• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar

e-Literate

Present is Prologue

  • Home
  • About
  • Read More
    • Big Picture
      • Outcomes
      • Policy
      • Research
    • Business & Economics
    • Academics & Academia
      • OPMs & Program Support
      • Pedagogy
      • Strategy & Change Management
    • Ed Tech
      • Curricular-Materials
      • Interoperability
      • Learning Analytics
      • Learning Apps
      • LMS & Learning Platforms
    • Bits & Bytes
      • From the Editors
      • Recommended Reading
      • Upcoming Events
  • Get Help (Services)
  • Do More (EEP)
  • un-Webinars
  • Contact
  • Show Search
Hide Search
You are here: Home / Archives for Ed Tech / Learning Analytics

Learning Analytics

This category covers learning analytics products, the larger markets for them, and the science (or lack thereof) behind them. 

 


 

Announcing a Lesson-level Interoperability Standards Effort

By Michael Feldstein. Posted on December 17, 2019

We are working toward interoperability that can preserve pedagogical intent in learning designs.

Pedagogical Intent and Designing for Inquiry

By Michael Feldstein. Posted on December 6, 2019

This is a version of my recent IMS talk on why the educational software interoperability challenges of the next decade will be different from the ones of the past.

The Affordances of Content Design

By Michael Feldstein. Posted on September 18, 2019

This entry is part 2 of 3 in the series Content as Infrastructure

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 […]

The Content Revolution

By Michael Feldstein. Posted on September 11, 2019

This entry is part 1 of 3 in the series Content as Infrastructure

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.

The Cengage-MHE Merger and Data Danger

By Michael Feldstein. Posted on August 27, 2019

PIRG’s SPARC group filed a brief with the Department of Justice opposing the merger between Cengage and McGraw-Hill Education. The section on data danger is worth a close read.

Instructure DIG and Student Early Warning Systems

By Michael Feldstein. Posted on July 12, 2019

What is a retention early warning system? What is it good for? What are its limitations? And how are its failings representative of the unfulfilled potential of so many ed tech products? You’ve got questions, we’ve got answers.

Carnegie Mellon’s $100 Million Announcement

By Michael Feldstein. Posted on March 28, 2019

And now for something completely different.

Next Page »

Primary Sidebar

Subscribe by email

RSS EEP News

  • iDesign Contributes the iDea Book and Declares “Scholarship Over SWAG”
  • Carnegie Mellon and Lumen Learning Announce EEP-Relevant Collaboration
  • Forbes Column on the CMU Contribution
  • EdSurge Covers the EEP Summit
  • CMU Announces $100 Million OpenSimon Contribution at EEP Summit

Most commented

  • Six Ways the edX Announcement Gets Automated Essay Grading Wrong
  • The Four Student Archetypes Emerging in MOOCs
  • Blackboard Patents the LMS
  • Does Google Wave Mean the End of the LMS?
  • Why Pearson’s OpenClass Is a Big Deal
  • Emerging Student Patterns in MOOCs: A Graphical View
  • Stephen Downes Missed the Point
  • The Most Thorough Summary (to date) of MOOC Completion Rates

Recent Comments

  • Alex on Thinking About Alternative Credentials
  • Mike G on Thinking About Alternative Credentials
  • Julie Curtis on Thinking About Alternative Credentials
  • Bob Bodily on Web3 in Education Isn’t Very Interesting
  • A Reading List for Web3, the Metaverse, and Blockchain – Meme Innovation on Web3 in Education Isn’t Very Interesting

 


»Editorial Policies

 

Creative Commons License

 

Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here: Cookie Policy

 

What We Are Learning About Online Learning…Online
Creative Commons License
Creative Commons License

 

  • Home
  • About
  • Read More
  • Get Help (Services)
  • Do More (EEP)
  • un-Webinars
  • Contact