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.
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.
LTI 2.0 has failed. This is a great opportunity to take a healthier direction.
So many questions, so little time. Following up on questions from Future Trends Forum discussion with Bryan Alexander and a host of others.
Online grade books are expensive for ed tech companies to build, almost impossible for them to build well, and hard for faculty and students to learn. Here’s a recipe for using final and near-final interoperability standards to enable faculty and students to just use their same LMS grade book in every ed tech app.
Digital badges seem to be filling in the cracks for career readiness—and sometimes college readiness—that aren’t covered by formal degree and certificate programs.
Whether you call it NGDLE, an LMOS, a learning platform, or something else, people have been wanting a next-generation post-LMS for a long time. We finally have both the interoperability standards and the market incentives to make it possible—if the LMS vendors are willing to take a risk.