It’s a common lament across higher education institutions: “We know expanding our digital learning initiatives could help more students succeed, but getting faculty on board with new approaches is a real challenge.”Read More
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Adaptive learning is growing up. Step back and you can see the steps along the yardstick of maturity: 10 years ago, adaptive learning was just getting onto the radar in higher education; five years ago it was a buzzword; and now a number of prominent institutions are promoting best practices for applying it in the classroom.Read More
The term “flipped classroom” has been around for a while now, and the standard model is familiar: in terms of the revised Bloom’s Taxonomy, pre-class learning targets remembering, understanding, and basic applying of knowledge, while the in-class learning targets complex applying, analyzing, evaluating, and creating knowledge.
You’ve decided to adopt a digital learning solution to solve a specific problem in your classes. Now an equally important choice quickly follows: should you build a custom course, buy off-the-shelf-courseware, or start somewhere between the two?Read More
Adaptive learning and open educational resources (OER) are both drawing attention in higher education for their ability to help address some of the cost, quality, and access challenges that most institutions are facing (EDUCAUSE, 2018). Still, each is typically viewed as a separate innovation, as most conceive of adaptive largely as the “how” of teaching and learning and OER as the “what.”Read More
With the latest wave of digital education initiatives from Every Learner Everywhere to the APLU’s guidelines for implementing adaptive courseware, 2019 is likely to find even more institutions seeking to increase student success through adaptive learning. What better way to forge a path forward than to follow in the footsteps of those who’ve paved the way?Read More
How do students approach learning when they’re granted a high degree of agency over when and how they progress through a course? What do they do when they have the freedom to complete as few or as many activities as they need – and spend as much or as little time as they need – to master the course’s learning objectives?Read More