Tag: Learning

  • Rethinking icebreakers in professional learning

    Rethinking icebreakers in professional learning

    Key points:

    I was once asked during an icebreaker in a professional learning session to share a story about my last name. What I thought would be a light moment quickly became emotional. My grandfather borrowed another name to come to America, but his attempt was not successful, and yet our family remained with it. Being asked to share that story on the spot caught me off guard. It was personal, it was heavy, and it was rushed into the open by an activity intended to be lighthearted.

    That highlights the problem with many icebreakers. Facilitators often ask for vulnerability without context, pushing people into performances disconnected from the session’s purpose. For some educators, especially those from historically marginalized backgrounds, being asked to disclose personal details without trust can feel unsafe. I have both delivered and received professional learning where icebreakers were the first order of business, and they often felt irrelevant. I have had to supply “fun facts” I had not thought about in years or invent something just to move the activity along.

    And inevitably, somewhere later in the day, the facilitator says, “We are running out of time” or “We do not have time to discuss this in depth.” The irony is sharp: Meaningful discussion gets cut short while minutes were spent on activities that added little value.

    Why icebreakers persist

    Why do icebreakers persist despite their limitations? Part of it is tradition. They are familiar, and many facilitators replicate what they have experienced in their own professional learning. Another reason is belief in their power to foster collaboration or energize a room. Research suggests there is some basis for this. Chlup and Collins (2010) found that icebreakers and “re-energizers” can, when used thoughtfully, improve motivation, encourage interaction, and create a sense of safety for adult learners. These potential benefits help explain why facilitators continue to use them.

    But the promise is rarely matched by practice. Too often, icebreakers are poorly designed fillers, disconnected from learning goals, or stretched too long, leaving participants disengaged rather than energized.

    The costs of misuse

    Even outside education, icebreakers have a negative reputation. As Kirsch (2025) noted in The New York Times, many professionals “hate them,” questioning their relevance and treating them with suspicion. Leaders in other fields rarely tolerate activities that feel disconnected from their core work, and teachers should not be expected to, either.

    Research on professional development supports this skepticism. Guskey (2003) found that professional learning only matters when it is carefully structured and purposefully directed. Simply gathering people together does not guarantee effectiveness. The most valued feature of professional development is deepening educators’ content and pedagogical knowledge in ways that improve student learning–something icebreakers rarely achieve.

    School leaders are also raising the same concerns. Jared Lamb, head of BASIS Baton Rouge Mattera Charter School in Louisiana and known for his viral leadership videos on social media, argues that principals and teachers have better uses of their time. “We do not ask surgeons to play two truths and a lie before surgery,” he remarked, “so why subject our educators to the same?” His critique may sound extreme, but it reflects a broader frustration with how professional learning time is spent.

    I would not go that far. While I agree with Lamb that educators’ time must be honored, the solution is not to eliminate icebreakers entirely, but to plan them with intention. When designed thoughtfully, they can help establish norms, foster trust, and build connection. The key is ensuring they are tied to the goals of the session and respect the professionalism of participants.

    Toward more authentic connection

    The most effective way to build community in professional learning is through purposeful engagement. Facilitators can co-create norms, clarify shared goals, or invite participants to reflect on meaningful moments from their teaching or leadership journeys. Aguilar (2022), in Arise, reminds us that authentic connections and peer groups sustain teachers far more effectively than manufactured activities. Professional trust grows not from gimmicks but from structures that honor educators’ humanity and expertise.

    Practical alternatives to icebreakers include:

    • Norm setting with purpose: Co-create group norms or commitments that establish shared expectations and respect.
    • Instructional entry points: Use a short analysis of student work, a case study, or a data snapshot to ground the session in instructional practice immediately.
    • Structured reflection: Invite participants to share a meaningful moment from their teaching or leadership journey using protocols like the Four A’s. These provide choice and safety while deepening professional dialogue.
    • Collaborative problem-solving: Begin with a design challenge or pressing instructional issue that requires participants to work together immediately.

    These approaches avoid the pitfalls of forced vulnerability. They also account for equity by ensuring participation is based on professional engagement, not personal disclosures.

