The Campus Blog

The Future of Modality in Higher Education

Mon, 08 Nov 2021 16:47:48 GMT

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The Future of Modality in Higher Education

Written by Ken Schenck

I read an article recently that highlighted some of the changes that the pandemic has brought to higher education. [1] I saw some of these shifts firsthand at the college where I was serving at the time. A professor of computer science--who previously would not go near an online class--suddenly concluded that he could teach the subject more effectively online, with the students sharing code on their screens with each other. Professors and administrators who thought they had no computer savvy suddenly found themselves masters of Zoom. We even found a way to teach lab sciences online.

The landscape has changed. Perhaps the direction of change is the same as before, but the timeline has accelerated. Initiatives that were very innovative two years ago are now business as usual. The good news is that this moment has made it possible for a college to catch up with the flow of innovation quickly, if they are only willing to jump into the rapids of change. There are more tools and know-how at a college's disposal now than ever before.

Traditional Online

It may seem a little strange to speak of "traditional" online. By traditional online, I mean the "type type type" course where you write a book before you're done. There were (and are) many advantages to traditional online. Courses are generally asynchronous, meaning that you can do the class at any time of day or night. This approach is a great advantage, especially to those who have to work during normal class hours.

Traditional online has made education available to more people than ever before. These classes are usually accelerated, with an 8-week class being very common. Now that the bandwidth of the internet has increased so much, some schools have begun to reintroduce some live opportunities into these classes, potentially a great enhancement to the online experience. Early versions of online courses also tended to lack video and a variety of learning experiences.

Studies have shown that the average learning of a student in an online class is as good or better as a traditional face-to-face class. [2] In a physical classroom, it is easy to zone out and disappear in the back of the room. Online classes typically involve discussion forums where everyone has to participate. Online classes typically involve more regular submissions than a traditional class, with a much higher expectation of timely feedback. Assignments usually aim to be "formative" as learning experiences and not just "summative" as a final judgment. A student in a good online class may very well get more personal attention than the typical student in a traditional, residential classroom.

The current leaders in traditional online are schools like Southern New Hampshire and Arizona State (ASU) in the secular world, Liberty and Grand Canyon in the Christian world. Western Governors is the leader in competency-based education, where you work at your own pace. These schools aim to make education very convenient and affordable. ASU even offers majors like chemistry and physics online, using creative new ways for students to do lab work. They use well-established learning management systems (LMS) like Canvas and Brightspace, which are self-contained universes.

Hybrid and Blended Online

While traditional online on average produces more learning than the traditional classroom, the optimal mode of learning is a mixture of live and asynchronous components. While the terms often blur into each other, I define a blended course as one that is sometimes face-to-face and sometimes asynchronous. For example, in the “flipped” classroom, students learn the primary content outside of class and then apply/unpack in person. A hybrid course then is one that has some students completely online and some students completely in person in the same course.

The pandemic pushed many campuses last year into hybrid or "HyFlex" mode, with some students in the classroom and others Zooming in. It was clunky, trying to shift between people in front of you to people on the screen. Many bid “good riddance” to that split-personality experience this year. However, I doubt we have seen the last of it. It just needs to get better.

What if you had online and onsite students in the same course with a common online platform --a blended and hybrid experience? Discussion forums might mean fewer face-to-face sessions for the onsite student. Many students will now expect residential class sessions to be recorded on days they are absent. The technology will evolve to meet the expectations of flexibility that the pandemic has created.

The Platform

Campus Edu is one of several educational "platforms" that seem to be springing up overnight. For example, Acadeum is a marketplace where colleges can share their online courses with other schools. Courses remain housed with the college and its LMS, so the courses come "as is." It is hard to know what the courses are actually like on the inside, but students can now find courses they cannot get at their own school when they need them.

Outlier and 2U/Ed X are some secular organizations that are also providing a marketplace for courses from more than one university. What used to be a MOOC, not for credit, is increasingly available for college credit, and the studies show the learning is just as good as traditional face to face. [3] Outlier in particular has invested to make these courses incredibly engaging and graphically appealing, following the model of MasterClass. This is disruptive in the way that Amazon was for individual book publishers or Napster was for the music industry.

However, the direction seems inevitable. It will not be long before students will expect to take courses from multiple schools, perhaps with one lucky one serving as a final off-ramp. Even more disruptive will be the rise of internal educational credentialing that employers like Google and Amazon are creating for their employees, and it does not seem to matter whether a traditional degree is part of the package. [4] If a job is what the typical college student expects from a college degree, Google and others are poised to provide a shortcut.

