Showing posts with label assessment. Show all posts
Showing posts with label assessment. Show all posts

Monday, October 13, 2014

Technology Defines Much of Higher Education’s New Normal [#Infographic]

Technology Defines Much of
Higher Education’s New Normal [#Infographic]

Today’s college students have more options than their 1980s counterparts had, but their time is also stretched more thinly across the school day.












A lot has changed about the typical college experience over the past 30 years.
A new infographic from Flat World Education highlights the differences in college costs, student demographics and factors affecting work-life balance, among other features of college life, between college students of the 1980s and those of today.
Technology has helped foster growth in the education world, but it has also increased the workload. According to the infographic, two out of three college students today use a smartphone for school work — a capability that didn't exist even 10 years ago, let alone 30. The data also shows that 45 percent of today’s students will take at least one online course, whereas learning in the 1980s was confined to classrooms.
Take a trip back to the Reagan years and see how higher education has changed:
Read More . . . . . . 

Tuesday, September 30, 2014

What Is AEFIS - New! 2014 - At-A-Glance - Higher Quality Assessment - Web Based System

AEFIS - New! 2014 - Higher Quality Education - Web Based Assessment




 AEFIS - Higher Quality Education - Web Based Assessment 
The web-based solution for continuous improvement, learning assessment,
and accreditation knowledge management for higher quality education.

EDUCAUSE *** 2014 Annual Conference Update - NEW! Photos of the Event

EDUCAUSE 2014 Annual Higher Education - IT Conference
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Explores Today's Toughest IT Issues Facing Higher Education

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AEFIS - Mustafa Sualp - President / CEO
Caitlin Meehan - AEFIS Operations Mgr.













  • 300 Sessions
  • 500 Speakers
  • 60+ webcasts
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  • 18 Exclusive Online Sessions Provided Online - Virtually
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  • Convenes Some of the Brightest Minds in the Community
    _________________________

    EDUCAUSE Annual Conference

    Virtual Conference

    The EDUCAUSE Annual Conference provides access to its robust program face-to-face and virtually. Gather a team in one room and learn together, or log in individually.
    (Additional logins are available at a reduced rate.)

    Virtual Conference Center Participant Guide and Tutorial: Get tips on how to best use all Virtual Conference Center spaces. This document contains information not on the website.
    To take a quick 4-minute tour, view this video
    .

    Conference Components

    Webcasts

    Webcasts of select general, featured, and concurrent sessions available live and on-demand. | Sample Webcast from EDUCAUSE 2013

    Exclusive Online Sessions

    Interactive sessions with current topic experts, available live and on-demand exclusively for the online audience. | Sample Session from EDUCAUSE 2013

    Recordings

    Virtual conference sessions will be available live, and recordings will be posted less than 3 hours after each session ends.

    Private Recordings Page

    Registrants will receive a link to all virtual conference session recordings that they can share with their nonregistered team members.

    Preconference Seminars

    Exclusive online, half-day preconference seminars on Monday, September 29 offer in-depth, highly interactive discussions. (A separate registration and fee are required.)

    Digital Poster Gallery

    Visit the Digital Poster Gallery to view onsite poster presentations.

    Public Webcasts

    The selected sessions below give you a taste of the best thinking in higher education IT that's taking place at this year's EDUCAUSE Annual Conference. You can view these sessions live, or in recorded format. Click on the embedded player under the abstract. Click on CC within the player to see closed captions. [NOTE: Closed Captions will be available about 72 hours after every session ends.]
    Webcasting sponsored by Sonic Foundry, Platinum Partner. 
    All times are listed in Eastern Time. Convert to your time zone.
    Tuesday, September 30
    11:40 a.m.–12:30 p.m. Badging to Support Professional Development and Career Building

