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.
Academics and Academia
The "Academics and Academia" category covers topics related the ways in which colleges and universities function that are relevant to technology-supported education. One key aspect covered here is pedagogy—how people teach—and how technology impacts teaching and learning.
But this category also includes more institutional aspects that are relevant to technology-supported education, such as how campus leadership supports (or doesn't support) new initiatives, politics and bureaucracy that impact these efforts, and so on.
Finally, "Academics and Academia" covers commercial and non-profit services that provide support for technology-supported education initiatives, such as Online Program Management (OPM) companies.
One of the challenges facing higher education is a huge amount of tacit knowledge—things that we don’t know we know—about both our academic expertise and our teaching expertise. We need to make that knowledge explicit in order to make progress. This post unpacks a peculiar kind of literacy problem.
The revolution will be televised. Eventually. For now, there will be audio.
This is a great example of the kind of collaboration I expect to see more of from the Empirical Educator Project and CMU’s OpenSimon contribution.
EDwhy: The answer may be 42, but what’s the question?
And now for something completely different.
Online Course Design Rubrics, Part 3: Now what?