Author Archives: Phil Hill

About Phil Hill

Phil is a consultant and industry analyst covering the educational technology market primarily for higher education. He has written for e-Literate since Aug 2011. For a more complete biography, view his profile page.

New LMS Market Data: Edutechnica provides one-year update

In Fall 2013 we saw a rich source of LMS market data emerge. George Kroner, a former engineer at Blackboard who now works for University of Maryland University College (UMUC), has developed what may be the most thorough measurement of LMS adoption … Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , , , , , , | 6 Comments

Helix: View of an LMS designed for competency-based education

Within higher education, we tend to talk about LMS solutions based on an institutional perspective – which systems can serve as the official LMS for an entire institution. While this view is important and forms the basis for my LMS … Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , | 2 Comments

Opening Up the LMS Walled Garden

In yesterday’s post I described where I (and many others) see the LMS market heading in terms of interoperability. At the same time, the LMS does a very poor job at providing a lot of the learning technologies desired by … Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , , , , , , , | 12 Comments

LMS and Open: The false binary is based on past, not future markets

D’Arcy Norman has an excellent blog post up titled “On the false binary of LMS vs. Open” that captures a false framing issue. We’re pushed into a false binary position – either you’re on the side of the evil LMS, working … Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , , , , , | 16 Comments

Pearson’s Efficacy Listening Tour

Back around New Year, Michael wrote a post examining Pearson’s efficacy initiative and calling on the company to engage in active discussions with various communities within higher education about defining “efficacy” with educators rather than for educators. It turns out … Continue reading

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