    Speakers: Veronica Diaz, Tracy Petrillo and Sondra R. Smith
    Concurrent Session
    3:40–4:30 p.m. Flipping Out over the Flipped Classroom?
    Speakers: Veronica Diaz, Tracy Petrillo and Sondra R. Smith
    Concurrent Session
    Wednesday, October 1
    8:00–8:50 a.m. Gathering No Moss: A Tribute to Followership
    Speaker: Gordon Wishon
    Sponsored by WOWZA Media Systems
    Featured Session
    9:10–10:00 a.m. It Takes a Community: Responding to Developing Leaders
    Community Leadership Award Recipients

    Speakers: Joanne M. Kossuth and Theresa Rowe
    Concurrent Session
    1:30–2:20 p.m. Leaning, Rising, Meandering, Holding: Your IT Career at Different Life Stages
    Rising Star Award Recipient

    Speakers: Katie L. Vale

    AEFIS   877-674-3122   www.aefis.com

    Concurrent Session

Monday, September 8, 2014

2014 - 2022 ☛ Driving Changes in Higher Education Learning and Assessment


2014 Driving Changes in Higher Education Learning and Assessment
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Growing Ubiquity of Social Media
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Integration of Online and Hybrid
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Rise of Data-Driven
Learning & Assessment

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Shift to Students as Creators
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Agile Approaches to Change
Evolution of Online Learning

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National Council for Higher Education Assessment - NCHEA

NCHEA was developed to provide an industry leading thought knowledge center for providing the necessary resources for assessment, on the parts of administrators, faculty, students, alumni and industry, by giving members the complete set of Higher Education Evaluation and Assessment resources in a single source to ensure that both direct and indirect assessment findings are mechanisms for continuously improving educational experiences.

Wednesday, September 3, 2014

Quantified Self : Higher Education New Market Opportunity - Tracking and Measuring Consumers Behaviors and Activities

Quantified Self:
Consumers Self Tracking of Their Behaviors and Actions People have always demonstrated interest in learning about themselves by tracking and measuring their behaviors and activities. Quantified self technologies tap into this interest in the form of mobile apps, wearable devices, and cloud-based services that make the data collection process much easier.

Quantified Self - New Market Growth Opportunity
Quantified self describes the phenomenon of consumers being able to closely track data that is relevant to their daily activities through the use of technology. The emergence of wearable devices on the market such as watches, wristbands, and necklaces that are designed to automatically collect data are helping people manage their fitness, sleep cycles, and eating habits.

New Mobile Applications - Future is Now!
Mobile apps also share a central role in this idea by providing easyto-read dashboards for consumers to view and analyze their personal metrics. Empowered by these insights, many individuals now rely on these technologies to improve their lifestyle and health. Today’s apps not only track where a person goes, what they do, and how much time they spend doing it, but now what their aspirations are and when those can be accomplished.

Capturing Life Every 30 Seconds
Novel devices, such as the Memoto, a camera worn around the neck that is designed to capture an image every half minute are enabling people to track their lives automatically. As more people rely on their mobile devices to monitor their daily activities, personal data is becoming a larger part of everyday life.

Bridge: Quantified Self - Self Actualization
People have always demonstrated interest in learning about themselves by tracking and measuring their behaviors and activities. Students already spend time in formal classroom settings gathering data about themselves or research topics. Quantified self technologies tap into this interest in the form of mobile apps, wearable devices, and cloud-based services that make the data collection process much easier.

Improving Health and Fitness
Popular incarnations of the quantified self movement have materialized in the form of health, fitness, and life streaming tools. The Fitbit, for example, is a small wristband that tracks wearers’ daily activities, including sleep patterns, steps taken, and calories burned.

Real-Time Tracking / Sleep and Diet

Through wireless and automatic syncing between the Fitbit and smartphones, tablets, and laptops, users can see real-time progress across their devices. The Jawbone Up wristband employs similar functionalities, allowing wearers to track sleep, movement, and dietary information that is automatically populated in the accompanying mobile UP app.

New Social Media Opportunity
The experience can easily turn into a social one as people can share their accomplishments with other users and team up to track and achieve specific goals. Other wearables that have garnered worldwide attention have deeply integrated self-tracking tools, including Google Glass and iWatch, but the high prices — and in some cases, the low availability — of these devices have some pundits concerned that quantified self technologies are a luxury for the upper class.

