Digital badges seem to be filling in the cracks for career readiness—and sometimes college readiness—that aren’t covered by formal degree and certificate programs.
"Outcomes" covers impact—including the measurement of it—for technology-enabled education initiatives.
Northern Arizona University appears to be getting good results with their math emporium model, based on their internal analysis. The study isn’t water-tight, but it is fairly compelling.
In my last post, I talked about the need for educators in general and faculty in particular to develop literacy around data and analytics. But it’s really broader than that. Back when college was intended for a relatively small percentage of the population, the idea of “weeding out” students who couldn’t make it without help was not obviously out of alignment with its mission.
The Department of Education’s new tool for evaluating colleges is…uh…not so great.
More than anything else, SRI’s meta-analysis of adaptive learning studies shows that we won’t be able to prove what works until we start designing better and more consistent studies.