    Closing reflections

    Professional learning should honor educators’ time and expertise. Under the right conditions, icebreakers can enhance learning, but more often, they create discomfort, waste minutes, and fail to build trust.

    I still remember being asked to tell my last name story. What emerged was a family history rooted in migration, struggle, and survival, not a “fun fact.” That moment reminds me: when we ask educators to share, we must do so with care, with planning, and with purpose.

    If we model superficial activities for teachers, we risk signaling that superficial activities are acceptable for students. School leaders and facilitators must design professional learning that is purposeful, respectful, and relevant. When every activity ties to practice and trust, participants leave not only connected but also better equipped to serve their students. That is the kind of professional learning worth everyone’s time.

    References

    Aguilar, E. (2022). Arise: The art of transformative leadership in schools. Jossey-Bass.

    Chlup, D. T., & Collins, T. E. (2010). Breaking the ice: Using ice-breakers and re-energizers with adult learners. Adult Learning, 21(3–4), 34–39. https://doi.org/10.1177/104515951002100305

    Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 48(10), 748–750.

    Kirsch, M. (2025, March 29). Breaking through. The New York Times. https://www.nytimes.com/2025/03/29/briefing/breaking-through.html

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  • Resilient learning begins with Zero Trust and cyber preparedness

    Resilient learning begins with Zero Trust and cyber preparedness

    Key points:

    The U.K.’s Information Commissioner’s Office (ICO) recently warned of a surge in cyberattacks from “insider threats”–student hackers motivated by dares and challenges–leading to breaches across schools. While this trend is unfolding overseas, it underscores a risk that is just as real for the U.S. education sector. Every day, teachers and students here in the U.S. access enormous volumes of sensitive information, creating opportunities for both mistakes and deliberate misuse. These vulnerabilities are further amplified by resource constraints and the growing sophistication of cyberattacks.

    When schools fall victim to a cyberattack, the disruption extends far beyond academics. Students may also lose access to meals, safe spaces, and support services that families depend on every day. Cyberattacks are no longer isolated IT problems–they are operational risks that threaten entire communities.

    In today’s post-breach world, the challenge is not whether an attack will occur, but when. The risks are real. According to a recent study, desktops and laptops remain the most compromised devices (50 percent), with phishing and Remote Desktop Protocol (RDP) cited as top entry points for ransomware. Once inside, most attacks spread laterally across networks to infect other devices. In over half of these cases (52 percent), attackers exploited unpatched systems to move laterally and escalate system privileges.

    That reality demands moving beyond traditional perimeter defenses to strategies that contain and minimize damage once a breach occurs. With the school year underway, districts must adopt strategies that proactively manage risk and minimize disruption. This starts with an “assume breach” mindset–accepting that prevention alone is not enough. From there, applying Zero Trust principles, clearly defining the ‘protect surface’ (i.e. identifying what needs protection), and reinforcing strong cyber hygiene become essential next steps. Together, these strategies create layered resilience, ensuring that even if attackers gain entry, their ability to move laterally and cause widespread harm is significantly reduced.

    Assume breach: Shifting from prevention to resilience

    Even in districts with limited staff and funding, schools can take important steps toward stronger security. The first step is adopting an assume breach mindset, which shifts the focus from preventing every attack to ensuring resilience when one occurs. This approach acknowledges that attackers may already have access to parts of the network and reframes the question from “How do we keep them out?” to “How do we contain them once they are in?” or “How do we minimize the damage once they are in?”

    An assume breach mindset emphasizes strengthening internal defenses so that breaches don’t become cyber disasters. It prioritizes safeguarding sensitive data, detecting anomalies quickly, and enabling rapid responses that keep classrooms open even during an active incident.

    Zero Trust and seatbelts: Both bracing for the worst

    Zero Trust builds directly on the assume breach mindset with its guiding principle of “never trust, always verify.” Unlike traditional security models that rely on perimeter defenses, Zero Trust continuously verifies every user, device, and connection, whether internal or external.

    Schools often function as open transit hubs, offering broad internet access to students and staff. In these environments, once malware finds its way in, it can spread quickly if unchecked. Perimeter-only defenses leave too many blind spots and do little to stop insider threats. Zero Trust closes those gaps by treating every request as potentially hostile and requiring ongoing verification at every step.

