You expect that when you search for a book on Amazon, or a sweater on Zulily you’ll find the price front and center. It’s normal in the consumer world. But in business-to-business sales, like in education technology, it’s not always that easy. Some ed-techs companies list their prices, others don’t. That often leaves teachers and administrators scratching their heads.

Learning analytics is an emerging, highly interdisciplinary field where many disciplines--such as education, computer science, and engineering--intersect. Since its first significant scholarly gathering in 2011, learning analytics has been increasingly mentioned in news, technical reports, academic publications, and grant solicitations. The surge of this nascent field rests on a promise--and also a premise--that digital traces of learning could be turned into actionable knowledge to promote learning and teaching.

A new study evaluating the Ready To Learn initiative outlines how educational digital media will change to influence children and content producers.

While digital educational media can continue to have a substantial impact on children, the size of that impact is directly proportional to a commitment to equity, according to a study examining five years of the CPB-PBS Ready to Learn Initiative, which represents $72 million in taxpayer dollars.

Writing in an Insight piece for the CMI, Jermaine Haughton tells us that learning is not just for the young, with new research from Coursera showing that the most active online learners are professionals studying alongside their work commitments.

Coursera have revealed a 50% increase in new registrations over the last 12 months, with a large majority of this increase coming from workers in their mid-twenties or older who already have strong work experience.

eLearning is changing, but newer doesn't always mean better. In this article we take a look at some technology history and delve into why SCORM still matters.

Are we doing enough to help new instructional designers produce the types of e-learning experiences that we want to see?

There has been a lot of information out there, okay, I’m kidding there hasn’t been much of anything when it comes to course standards. At least not in a long time.

Rather the focus has been on course development and frankly, courses. I’ll readily admit that regardless of the course standard you use, if you create click-click-click courses, than no course standard will make it engaging. Bad is bad. Boring is boring.