Into this swirl of new alternatives, Campus Edu has created a platform focused on the Christian college and university. It is coming alongside them and providing a toolbox to be able to thrive in this changing landscape. Like Outlier, it is providing significant video, creative, and instructional design resources to the schools that join forces. It has its own LMS, Campus Learn, meaning that a college can outsource its entire online program to Campus if it wishes--or even start one for the first time. Campus has far more software and instructional designers than most colleges. Its aim is a Netflix feel and an Apple-like intuitiveness that is more outward facing than self-contained. Courses can be done asynchronously, but some online face-to-face components are standard and preferred. You can expect to hear more about Campus in posts to come.

The Beyond

We know that the possibilities for online education are accelerating. Darren Campbell, founder of Campus Edu, thinks of Campus Learn as something like a Mr. Potato Head. As the pedagogy develops, we will plug in the latest and greatest. No doubt some courses in the future will become more like playing a video game than anything like a traditional lecture hall where you sit for an hour.

Learning is no longer something you do for four or five years. More and more people expect to learn interesting things for the rest of their lives at their own pace. I have had a number of retired individuals audit my online courses. I have taught intergenerational online courses with a mix of high school, on-campus, traditional online, credential seekers, and retired auditors. What an incredibly rich experience! Never stop learning!

The student of the future will expect to be able to take classes anywhere at any time. People all over the world will want to be able to learn on a smartphone--they already are. Students will want to be able to sample from multiple universities. They will want to be able to take online courses while living on a residential campus--over 50% already do. [5] They will want to be able to see recordings of on-campus lectures and go on an internship in the middle of a semester. They will want to condense and expand the traditional semester in accordance with their needs and abilities.

And if there is demand, it will happen. verbum sapienti sat est .

[1] Michael A. Baston, "From Crisis Comes Opportunity," Inside Higher Ed , November 4, 2021, https://www.insidehighered.com/views/2021/11/04/covid-has-spurred-four-positive-changes-campuses-opinion

[2] "Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies," 2010, US Department of Education, https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

[3] “Is online education as effective as traditional on-campus schooling?” UTEP Connect, November 2018, https://www.utep.edu/extendeduniversity/utepconnect/blog/november-2018/is-online-education-as-effective-as-traditional-on-campus-schooling.html

[4] Justin Bariso, “Google Has a Plan to Disrupt the College Degree,” Inc. , April 19, 2020, https://www.inc.com/justin-bariso/google-plan-disrupt-college-degree-university-higher-education-certificate-project-management-data-analyst.html

[5] Suzanne Smalley, "Half of All College Students Take Online Classes," Inside Higher Ed , October 13, 2021, https://www.insidehighered.com/news/2021/10/13/new-us-data-show-jump-college-students-learning-online

ACSI & Campus Are Joining Forces

mark.shepherd@campusedu.com (Mark Shepherd) — Mon, 25 Oct 2021 14:09:44 GMT

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ACSI and Campus Are Joining Forces to Create Dynamic Digital Content, Learning Opportunities for Christian Schools, Educators, and Students

INDIANA - The Association of Christian Schools International (ACSI) and Campus are excited to announce an innovative initiative and collaborative effort designed to provide Christian educators with access to dynamic online content, professional development courses, and digitally delivered student resources.

The joint initiative is aligned with ACSI’s Three Pillar Strategic Plan and Campus’ passion to meet the demands of today’s students, faculty, and school leaders. It is focused on advancing Christian education by providing more educators and students with access to quality Christian courses and materials.

Campus is an ed-tech company that is building the future of online education. The organization creates courses and tools that are engaging and transformative for students, faculty and administrators.

Leaders from both organizations share a goal of leveraging high quality digital resources for Christian educators and students at traditional schools, home-school communities and the growing market of nontraditional educational delivery strategies.

ACSI President Dr. Larry Taylor emphatically believes now is the time for ACSI to invest in the digital education market.

“Our motivation has always been to equip Christian educators in their mission to prepare students for a life with Christ,” he shared. “After seeing how nimble our schools have been over the past year in leveraging technology, we are looking forward to making a robust library, or ecosystem, of biblically centered digital content accessible for teachers, students and parents across the globe.”

Darren Campbell, Campus Founder & CEO, shares Taylor’s enthusiasm and vision for the union.

