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
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.
Pearson’s Born-Digital Move and Frequency of Updates
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.
Instructure DIG and Student Early Warning Systems
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.
Learning Engineering: A Caliper Example
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.
EEP 2019: The Invisible Miracle of Learning
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.
Instructure is not “the New Blackboard”
Eleven months ago, I wrote a post about Instructure entering its “awkward teenage years.” That was a setup for the inevitable alternative metaphor that was coming, along with Instructure’s inevitable fall from grace. Now that they’re off the pedestal, it’s time to address the crazy way we talk about ed tech companies.