    A fundamental truth of Zero Trust is that cyberattacks will happen. That means building controls that don’t just alert us but act–before and during a network intrusion. The critical step is containment: limiting damage the moment a breach is successful.  

    Assume breach accepts that a breach will happen, and Zero Trust ensures it doesn’t become a disaster that shuts down operations. Like seatbelts in a car–prevention matters. Strong brakes are essential, but seatbelts and airbags minimize the harm when prevention fails. Zero Trust works the same way, containing threats and limiting damage so that even if an attacker gets in, they can’t turn an incident into a full-scale disaster.

    Zero Trust does not require an overnight overhaul. Schools can start by defining their protect surface – the vital data, systems, and operations that matter most. This typically includes Social Security numbers, financial data, and administrative services that keep classrooms functioning. By securing this protect surface first, districts reduce the complexity of Zero Trust implementation, allowing them to focus their limited resources on where they are needed most.

    With this approach, Zero Trust policies can be layered gradually across systems, making adoption realistic for districts of any size. Instead of treating it as a massive, one-time overhaul, IT leaders can approach Zero Trust as an ongoing journey–a process of steadily improving security and resilience over time. By tightening access controls, verifying every connection, and isolating threats early, schools can contain incidents before they escalate, all without rebuilding their entire network in one sweep.  

    Cyber awareness starts in the classroom

    Technology alone isn’t enough. Because some insider threats stem from student curiosity or misuse, cyber awareness must start in classrooms. Integrating security education into the learning environment ensures students and staff understand their role in protecting sensitive information. Training should cover phishing awareness, strong password practices, the use of multifactor authentication (MFA), and the importance of keeping systems patched.

    Building cyber awareness does not require costly programs. Short, recurring training sessions for students and staff keep security top of mind and help build a culture of vigilance that reduces both accidental and intentional insider threats.

    Breaches are inevitable, but disasters are optional

    Breaches are inevitable. Disasters are not. The difference lies in preparation. For resource-strapped districts, stronger cybersecurity doesn’t require sweeping overhauls. It requires a shift in mindset:

    • Assume breach
    • Define the protect surface
    • Implement Zero Trust in phases
    • Instill cyber hygiene

    When schools take this approach, cyberattacks become manageable incidents. Classrooms remain open, students continue learning, and communities continue receiving the vital support schools provide – even in the face of disruption. Like seatbelts in a car, these measures won’t prevent every crash – but they ensure schools can continue to function even when prevention fails.

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  • School Specialty and College Football Playoff Foundation Celebrate Impact Across Schools Nationwide

    School Specialty and College Football Playoff Foundation Celebrate Impact Across Schools Nationwide

    New media center at North Dade Middle School marks milestone in initiative revitalizing learning environments to benefit the entire learning community

    GREENVILLE, WI– November 21, 2025 – School Specialty and the College Football Playoff (CFP) Foundation today announced the completion of a media center makeover at North Dade Middle School, marking the 100th learning space transformed in collaboration with the Extra Yard Makeover initiative. As a part of their nationwide effort to enhance learning environments for students and educators alike, the two organizations have now invested over $5 million into reinvigorating classrooms across the country.

    Miami will host the 2026 College Football Playoff National Championship in January, and as part of its legacy work in the community, the CFP Foundation has committed to delivering more than 30 Extra Yard Makeovers alongside School Specialty to revitalize innovation spaces across schools in Miami-Dade, Broward and Palm Beach counties. With this latest round of makeovers, the CFP Foundation will have helped enrich learning environments in every Miami-Dade middle school.

    “Changing our middle school libraries into modern learning spaces has had a tremendous impact on engagement and learning outcomes,” said Dr. Jose L. Dotres, Superintendent of Miami-Dade County Public Schools. “In addition to renovation, the transformation is an investment in our teachers, our students and our future. These new innovative spaces support hands-on learning for students of today and tomorrow, so they can develop greater curiosity for learning and lifelong skills.”