“Through the Campus platform, ACSI will seek to empower schools to reach the next generation of learners with video-driven courses, professional development content and digital resources,” Campbell said. “I’m inspired by ACSI’s vision to empower, encourage and equip flourishing schools that transform their communities, and we are grateful to be a part of that mission.”

According to Taylor, this effort brings strong pedagogy and relevant media appeal, accelerating global access to professional development, online classes, and print to digital textbooks.

ACSI Senior Vice President for Global Business Development Kurt Unruh is also excited about the new direction for the association and potential benefits for educators and students.

“Technology, leveraging strong relationships in the business community utilizing digital delivery and greater awareness of what works in schools makes this an exciting time for advancing new initiatives,” he said. “Everything we do is to help schools grow and flourish, while also providing more students with access to Christian education.”

To learn more visit www.campusedu.com/acsi

To view the ACSI announcement visit www.acsi.org/campus

About Campus

Campus is an ed-tech company that's building the future of online education. Campus is creating courses and tools that are beautiful, engaging and transformative for students, faculty and administrators. For questions or inquiries email support@campusedu.com

IWU-Marion provides Campus Unlimited to students

Tue, 05 Oct 2021 19:59:06 GMT

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IWU- Marion provides Campus Unlimited to students

INDIANA- Starting in October 2021, students studying at Indiana Wesleyan University’s Marion campus will all have institutionally sponsored memberships to Campus Unlimited. A Campus Unlimited membership provides IWU-Marion learners with access to a pre-approved catalog of video-driven, online courses featuring award-winning faculty from across the Council for Christian Colleges and Universities.

Purposes for the project are three-fold. First, in keeping with IWU’s mission, institutional leaders wish to provide a faith-integrated, affordable alternative to the external course options students currently choose to complete and transfer into their degree programs.

Second, institutional leaders wish to learn more about the extent to which in-person learners desire online options. Leaders will closely monitor students’ levels of satisfaction with the courses as well as their performance in subsequent coursework. Both factors will influence the potential for expansion or continuation of the program.

Finally, one of the objectives of the Campus Unlimited program is to help our partner institutions create a more sustainable business model for instruction without sacrificing quality and satisfaction for students. After a trial period, a careful analysis will be conducted to determine whether expansion is in the best interest of learners and faculty.

"College students value the flexibility afforded by high quality online learning,” said Indiana Wesleyan University President, Dr. David Wright, when commenting on this innovative partnership. “By providing every IWU-Marion student with a membership to Campus's faith-based, engaging course options, we hope to address a variety of scheduling needs and modality preferences that we are seeing among students. These courses are professionally produced and authored by highly respected faculty from Christian colleges across the US. We are excited about the prospect of collaborating with other Christian institutions to make these outstanding Christ-centered courses available to IWU students."

The course development team at Campus has partnered with faculty experts, instructional designers, and creative personnel from across the country to launch video-driven courses for a new generation of learners. IWU continues to meet the needs of new generations of learners by providing greater choice and flexibility while maintaining a steadfast focus on developing students of character, scholarship, and leadership.

To learn more or to sign up visit www.campusedu.com/iwu

About Campus

From Course Management to User Experience

Fri, 02 Jul 2021 14:05:12 GMT

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From Course Management to User Experience
After 25 years, the learning management system (LMS) is going through a major transition. Two decades ago, schools needed technology to manage courses-- student login access, document and gradebook access, class communication, registrations etc.. Today’s learners find this legacy mass management to be insufficient. Their experiences in every other realm of life have taught them that it is possible to be uniquely seen, heard, and valued as a learner, and modern technologies are emerging to meet those needs at scale.

Implications

As educational organizations shift their visions from managing learning to creating compelling user experiences, enabling technologies need to change in parallel. Viewing the infographic from Phi Hill (commonly referred to as the squid diagram) , the history of the LMS is clear. Shifts away from management and toward a learning platform approach have been occurring since the mid 2000s. For the past 10 years, Moodle, Canvas and Brightspace have been able to capture much of Blackboard’s market share because of their emphasis on breaking down the “walled garden” model that was the backbone of Blackboard. An even more dramatic shift is on the horizon today, and it is poised to displace the current big four LMS providers.

This shift is occurring because of a blending of industries- education and business. The benefits of corporate talent development and customer relationship management systems are being realized by educational organizations, and the longstanding barriers between business technology and educational technology are quickly evaporating.

