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You are here: Home / Archives for Academics & Academia / Pedagogy

Pedagogy

The "Pedagogy" category covers the craft and science of teaching, particularly with technology.

 


 

Short eLiterate Course on Analytics and Adaptive Learning

By Michael Feldstein. Posted on March 16, 2018

We’ve released a new short course of six animated explainers that introduce educators to basic concepts related to learning analytics and adaptive learning.

Courseware Without A Silver Bullet: Focusing on faculty enablement

By Phil Hill. Posted on March 11, 2018

At the Realizeit users conference, we interviewed company executives as they focus more on faculty enablement rather than the “adaptive learning” silver bullet, despite popular labels.

Personalized Learning: What It Really Is and Why It Really Matters

By Phil Hill. Posted on February 16, 2018

Re-post of our 2016 article from EDUCAUSE Review framing personalized learning as family of teaching practices that are intended to help reach students in the metaphorical back row.

Visibility As A Benefit: Ole Miss and UCF share their stories on courseware usage

By Phil Hill. Posted on February 15, 2018

At the Realizeit users conference, we interviewed Ole Miss and UCF, who both described their experiences gaining greater visibility into student learning when using courseware.

An Alternative to the Engineering Model of Personalized Learning

By Phil Hill. Posted on February 14, 2018

Description in EdWeek about the ‘engineering model’ of personalized learning shows one side of a battle, and the antidote is improving teaching practices

Digital Courseware at Scale: APUS and Bay Path University share their stories

By Phil Hill. Posted on January 23, 2018

At the Realizeit users conference, we interviewed APUS and Bay Path University about their experiences deploying adaptive courseware at scale.

Fear Itself

By Michael Feldstein. Posted on July 18, 2017

A guest post by Carnegie Mellon researchers gives us more perspective and follow-up information on a study about faculty reluctance to adopt “innovative” teaching practices.

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