New Visual From LISTedTECH Shows LMS Market By New Implementations

Justin Menard and his team at ListEdTech have produced a great new visual on the LMS market in North America. Using his wiki-based data with 4,000+ institutions, he shows the percentage of LMS implementations per year (scaled to 100% for each year). While we are used to seeing LMS market share in terms of number or percentage of institutions using each LMS as primary system, this view highlights the dynamics of the market – which systems are getting adopted. See original post for full chart and additional description.


A few notes: Continue reading

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Rapid Fire Feedback from #WCET15

ed. We welcome Sasha Thackaberry with this post summarizing observations at last week’s WCET conference in Denver. We met Sasha while consulting at Cuyahoga Community College (Tri-C) and were impressed with her breadth of knowledge. We’ve asked her to provide her own take on the WCET conference.

It was my first time at the WCET Annual Meeting in Denver. I was extremely fortunate to attend and thrilled to present with Luke Dowden, whom I met for the first time at the conference. To hang on to some of the great learning, I wanted to create a brief recap of the conference and some thoughts on the next evolution of edtech in higher ed.

One theme that emerged from the conference was that higher education is moving beyond an era of traditional online courses and programs toward a more simultaneously disaggregated and integrated future. This evolution is creative, messy, and occurring on multiple fronts, with the twin drivers of tightening budgets and the need for college-ready graduates propelling new models of learning and teaching. Individual and highly specialized innovations are converging to create entirely new ecosystems of learning, both pedagogically and architecturally.

The overall tenor of the conference was future-forward. Not focused on limitations, instead the sessions and keynotes centered around a common theme: We can rebuild it. We have the technology…. We can make it better, stronger, faster, (and cheaper.)

1. We’re beyond “traditional online courses.” Continue reading

Posted in Guest Bloggers, Higher Education, Notable Posts | 2 Comments

Live Stream for Wednesday’s OpenEd Keynote

Phil and I will be giving a joint keynote to the OpenEd conference the day after tomorrow—Wednesday, 11/18—at 8:30 AM Pacific Standard Time. You can watch the live stream here. If you miss it live, don’t worry. The video will be available afterward at the same URL. For a modest license fee, all rights reserved.

Kidding about that last part.

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Interview with Josh Coates, CEO of Instructure, on today’s IPO

Instructure, maker of the Canvas (higher ed and K-12 markets) LMS and Bridge (corporate learning market) LMS, held their Initial Public Offering today. Prior to the IPO, Wall Street analysts focused on the company’s growth, its large losses, and the challenges of the education market. The company was priced on the lower end of its range ($16.00), and closed up 12.5% at $18.00.

This IPO and its lead up have been highly watched, particularly given the rapid growth in ed tech investments and questions on whether there are real businesses to emerge based on the investments. I had the opportunity to interview CEO Josh Coates today. What follows is an edited version of the interview, focusing mostly on how Instructure’s IPO will impact education markets and existing customers. I tried to capture as much of the Q&A verbatim as was feasible, but treat the answers below as a paraphrase.

Q. What are your impressions on how the IPO has gone so far?

A. The market in general has been a blood bath [ed. Dow down 585, or 3.3%, for the week], but we’re doing well so far. Given market conditions right now, we’re pleased as punch. We priced in range [ed. $16 – $18], and the market responding well. We’re really focused as a company 6-12 months down the road, but it is nice to get this IPO feedback. Continue reading

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Data To Back Up Concerns Of Textbook Expenditures By First-Generation Students

David Wiley has added to the conversation[1] over use of data on college textbook pricing and student spending patterns with “The Practical Cost of Textbooks”. The key argument is to go beyond prices and spending and look at the most direct measure of asking students themselves how textbooks costs have impacted them. He then looks at the Florida Virtual Campus surveys (also included in my post), concluding:

What impact does the cost of textbooks have on students? Textbook costs cause students to occasionally or frequently take fewer courses (35% of students), to drop or withdraw from courses (24%), and to earn either poor or failing grades (26%). Regardless of whether you have historically preferred the College Board number or the student survey number, a third fact that is beyond dispute is that surveys of students indicate that the cost of textbooks negatively impacts their learning (grades) and negatively impacts their time to graduation (drops, withdraws, and credits).

And yes, we need to do something about it.

Amen. Surveying over 18,000 students, the FVC surveys are quite important and should be on everyone’s radar.

More Out Of Data

Continue reading

  1. My initial post, Mike Caulfield responseBracken Mosbacker, my response to Mike, Mike follow-up []
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