Merging Business and Education Technology

What does it look like to move from a Learning Management System (LMS) to a Learner Experience Platform (LXP)? Here are three brief stories of Salesforce and Workday (popular business technologies) being leveraged for use in academic programs at universities.

Olivet Nazarene University

When Olivet Nazarene University decided to launch their tuition-free general education program, they did not choose their LMS as the technology system to support their innovation. Instead, they launched the YourWay program using MyTrailhead, a learning experience platform developed by Salesforce to develop their customer user community.

Olivet’s leaders were looking for technology that could help them “[flip] the focus from the course to the student,” and they had to look beyond the big four LMSs used in education today. The YourWay program is “a learning experience that is self-paced, offering bite-sized content to make learning more accessible, more hands-on, and more engaging.” The focus is on the user experience, and business technology is at least a decade ahead of educational technology in this regard. The central focus of YourWay is to provide self-paced, low cost general education courses as one option for learners. Scalable systems are essential for accomplishing this goal.

College for America (now SNHU)

When challenged to launch a degree program in four months, Southern New Hampshire University leaders turned to Salesforce- not just to manage the marketing and sales funnel, but to launch the entire learner experience. Salesforce is a customer relationship management system, not an LMS, and yet CfA leaders knew that they needed a think-outside-the-box solution for their new model of providing access to an affordable and career-focused education.

As opposed to building within a traditional LMS, the college “built its competency-based Learning Management System (LMS) on the Customer 360 Platform… It’s all invisible to the student. To them, it’s just a user experience that we’ve customized.” Every major student assignment completion was tracked in Salesforce and not in an LMS. Why?

Business technology is fine tuned to provide insight into the user experience. Who is getting stuck where and when? How have we intervened to provide help? What interventions helped? What does satisfactory progress look like? What predictions can we make to more effectively plan for the future? None of these questions is easily answered with existing (non-customized) LMS technology.

Workday Launches Student

Workday is a customer relationship management suite of tools commonly used in business to handle finance, human resources, and adaptive planning. Workday has added a specific focus on higher education with their Workday Student product. In a recent press release , they announced several new large customers including Minnesota State Colleges and Universities, University of Central Florida, University of Louisville, University of Maryland, and University of Oklahoma.

Workday doesn’t promote their technology as a replacement for the institutional LMS. However, their investment and rapid growth in higher education points to an unmet need for technology that resolves the individual needs of students. They propose that an “integral part of a modern student system is native engagement tools that can actively engage students throughout their educational journey. These engagements are not static; they can be proactive based on actions taken, connections made, and barriers removed—enhancing efficiency and supporting self-service for students.” An investment in this functionality points to the fact that there is currently an unmet technology need in education, a need that could be met with an LXP ecosystem.

Learning Experience Platform

Signals from all corners of media, culture, and business point to an unrelenting focus on the individual user experience. Some examples of these signals include:

Design thinking, with its emphasis on empathy for the user,
User experience and user interface (UX/UI) design as new fields of expertise complete with degree programs and career opportunities in companies large and small,
Universal design for learning (UDL) which promotes educational design that meets a wide variety of cognitive, social, and affective needs.
Cultural responsiveness that advocates for an awareness of the many ways cultural norms impact interactions among individuals.

These signals (and many others) merge and result in the societal expectation that as a learner, my individual needs and preferences are seen and heard. Students don’t want to feel managed as a part of an educational factory. They want their unique traits, needs, preferences, goals, activity, schedules, and desired modes of interaction to be valued. Each student wants to be the author and owner of their educational journey, and they do not want to navigate complex organizational structures to make simple choices around learning modality, intensity, and level of interactivity.

As educators, we can ignore these expectations, or we can recognize that this functionality has been the primary goal of many of today’s business technology systems for over a decade. Customizable interactions with predictive capabilities are central to many of today’s top industries. The technology of modern business needs to merge with the pedagogical and operational knowledge of educators for the benefit of tomorrow’s learners and learning.

The Platform Approach: Part 3

Mon, 14 Jun 2021 16:43:19 GMT

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This is the part 3 of our white paper on the platform approach to higher education. If you haven't read part 1 or 2, go back and start there!

More Coverage

Historically, access to education has been a global challenge. Disparities among schools in the US have meant ample opportunities and resources in one district while the neighboring district struggles to pay teachers and provide textbooks. With internet connectivity and personal digital devices for every human on the planet, equitable access to education could become a reality in the next decade.

