learning and even her potential career path.

Educator Code Halos. Code Halos can dramatically transform the role of professors and men-

tors in the learning process. Code Halo-based experiences can help students and professors
connect with each other based on learning needs, the professors expertise, the pace of learning and necessary interventions wherever and whenever needed. The flexibility to reach mentors and teachers at any stage of the learning process increases student trust. Additionally,
professors can enrich the learning experience by providing real-time feedback and necessary
interventions during challenging moments in the learning journey.

Educational Product Code Halos. The insights generated from the information surrounding

learners, teachers and institutions are enabling smart system and course design, as well. Software manufacturers and institutions can use these insights to bring continuous innovations to
course curricula, course design and the user experience.

10

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March 2015

 Institutions Code Halos. Schools Code Halos could include alumni networks, reputation in-

formation, location, graduation rates, vocational alignment and the quality/depth/breadth of

the curriculum. For employers, Code Halo attributes such as location and volume/quality of
demand are also applicable.
Institutions are already leveraging Code Halos to add value to their students learning journeys.
For example, the Signals project at Purdue University utilizes the data collected from student
information systems, LMSs and the grade book for a specific course to track students performance and identify at-risk students in real time.12

The interplay of the stakeholders Code Halos will define the next generation of learning. For
instance, something akin to Match.com from the world of online dating may best exemplify
the power of the convergence of student, institution, educator and employer Code Halos (see
Figure 5). When student Code Halos intersect with institutional Code Halos, for example, it can
reveal best matches of students with schools. Educator Code Halos intersecting with employer
Code Halos can pinpoint opportunities for collaboration. Student Code Halos connecting with
employer Code Halos can show fruitful matches, just as when educator Code Halos intersect with
institutional Code Halos.

Code Halo Thinking at Work

Institution Code Halo

University ranking.
Specializations offered.
Teacher/professor research
contribution & publications.
Student profiles, performances, activities.
Alumni course/career path and success.
Application data, student preferences.
Social feedback, profile of the university.

Interaction leads to a
college match offering
a solution concept
for suggesting
potential college
options based on
student persona.

Student Code Halo

Interaction leads to a
career match offering,
which helps educators
find the right institution
for themselves based
on their aspirations.

Educator Code Halo

Code
Halos
Interplay

Academic qualification and areas

of interest
Research and collaboration with peers
PoV & insights: Contribution to
content editorial teams on learning
pedagogies for educational publishers
Online discussion on topics and
enabling focus group discussions
Social & behavioral traits
Mentoring junior teachers

Employer Code Halo

Interaction leads to
an industry connect
offering, a solution for
improving research
collaboration based
on industry needs.

Areas of strength, collaboration,

contribution.
Social & behavioral traits, likes,
dislikes, preferences, interests,
contribution.
Student academic &
extracurriculars historic
& current.
Aspirational universities,
degrees, courses.
Interests, improvement areas.
Application data, student
preferences.

2
Interaction leads to a
career match offering,
which helps employers
find the right
candidate for their
organization.

Ranking (i.e., Fortune 500, Forbes).

Awards (i.e., best companies to work for,
top employers, popular employee perks).
Job openings (i.e., LinkedIn, TheLadders.,
Monster.com, Glassdoor).
Company & stock performance(i.e., stock price,
dividends, splits, quarterly and full-year earnings).
News, events & social sentiment (i.e.,Twitter,
Facebook, news channels.
Company profile (i.e., diversity, demographics,
social causes, sustainability initiatives).

Figure 5

ITS TIME FOR LEARNING TO GO BACK TO SCHOOL: NEXT-GENERATION APPROACHES ENRICH THE STUDENT EXPERIENCE

11

For example, if a student is 70% likely to pursue a career in applied mathematics, this insight can
be matched with colleges that offer a strong math program, leading math professors, personalized course plans and connection to outside resources, such as academic groups of interest and
industry experts. Or, assume that a student earns a degree in anthropology from a prestigious
university. Based on her Code Halo, she presents strong traits indicating a fit with a particular
companys organizational theory and culture. This type of code-meets-code matching is potentially more powerful than traditional hiring and recruiting models.
A few institutions have begun leveraging the power of Code Halos, especially in their admissions
function. Information including social media messages, campus-visit logs and student records
are all input into the admissions software to predict the likelihood of students accepting an offer
of admission.
Stanford University, through its Facebook/mobile app, uses an enrollment intelligence algorithm
to predict students who are more likely to enroll by analyzing their social and behavioral data
patterns.13 Denver University predicts interest in enrollment by analyzing the students online and
social media behaviors, such as number of friends or conversations the student participates in.14
Code Halos can also help institutions focus their communication and create deeper, more
engaging relationships with prospective students. This process begins before the learner ever
attends a university, as well as after graduation, from admissions to employment.