Early Adoption in Higher Education Institutions

The Quantified Self Institute, for example, is an initiative by the Hanze University of Applied Sciences in the Netherlands that brings international and regional partners together to conduct research on different methods of self-tracking. This organization is well positioned to lead the quantified self movement into higher education institutions with recommendations on effective applications.

Relevance for Teaching, Learning, or Creative Inquiry
With the growing use of mobile apps and wearable technology, individuals are creating an exponentially increasing amount of data. The quantified self movement is breaking ground by integrating these data streams in interesting ways. Self quantifiers, for example, can create healthier living plans after monitoring their sleep, exercise, diet, and other important patterns.

People and Pets
The new mobile app Whistle even enables people to do the same for their dogs. It is imaginable that if test scores and reading habits gleaned from learning analytics could be combined with other lifestyle tracking information, these large data sets could reveal how environmental changes improve learning outcomes.

Mobilizing Medical Care
Quantified self technology also has the potential to shape the future of some industries. In the medical field, for instance, doctors are using not only traditional medicine but also data that individuals self-collect, such as heart rate, blood pressure, and sugar levels.

Anticipating Health Problems

Advancements in the field could enable computers to search for patterns and help physicians more accurately diagnose or anticipate health problems before patients step foot into the building. Educators at the moment can only hypothesize about a new era of the academic quantified self, but interest is strong and growing.

Privacy Concerns
One of the current barriers for the mainstream adoption of this technology revolves around privacy concerns. The quantified self movement is about people sharing what they learn about themselves for the greater good, but there is a vulnerability to exposing personal information that will need to be addressed over the next four to five years.

Cost / Benefit Analysis
This could include a cost/benefit analysis about what data should be collected, what data should be shared, who should be responsible for making those decisions, and how to build the most effective and safe online communities of practice.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.


The Future of Higher Education: Reshaping Universities Through 3D Printing

The Future of Higher Education: Reshaping Universities Through 3D Printing
How 3D Is Accelerating Learning

One of the most significant aspects of 3D printing for education is that it enables more authentic exploration of objects that may not be readily available to universities. For example, anthropology students at Miami University can handle and study replicas of fragile artifacts, like ancient Egyptian vases, that have been scanned and printed at the university’s 3D printing lab.



3D Printing or Rapid Prototyping
Known in industrial circles as rapid prototyping,
3D printing refers to technologies that construct physical objects from threedimensional (3D) digital content such as 3D modeling software, computer-aided design (CAD) tools, computer-aided tomography (CAT), and X-ray crystallography.

Prints Tangible Object From a 3D Design
A 3D printer builds a tangible model or prototype from the electronic file, one layer at a time, through an extrusion-like process using plastics and other flexible materials, or an inkjet-like process to spray a bonding agent onto a very thin layer of fixable powder.

Any Desired Object - Created Layer by Layer
The deposits created by the machine can be applied very accurately to build an object from the bottom up, layer by layer, with resolutions that, even in the least expensive machines, are more than sufficient to express a large amount of detail.

Moving Parts - No Problem
The process even accommodates moving parts within the object.  Using different materials and bonding agents, color can be applied, and parts can be rendered in plastic, resin, metal, tissue, and even food. This technology is commonly used in manufacturing to build prototypes of almost any object (scaled to fit the printer, of course) that can be conveyed in three dimensions.

Relevance for Teaching, Learning, or Creative Inquiry
One of the most significant aspects of 3D printing for education is that it enables more authentic exploration of objects that may not be readily available to universities. For example, anthropology students at Miami University can handle and study replicas of fragile artifacts, like ancient Egyptian vases, that have been scanned and printed at the university’s 3D printing lab.

Examine Rare Fossils Without Damaging
Similarly, at the GeoFabLab at Iowa State University, geology students and amateur enthusiasts can examine 3D printed specimens of rare fossils, crystals, and minerals without risk of damaging these precious objects.