The educational value of Internet access and digital devices will be dependent on the availability of a platform that can adequately match learners with educational opportunities. Currently, 37% of parents and teachers in the US would choose a private school for their children if cost and transportation were not factors. The number of homeschooled students has doubled in the last 10 years and currently there are nearly 2 million students being homeschooled. Parents’ primary reasons for homeschooling are concerns about the school environment and a desire to provide moral instruction.

Campus equips educators to design engaging courses or lessons, and matches learners with the educational experiences that meet their expectations. Learners and schools could adopt an entire curriculum to earn a diploma or degree, or they could choose a singular lesson from a course for no credit.

While there are plenty of low-cost online learning options available today, many represent a two-dimensional course design model that does not meet the expectations of today’s learners. The Campus difference will be discussed in the next two parts.

Learners: Matching their Learning Expectations

Parents, school administrators, and students themselves are often keenly aware of what they want when adopting curriculum or signing up for an online course. Learners have expectations around the amount of interaction they will have with an instructor. They have expectations for connection with peers, ease of online navigation, workload, quantity and complexity of reading/writing assignments, grading practices, useful assessments, visual appeal, applicability to real life situations, and more.

As the number of platform users grows, so will the variety of learning opportunities available. An essential component of the technology is the ability for users of all types to be matched with a learning experience that meets their expectations for interaction, visual appeal, video content, workload, and progress toward a credential. The Campus Studios team continues to raise the bar for beautiful, appealing online learning experiences. Using the tools and support provided by Campus, all types of educators will have ample opportunity to build their own courses and compete on quality and appeal instead of pricing alone.

Current online learning environments facilitate poor matches between learners and educators which leads to unmet expectations and dissatisfied learners and instructors. Transparent course design means that learners and learning providers will know exactly what they are getting before they sign up. Equipped with a cell phone video camera, some basic video editing software, a bit of training, and a model to follow, educators can inspire learners in addition to delivering content. An open and public marketplace means that gaps in the catalog of offerings can be quickly filled by entrepreneurial educators.

(PART 4 COMING SOON!)

NEW COURSE! Sociology

mark.shepherd@campusedu.com (Mark Shepherd) — Wed, 09 Jun 2021 16:53:42 GMT

Course Title: Sociology (SOC-1020)

Author: Dr. Cynthia Tweedell

Offering Institution: Ohio Christian University

Credits: 3

Course Description: The scientific study of society, institutions, and group interaction, with focus on the sociological imagination and core theories. Topics include the sociological perspective, the individual in society, stratification and social inequality, social institutions, human ecology, and social change, with special attention to issues of diversity .

To learn more click here

The Platform Approach: Part 2

Mon, 07 Jun 2021 13:52:05 GMT

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This is the part 2 of our white paper on the platform approach to higher education. If you haven't read part 1, go back and start there!

More Demand

Demand for high-quality educational experiences that are affordable and accessible continues to increase, year-over-year in the United States and around the world. This demand is driven by a VUCA world where every working-age adult experiences the need for continuous learning. While some predict the disintegration of formal educational experiences in favor of free learning experiences like the no-pay MBA or MOOCs, others promote a future where formal education is available across a lifetime of career and location changes. In our current reality where people will change careers an average of >15 times in a lifetime, better methods of preparing for the next step will only increase in value. To that end, Gartner and HolonIQ predict billions of dollars in spending related to educational technology in the next five years. It is a crucial high-growth sector.

Learners and employers need better ways to understand the skills and knowledge that employees have gained. The simple litmus test of the bachelors degree is not enough. Education needs to happen throughout a person’s lifetime which has created greater demand for efficient, effective, and appealing learning experiences that can be validated and shared with the world at the learner’s discretion.

For people desiring faith-based education, this is especially true. An increasing number of families are choosing to homeschool, and an increasing number of families would choose a Christian private school if it were affordable and available. Globally, enrollment in Christian schools continues to increase as well. Increased demand is the first ingredient needed for the inception of this two-sided network for education.

More Providers

As the demand for formal education and training increases t here is a shortage of teachers at the K-12 level. At the college level, there are faculty shortages as well but mostly in high-demand career areas like computer science and web development.

