Recently, the New York Times published a fascinating article about society’s approach to education. The NYT contends that academic grades rarely assess qualities like creativity, leadership and teamwork skills, or social, emotional and political intelligence. Yes, straight-A students master cramming information and regurgitating it on exams.
Whether you’re moving from snail mail to email or having your entire school move to the cloud – digital transformation can be painful. But with CogBooks’ courseware, it doesn’t have to be.
A very interesting article published in Campus Technology about the progress CogBooks is making with ASU. We’re proud of the pioneering work we’ve done with ASU and look forward to continuing our partnership.
In our recent blog posts we have focused on the factors that drive a successful adaptive learning implementation. In this post, we explore the success story of one of our clients, Dr. Paul Smith. Paul is a Senior Lecturer in Chemistry at Manchester Metropolitan University (MMU), and an enthusiastic user of technology aimed at supporting teaching and learning. In late 2015, he started using CogBooks’ adaptive platform to develop and deliver his courseware to two classes: a part-time distance learning class and a full-time undergraduate class. Below, he explains why technology is essential for teaching in the future, and his experiences with adaptive learning.
Our last blog looked at how Universities are looking to implement personalized learning technology in their courses to attract – and attain – as diverse a range of students possible. The question is – does it work? And when the technology is in place, what else do students need? Earlier in 2016 we interviewed a student who turned her C-grades to A-grades after one semester of using CogBooks’ BIOLOGY 100. Anna* is a first-generation student and through our discussion it became apparent that there are two significant – yet easy to adopt – factors that universities can implement to improve student success.
