Nick Di Nardo, host of “Meet Education” interviews Dr. Keith Hampson of Acrobatiq.
The concept of the “Long Tail” provides a way to approach to the issue of commonality in digital instructional content.
Working with it’s ad agency Leo Burnett, Heinz Ketchup changed the criteria of what constitutes good ketchup and, as a result, increased its market share. They defined the products’ relatively thick quality […]
One factor that we may not have considered is how lectures fit into a broader cultural framework that privileges original and live events (or one-of-a-kind objects) over reproductions and technologically-mediated experiences.
Colgate University hosted an event last week. “Innovation + Disruption Symposium“. The keynote was none other than Clay Christensen, the Godfather of Disruptive Innovation. Following his talk, seven University Presidents […]
Debate about the revolutionary potential of technology in higher education has never been more intense, nor greater in volume. For spectators and participants alike, it’s great fun. Me, I’m just […]
These are heady days for digital higher education. For advocates of all-things-digital, myself included, it appears we’ve earned our permanent place at the table. Whether fully online, blended or a […]
The insights from Anderson, and the questions posed about these insights by Elberse, can help us understand and anticipate the changes in the market for digital higher ed content. What, for example, is the necessary variety of digital educational content? What are the factors that might influence the demand for a more diverse range of content in higher education? Do we have a preference for “hits” in higher education?
Post by Keith Hampson, PhD, Managing Director, Acrobatiq Brands like Target and Apple have successfully used design to set themselves apart. Mainstream magazines like BusinessWeek and Fast Company now devote complete issues to […]
However, talk of online education’s current “transformative”, “revolutionary” and (worst of all) “disruptive” impact on traditional higher education ignores the fact that one of the core components of online higher education has improved only imperceptibly during last two decades. Online instructional content – the instructional media and activities presented to students – remains largely stuck in the 1990s, barely scratching the potential that we once imagined.
Learning management systems have been the dominant technology in online higher ed since the late 1990s. These systems are, by design, as instructionally agnostic as possible. They’re designed so as […]