Looking Ahead
As new technologies raise expectations across nearly every aspect of our lives, the learning
ecosystem needs a radical overhaul, powered by SMAC Stack technologies. But what will success
look like? Increased four-year graduation rates and higher pay for graduates? What about lifelong
learning? How best to prepare young minds for the future workplace they will enter? What
behaviors, creativity and emotional intelligence skills will be required for success? What will work
look like in the next few years? All these questions need to be addressed in the way we confront,
challenge and change our current learning ecosystems. If these issues are addressed thoughtfully, that change can occur without causing chaos to the education system as we know it.
Code Halos provide the lens through which to imagine aligning students, educators, institutions
of higher learning and potential employers. Improving the student experience and increasing
their value in the future is essential to ensuring that these efforts are a success.
To take the first steps, institutions should:

Revisit their student lifecycle to identify specific touchpoints where they can leverage Code
Halos to transform the student experience.

Identify programs and courses that can be redesigned for adaptive learning.
Identify one or more hypotheses that can be put to the test with analytics tools; obtain insights
that can drive student recruitment, retention and persistence.

At a time when many are questioning the value of business as usual for higher education,
there has never been a better moment to rethink the art of the possible. Its time to go back to
school and re-think, reset and unlock the immense potential of the learning paradigm for the
success and prosperity of our society, nation and the world.

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March 2015

Footnotes
1

For more on Code Halos and innovation, read the book, Code Halos: How the Digital Lives of
People, Things, and Organizations Are Changing the Rules of Business, by Malcolm Frank, Paul
Roehrig and Ben Pring, John Wiley & Sons, April 2014,
www.wiley.com/WileyCDA/WileyTitle/productCd-1118862074.html.

Lynn OShaugnessy, Why Your Child Wont Graduate from College On Time, Moneywatch,
Dec. 3, 2014, http://www.cbsnews.com/news/why-your-child-wont-graduate-from-college-in4-years/.

U.S. Government Spending, http://www.usgovernmentspending.com/us_education_

spending_20.html.

2014 Retention/Completion Summary Tables, ACT.org,

http://www.act.org/research/policymakers/pdf/14retain_trends.pdf.

Jordan Weissmann, How Bad Is the Job Market for the Class of 2014, Slate.com, May 8, 2014,
http://www.slate.com/blogs/moneybox/2014/05/08/unemployment_and_the_class_of_2014_
how_bad_is_the_job_market_for_new_college.html.

A massive open online course (MOOC) is a model for delivering learning content online to any
person who wants to take a course, with no limit on attendance. For more information, see
http://www.educause.edu/library/massive-open-online-course-mooc.

Sabine Graf and Kinshuk, Providing Adaptive Courses in Learning Management Systems with
Respect to Learning Styles, Vienna University of Technology and Athabasca University,
http://sgraf.athabascau.ca/publications/graf_kinshuk_eLearn2007.pdf.

Jeanne Meister, The Wearable Era Is Here, Forbes, June 16, 2014, http://www.forbes.com/sites/
jeannemeister/2014/06/16/the-wearable-era-is-here-implications-for-the-future-workplace/.

How Khan Academy Is Using Design to Pave the Way for the Future of Education, GigaOM,
Feb. 25, 2014, http://gigaom.com/2014/02/25/how-khan-academy-is-using-design-to-pave-theway-for-the-future-of-education/.

10

Michael D. Shear and Natasha Singer, Obama to Call for Laws Covering Data Hacking and
Student Privacy, The New York Times, Jan. 11, 2015, http://www.nytimes.com/2015/01/12/us/
politics/obama-to-call-for-laws-covering-data-hacking-and-student-privacy.html?_r=1.

11

The Felder-Silverman Learning and Teaching Styles Model, International Centre for
Educators Learning Styles, http://www.icels-educators-for-learning.ca/index.php?option=com_
content&view=article&id=47.

12

Li Yuan, Will Analytics Transform Education? Learning Frontiers,

http://blogs.cetis.ac.uk/cetisli/2012/11/02/will-analytics-transform-education/.

13

Eric Hoover, Facebook Meets Predictive Analytics, The Chronicle of Higher Education, Nov. 6,
2012, http://chronicle.com/blogs/headcount/facebook-meets-predictive-analytics/32770.

14

Looking Beyond the Campus Visit, Uversity, http://www.uversity.com/blog/what-you-shouldknow-about-behavioral-enrollment-data/.

