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.
"Research" examines academic studies of technology-enabled education initiatives, including the quality of the research and of its coverage in the press.
The IMS has been amazingly successful. I take a deep dive into both the what and the why, and then look at how the next challenge of learning analytics is going to mean the next decade of interoperability work will be different from the last one.
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.
A $100 million initiative in a 500-word press release.
And now for something completely different.
Online Course Design Rubrics, Part 3: Now what?
Online Course Design Rubrics, Part 2: So what?