Content is infrastructure. David Wiley I opened my first post in this series with a statement about courseware and content design: An unbelievable number of words have been written about the technology affordances of courseware—progress indicators, nudges, analytics, adaptive algorithms, and so on. But what seems to have gone completely unnoticed in all this analysis […]
Get ’em while they’re hot!
In all the many discussions about the technological advancements in courseware, from learning analytics to adaptive learning, we are missing the invisible yet critical and ubiquitous revolution in content design that makes all the technological advances possible.
PIRG’s SPARC group filed a brief with the Department of Justice opposing the merger between Cengage and McGraw-Hill Education. The section on data danger is worth a close read.
Pearson is going digital first and updating its editions more frequently. According to the higher ed press, frequent updates to a software product is now a bad thing.
What is a retention early warning system? What is it good for? What are its limitations? And how are its failings representative of the unfulfilled potential of so many ed tech products? You’ve got questions, we’ve got answers.
In this post, I explore the relationship between learning engineering and learning design, talk about language as a design artifact, and provide an example about how Caliper could be the centerpiece of a learning engineering process for developing better learning analytics.