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 […]
This category includes digital curricular materials, including adaptive learning, assessments, OER, etc., as well as the vendors who sell them.
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.
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.
Chronicle coverage of BSRG OER survey confuses key data on OER adoption. #informationliteracy
How do you save students money that they weren’t already spending? You can’t, and OpenStax adjusts their savings data in a welcome move in the OER community.
Open licenses, open scholarship, open hearts, and open wounds.
Top Hat further expands, or subdivides the OER movement; and the move doubles down on the company’s bet on faculty engagement