Note: Code Halo and SMAC Stack are pending trademarks of Cognizant Technology Solutions.
All company names, trade names, trademarks, trade dress, designs/logos, copyrights, images and
products referenced in this white paper are the property of their respective owners. No company
referenced in this white paper sponsored this white paper or the contents thereof.

ITS TIME FOR LEARNING TO GO BACK TO SCHOOL: NEXT-GENERATION APPROACHES ENRICH THE STUDENT EXPERIENCE

13

About the Authors

Venkat Srinivasan is Cognizants Education Practice Lead. He has over 20 years
of experience in business strategy, innovation and operations in the education
industry. Venkats areas of interest and research include higher education, online
learning, student retention analytics and emerging technology disruptions for
schools and universities. He earned an M.B.A. in global business from Georgia Tech.
Venkat can be reached at Venkatraman.Srinivasan2@cognizant.com.

Robert Hoyle Brown is an Associate Vice-President in Cognizants Center for the

Future of Work, and drives strategy and market outreach for the Business Process
Services Practice. He is also a regular contributor to futureofwork.com, Signals
from the Future of Work. Prior to joining Cognizant, he was Managing Vice-President of the Business and Applications Services team at Gartner, and as a research
analyst, he was a recognized subject matter expert in BPO, cloud services/ BPaaS
and HR services. He also held roles at Hewlett-Packard and G2 Research, a boutique
outsourcing research firm in Silicon Valley. He holds a bachelor of arts degree
from the University of California at Berkeley and, prior to his graduation, attended
the London School of Economics as a Hansard Scholar. He can be reached at
Robert.H.Brown@cognizant.com | LinkedIn: http://www. linkedin.com/pub/robertbrown/1/855/a47.

Meenu Sharma is an Associate Director with Cognizants Center for the Future of
Work (CFoW). With over 14 years of experience, Meenu currently works with CFoW
leadership to advance its strategic research agenda. Prior to this role, she led strategy
and successful implementation of enterprise 2.0 and knowledge management for
organizations across multiple industries. Her interest areas include SMAC technologies, consumerization of IT and the Future of Work. Meenu earned her Ph.D.
in knowledge management from Punjabi University, India. She can be reached at
Meenu.Sharma@cognizant.com.

Joydeep Sinha is the Consulting Lead for Cognizants Education Practice. He

has seven years of professional experience and is responsible for developing the
companys consulting capabilities in the education domain across sectors such as
higher education, assessment, training and digital publishing. Joydeep has also
worked with leading education publishers and new media organizations across
various geographies, including the U.S., UK, Singapore, China and the Middle East.
Joydeep received his M.B.A. from the SP Jain School of Global Management. He
can be reached at Joydeep.Sinha@cognizant.com.

Sumit Prakash is a Consultant in Cognizants Education Practice. He has more

than four years of professional experience encompassing education publishing,
LMSs, assessments and assessment bodies, education standards and the mobile
applications domain. Sumit received his M.B.A. degree from the Indian Institute of
Management, Indore. He can be reached at Sumit.Prakash3@cognizant.com.

14

KEEP CHALLENGING

March 2015

About Cognizant
Cognizant (NASDAQ: CTSH) is a leading provider of information technology, consulting, and business process
outsourcing services, dedicated to helping the worlds
leading companies build stronger businesses. Headquartered in Teaneck, New Jersey (U.S.), Cognizant combines
a passion for client satisfaction, technology innovation,
deep industry and business process expertise, and a
global, collaborative workforce that embodies the future
of work. With over 75 development and delivery centers
worldwide and approximately 211,500 employees as of
December 31, 2014, Cognizant is a member of the NASDAQ-100, the S&P 500, the Forbes Global 2000, and the
Fortune 500 and is ranked among the top performing and
fastest growing companies in the world. Visit us online at
www.cognizant.com or follow us on Twitter: Cognizant.

World Headquarters
500 Frank W. Burr Blvd.
Teaneck, NJ 07666 USA
Phone: +1 201 801 0233
Fax: +1 201 801 0243
Toll Free: +1 888 937 3277
inquiry@cognizant.com

European Headquarters
1 Kingdom Street
Paddington Central
London W2 6BD
Phone: +44 (0) 207 297 7600
Fax: +44 (0) 207 121 0102
infouk@cognizant.com

India Operations Headquarters

#5/535, Old Mahabalipuram Road
Okkiyam Pettai, Thoraipakkam
Chennai, 600 096 India
Phone: +91 (0) 44 4209 6000
Fax: +91 (0) 44 4209 6060
inquiryindia@cognizant.com

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electronic, mechanical, photocopying, recording, or otherwise, without the express written permission from Cognizant. The information contained herein is subject to
change without notice. All other trademarks mentioned herein are the property of their respective owners.