Harvard Leverages 3D Printing for Microbatteries
Some of the most compelling progress of 3D printing in higher education comes from institutions that are inventing new objects. A team at Harvard University and University of Illinois at Urbana-Champaign recently printed lithium-ion microbatteries that are the size of a grain of sand and can supply power to very small devices such as medical implants and miniature cameras.

3D Printing - Medical Research Applications
In the field of medical research, innovation at the microscopic level is seeing increasing growth. Researchers at the University of Texas at Austin are caging bacteria in 3D-printed enclosures in order to closely approximate actual biological environments for the study of bacterial infections. Scientists at the University of Liverpool are developing 3D-printable synthetic skin that will closely resemble an individual’s age, gender, and ethnicity.

3D Gaining Traction in Higher Education
As 3D printing gains traction in higher education, universities are beginning to create dedicated spaces to nurture creativity and stimulate intellectual inquiry around this emerging technology.

Universities Already Implementing 3D Learning
Examples include North Carolina State University’s Hunt Library Makerspace, the 3DLab at the University of Michigan’s Art, Architecture, and Engineering Library, and the Maker Lab in the Humanities at the University of Victoria in British Columbia, Canada. These spaces, equipped with the latest 3D scanners, 3D printers, 3D motion sensors, and laser cutters, not only enable access to tools, but they also encourage collaboration within a community of makers and hackers.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. 

Tuesday, September 2, 2014

Flipped Classrooms: Learning: Class Time "Flipped" From Lectures to Real-World Applications


Important Developments in Educational Technology for Higher Education

Flipped Classroom
Flipped Learning: Defined
The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students.
 

Big Change: Class Time "Flipped" to Real-World Applications 
In the flipped classroom model, valuable class time is devoted to more active, project-based learning where students work together to solve local or global challenges — or other real - world applications — to gain a deeper understanding of the subject.  


Information Dispensers: Videos, Podcasts, E-Book and Online Communities
Rather than the teacher using class time to dispense information, that work is done by each student after class, and could take the form of watching video lectures, listening to podcasts, perusing enhanced e-book content, and collaborating with peers in online communities. 

Result: Increased Interaction, Tailored Instruction and Accelerated Learning
Students can access this wide variety of resources any time they need them. Teachers can devote more time to interacting with each individual. After class, students manage the content they use, the pace and style of learning, and the ways in which they demonstrate their knowledge; the teacher adapts instructional and collaborative approaches to suit their learning needs and personal learning journeys. 


Belief: Students Learn More Authentically by Doing


Blended Learning - Inquiry Based Learning
The flipped classroom model is part of a larger pedagogical movement that overlaps with blended learning, inquiry-based learning, and other instructional approaches and tools that are meant to be flexible, active, and more engaging for students.

Flipped Classroom: Pioneers
The first well documented example of the flipped classroom was in 2007 when two chemistry teachers at Woodland Park High School in Colorado wanted to address the issue of students missing class when they were traveling to and from school activities.

Social Media's Impact on Learning
Students were struggling to keep up with their work. The teachers, Jonathan Bergmann and Aaron Sams, experimented with using screen capture software and PowerPoint to record live lessons and post them on YouTube. They immediately observed a dramatic change in the classroom: the focus shifted to increasing interactions and fostering deeper connections between them and their students, as well as between students.

Educational Coaching in Small Groups
Their roles transitioned from lecturers to coaches, guiding the learning of students individually. They observed students as they worked on assignments in small groups, made more accurate assessments about who needed extra attention, and then created mini-lecture videos that catered to those learners.

Free! Flipped Classroom Learning Resources
With a vast array of free resources readily accessible, faculty that are flipping their courses often do not have to create any materials from scratch, but instead focus on curating the best content for the subject matter.

Origin Flipped From Historical Learning Innovations
Whereas many learning technology trends first take off in higher education before seeing applications in schools, the flipped classroom reflects an opposite trajectory. Today, many universities and colleges have embraced this approach, enabling students to spend valuable class-time immersed in hands-on activities that often demonstrate the real world applications of the subject they are learning.