Highly-skilled educators have years of training and experience to design and deliver education effectively. Instructional designers are increasingly employed at the postsecondary level to partner with faculty to design online courses. The next ingredient in the creation of a platform that serves a two-sided network for education is increasing the number of qualified providers of education. Just like Adobe and Microsoft put graphic design tools into the hands of every computer user, the platform for this two-sided network puts learning design tools into the hands of anyone with the inclination to teach.

Tools alone are not enough to create a successful network. For a thriving network, each user’s imprint on the ecosystem needs to contribute to the experiences of future users. Both learners and educators leave traces of data that are ingested to guide future experiences. On the Uber platform, both rider and driver data are captured to inform future ride pairings. On Airbnb’s platform, both host and guest data are captured to inform future bookings.

Providers of education on the Campus platform will gain prestige and visibility through positive learner interactions, and learners on the Campus platform will similarly be rewarded for demonstrating a growth mindset, creativity, collaboration, spiritual formation, and professionalism. In the Campus ecosystem, everyone could be a provider and a consumer of education because everyone has something to teach and everyone has something to learn.

(PART 3 COMING SOON!)

The Platform Approach: Part 1

Tue, 01 Jun 2021 19:03:10 GMT

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“Anytime-anywhere learning is the only way I finished my degree. I loved online.”

“I can’t do online learning. It is just so boring.”

“Self-paced learning isn’t for me. I need the weekly due dates and accountability.”

“Online courses are just read and take quizzes. I don’t feel like I learn anything.”

“My online courses were just as challenging and interesting as the face-to-face classes I took.”

Ask ten different people what they think of online learning and you will likely get ten different responses, especially after a year of emergency remote teaching when the experiences of online learners varied considerably. One claim that is undisputed is that online learning is here to stay. An increasing number of learners of all ages continue to choose online options even when similar face-to-face options are available. To say that X group wants face-to-face, or Y group wants online misses the nuances that exist within every group of learners. The depth and breadth of online options continue to improve as researchers and organizations learn about what works in online learning .

Yet challenges remain. Quality is inconsistent, regulatory bodies are still learning how to evaluate and recommend improvements, and educators from kindergarten teachers to college professors are struggling to acquire new instructional technology skills. This paper describes a platform consisting of a two-sided network of providers (educators) and consumers (learners) of online education. For a platform to thrive, each user must make the platform more valuable for every other user.

In contrast, traditional pipeline business models maintain systems that were intended to control quality and ensure value for the consumer and the broader community. Education is a prime example of a pipeline business model. Centrally controlled systems of administration create policies and governance, recruit students, and award a credential to successful completers. As credentials continue to lose their value in the broader marketplace, so-to does the entire pipeline model that leads to those credentials. Millennials are drowning in debt , and big businesses are using non-college-degree methods of finding and keeping talent.

Campus aims to create an ecosystem for Christian faith-based online learning. The Campus platform will enable learners who desire faith-based online learning (credit and non-credit) to find educators who want to deliver faith-based online learning. The platform will enable many people to become providers and will empower many consumers to find exactly what they need.

According to Parker, Van Alstyne & Choudary (2017), successful platforms thrive when five elements work in concert with one another. These five elements create a symbiotic relationship- an ecosystem that reduces redundancy and friction for users on both sides of the network. Successful platform ecosystems consist of:

1) An increase in demand for a particular service. This provides opportunity for

2) An increase in the number and type of providers. More users and providers lead to

3) More coverage, which is our mission- to provide faith-based online education that is efficient, effective, and appealing. Then, parts four and five are the two sides of the network.

4) Learners need online options that match their needs and expectations.

5) Educators need tools, spaces, business models and delivery mechanisms that leverage their unique expertise and aptitudes. When these five elements of the ecosystem work in tandem, the inefficiencies and dissatisfaction with many of today’s systems are addressed.

Parker, G., Van Alstyne, M., & Choudary, S. P. (2017). Platform revolution: How networked markets are transforming the economy - and how to make them work for you (First published as a Norton paperback). W.W. Norton & Company.

(PART 2 COMING SOON!)

Introducing The Campus Blog

Tue, 01 Jun 2021 13:44:59 GMT

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Welcome to the Campus blog. We started this blog to discuss the future of online learning.

We are so glad you are here!

Here's a snapshot of what you'll experience on this blog:

Innovative ideas
Testimonials
Course trailers
Course design tips
Much more!

Campus is a learning company headquartered in Marion, Indiana. We are building online courses and applications to transform online education.

Our passion is to help you meet the demands of today's studen ts!