In fall of 2017, the Rothenberger Institute (RI) at the U of M contracted with CogBooks (CB), a cloud-based course authoring platform, to house and deliver the content of their online, undergraduate wellness curriculum. CB licenses their platform to educators, allowing them to develop and deliver what could be considered a flexible, media-rich online eBook; the platform features options to integrate videos, interactions, just-in-time learning assessments, discussion boards, and other communication tools. The platform also includes personalized learning pathways and robust analytics, which hold the promise of maximizing student learning outcomes through early, ongoing, and targeted student interventions and evidence-informed opportunities for course design improvements. While the CB tool markets well, has the time and investment been worth it? Is a tool like this really transforming learning outcomes for students, or is it just creating more work for the sake of flashier technology? With a pilot launch in spring of 2018, members from the RI team will present preliminary findings and discuss initial thoughts on their experience transitioning two courses into this tool. Recognize pros and cons to using the CogBooks tool and similar tools in the online classroom. Identify use cases for a course authoring platform, like CogBooks. Recognize how learner analytics can be used to improve learner outcomes.
Topic Area(s): Adaptive & Personalized Learning
Amy LimBybliw, MA, MEd (she/her/hers) is an instructional designer and asst. director of the Rothenberger Institute at the U of M Twin Cities. She works with course teams to design, develop, and deliver high-quality online wellness courses in the School of Public Health. She's a strong advocate for universal design and believes in the value of fostering inclusivity in online education.