Increased Relevance: Efficient and Enriching - Class Time
Relevance for Teaching, Learning, or Creative Inquiry The flipped classroom model is becoming increasingly popular in higher education institutions because of how it rearranges face-to-face instruction for professors and students, creating a more efficient and enriching use of class time.

Learning Environment - More Dynamic and Social
By reviewing the comments and questions that students pose online, instructors can better prepare for class and address particularly challenging ideas during face-to-face time. The learning environment transforms into a dynamic and more social space where students can participate in critiques or work through problems in teams.

Duke Testing / UNC Confirms Scores Increase 5.1%
Healthcare is moving towards teams of collaborating practitioners; the Duke Institute for Brain Science has used the flipped classroom as a way to develop stronger collaboration and creative thinking skills in emerging practitioners. A study conducted on foundational pharmaceutics courses at the University of North Carolina shows that the flipped environment increased test scores by 5.1%.
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. 

Monday, June 13, 2011

"Assessment Disconnect"

AEFIS Response:
The article from early last year, “Assessment Disconnect,” received a great deal of negative feedback in a matter of one day. The negativity honed in on the ineffectiveness of assessment in higher education and the lack of evidence that there is to support actively pursuing assessment data in institutions. Academic freedom and diversity were brought to question in many of the article’s comments – regarding the idea that assessment and accreditation are synonymous with standardization.

Most accrediting agencies provide broad learning goals with minimal direction on instruction or means for assessment. Such vagueness invites institutions, programs, and even individual instructors to develop curriculum freely and to find creative means for students to attain high level goals. Additionally, collecting data against these goals provides perspective on the effectiveness of student learning and sheds light on areas that need to be reinforced for success in related career fields. Students attend institutions to work toward career goals and most seek employment related to their fields after earning their degrees. This statement is applicable to engineering, medical, philosophy, design, performance arts…all students! Thus, assessment must be applicable to all students and any discipline. This conclusion opens a new question, instead of whether or not to assess – how to assess.

Finding methods for assessment is similar to developing strong instructional methods. Practices should reinforce the mission and values of the institution. There are great opportunities for the development of best practices through collaboration. And, there are many assessment conferences annually that invite institutions to share ideas and brainstorm means for growth and improvement. Check out www.goAEFIS.com/events to learn more about many of these conferences and how to get involved.
Becky Joyce, AEFIS Team

Tuesday, May 24, 2011

"Model of the Moment"

By: Steve Kolowich

AEFIS Response:
Competency-based models in higher education cater to the fast-paced attitudes of many of today’s students to get a degree and get into the workforce, specifically part-time students. However, many criticize this model for its limits in providing students with learning experiences outside of their fields and technical skillsets, going so far as to say that the competency based model “is not a college education.”

How does a competency-based model compare to the implementation of a strong assessment plan with student learning outcomes? The difference is the application of data –in a competency model, students are awarded credit based on successful completion of competency tests after preparing individually without an instructor or structured course – while student learning outcomes performance data is collected in supplement to grades to understand student learning and achievement. The focus is removed from effective student learning in an effort to save customers, students, time and money. Institutional development shifts from curriculum design to test design to ensure that graduates have suitable credentials to obtain a degree. Are these methodologies separate, but equal?

Regular student interaction, whether in person or online, and structured instruction benefit students’ learning and opportunities for collaborative educational experiences. And the collection of assessment data over time benefits both the understanding of students’ development and institutional programmatic development as it relates to workforce professions over time. While competency-based models provide great convenience to part-time or returning students, they do not offer “18-year-old [freshmen] or 20-year-old community college student[s the opportunities] to really do well and get a degree.” And convenience is not the vehicle for a strong education.

Measuring competencies or student learning outcomes in addition to grading traditional assignments demonstrates to students what has been learned over the course of curricula and provides mechanisms for practicing necessary skillsets.
Becky Joyce, AEFIS Team

Monday, April 25, 2011

"Why Are We Assessing?"

By: Linda Suskie
AEFIS Response:
When approaching the tasks associated with outcomes-based assessment in higher education, we tend to skip the why and jump right into the how. And to take that jump yet another leap further, we begin to facilitate the how without defined goals that can be communicated to the stakeholders involved. Linda Suskie, Vice President of the Middle State Commission on Higher Education, captures these sentiments in her "Why Are We Assessing?" view. She urges those involved in the assessment of learning in higher education to recognize the succinct goals for assessment. "Assessment is simply a vital tool to help us make sure we fulfill the crucial promises we make to our students and society."

The promises that Suskie remarks on are in question by government policymakers, investors, accrediting agencies, and students and their parents, the consumers of higher education. So, how do we (a) define expectations and (b) demonstrate that we are delivering the expected outcomes for any given student to society?

AEFIS uses the Course Section Dashboard as the platform for faculty to develop effective contracts with students and other stakeholders. This document presents the what and why that is expected of students as form of course outcomes and professional contribution. These contractual documents are more commonly known as course syllabi. They aim to answer to more than what students are getting for their money, but also how they will be able to understand concepts and apply skills as they enter the workforce.

Telling students and stakeholders about the expected outcomes is one thing, but following through is another. This is where direct and indirect assessment come into play. The AEFIS Solution hosts mechanisms for entering and archiving student assessment data. With an end result of student outcomes transcripts -- students walk away from degree programs with more than diplomas, but documented evidence of their performance on outcomes.

This data is most valuable to students, but is invaluable to employers, government policymakers, accrediting agencies and the like. With this information we can start to explain the means for achieving effective personalized learning. Suskie challenges that "…we haven't figured out a way to tell the story of our effectiveness in 25 words or less, which is what busy people want and need…Today people want and need to know not about our star math students but how successful we are with our run of the mill students who struggle with math." We accept the challenge!

Effective learning starts with an understanding of expectations and progresses with continuous communication, evaluation, and revision of those expectations.

Interactive archival systems such as AEFIS serve as vehicles for effective instruction, by connecting assessment to teaching and learning.

Becky Joyce, AEFIS Team

Thursday, April 21, 2011

Assessing our Assessing

At our recent ABET Symposium workshop, we asked participants to self-assess their programs' assessment practices. Similarly to any classroom setting, there were a few partakers who were quick to share their institutional efforts and several who shied away from the questions. The group managed to come up with some interesting topics of discussion and open ended questions for their faculty and administrators.

Much of the room admitted that their curriculum mappings and student assessments are planned and warehoused on paper. For most of them, this results in boxes and boxes of hard copies and hundreds to thousands of man-hours for the preparation of an ABET accreditation visit. Although the room had representatives from many different schools, several individuals described analysis packages developed for assessment data. There was no conversation of shared tools or practices. The conference, itself, is meant to be a forum for cross-pollination of ideas and best practices, however, the schools remain trapped in the silo effect. And so we introduced AEFIS to get the conversation forward thinking.

Shifting the conversation from: how data is collected and stored – the logistics of assessment – to the real meat and potatoes of it: what data should we be collecting and how should we use it to improve student learning, got the audience more engaged!

The outcomes that ABET expects from students at the completion of degree programs can be difficult to assess and report on, especially if there is little or unsustainable infrastructure in place. Development of assessments can be trial and error based and begs for collaboration. So we dove right into some assessment activity questions:

How does your institution assess ethical components to report on outcomes/objectives?
  • Assessment Measures:
    • Scenario based test questions
    • Developed case studies
    • Field exercise interviews
  • …How is student performance rated / documented?
    • Against a rubric
  • …How often is such a rubric reviewed / adapted?
    • Rarely
How does your institution report on Program Educational Objectives?
  • Assessment Measures:
    • Student certifications post-graduation
  • …Does this demonstrate success or student learning?
    • Open for discussion
  • …How can we increase our response rates for alumni surveys?
    • Open for discussion

These and more questions are being posed by institutions as they plan their assessment efforts. And these questions only started the process of assessing our assessing.

We encourage you to review the questions that workshop participants considered. Download a copy of the workshop materials at our website. Please feel free to share your ideas and comments or let us know what questions we should be asking!