    These makeovers transform static spaces into flourishing learning environments, providing upgrades like flexible furniture, technology, supplies and even fresh paint or murals. Each school receives the School Specialty proprietary Projects by DesignⓇ experience, which includes comprehensive consultations to determine the type of space that best supports students, educators and the broader school community. Past rooms made over include STEM labs, broadcast classrooms, libraries, media centers, makerspace rooms, teachers lounges, wellness spaces, sensory rooms, multi-purpose rooms, an esports room and a mariachi room.

    “The transformation of our media center is truly invaluable to our students and staff,” said Nicole Fama, Executive Director at Phalen Leadership Academies, which received a makeover in 2024. “We are profoundly grateful to the College Football Playoff Foundation and School Specialty for this investment. Before the media center, we lacked a space that truly fostered community. Now, everything happens here—from senior breakfasts and college athlete signing days to family game nights and teacher appreciation events. It has become the heart of our community, a space we didn’t realize we needed until it was here.”

    These makeovers serve to benefit both students and teachers, allowing schools to improve their offerings, inspire innovation and modern learning, and directly counter some of the top issues in education today.

    “Addressing teacher burnout and maximizing student engagement starts with the physical environment,” said Jeremy Westbrooks, Director of Strategic Account Development at School Specialty. “The physical classroom is an educator’s primary tool, and by modernizing these spaces, the CFP Foundation and School Specialty are delivering a critical resource that empowers teachers to stay focused on their students’ growth and long-term success.”

    “We’re proud to work alongside School Specialty to bring these meaningful makeover projects to life,” said Britton Banowsky, Executive Director College Football Playoff Foundation. “Their expertise in the design of the spaces and incredible generosity make it possible for us to turn vision into impact for teachers and students.”

    In addition to the CFP Foundation and School Specialty, these makeovers have been supported over the years by Bowl Games, Conference partners, Sponsors and host committees of each College Football Playoff National Championship. To date, makeovers have taken place in 18 states across 58 counties.

    To learn more about the College Playoff Foundation’s Extra Yard Makeover initiative, click here.

    To learn more about School Specialty, click here.

    About School Specialty, LLC 

    With a 60-year legacy, School Specialty is a leading provider of comprehensive learning environment solutions for the infant-K12 education marketplace in the U.S. and Canada. This includes essential classroom supplies, furniture and design services, educational technology, sensory spaces featuring Snoezelen, science curriculum, learning resources, professional development, and more. School Specialty believes every student can flourish in an environment where they are engaged and inspired to learn and grow. In support of this vision to transform more than classrooms, the company applies its unmatched team of education strategists and designs, manufactures, and distributes a broad assortment of name-brand and proprietary products. For more information, go to SchoolSpecialty.com.

    About the College Football Playoff Foundation

    The College Football Playoff (CFP) Foundation is the 501(c)3 non-profit organization serving as the community engagement arm of the College Football Playoff and works in partnership with institutions of higher education, sports organizations, corporations and non-profits to support educators and improve student outcomes. The purpose of the CFP Foundation lies in supporting PK-12 education by elevating the teaching profession. The CFP Foundation inspires and empowers educators by focusing its work in four areas: recognition, resources, recruitment and retention, and professional development. To learn more, visit cfp-foundation.org and follow Extra Yard for Teachers (@CFPExtraYard) on social media.

    Media Contact
    Jon Kannenberg
    [email protected]

    eSchool News Staff
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  • A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

    A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

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  • A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

    A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

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  • How Software Interoperability Enables Truly Flexible Learning Environments

    How Software Interoperability Enables Truly Flexible Learning Environments

    Educational institutions are under increasing pressure to deliver adaptable learning experiences Yet many legacy systems weren’t built to work well enough together to support this.

    When tools don’t communicate or assessments won’t transfer between platforms, each new integration feels like a problem waiting to happen. As hybrid learning, digital access, and new assessment formats become the new norm, this disjointedness can delay change, increase IT issues, and disrupt the learner experience.

    Below, we uncover how solution interoperability solves these challenges, and how a standards-driven approach can help you build scalable, future-proof, flexible learning environments.

    Key Takeaways

    • Interoperability supports flexible learning environments across devices, platforms, and locations by ensuring all digital tools work together seamlessly.
    • Open standards—such as LTI, PCI, and the QTI standard—ensure system compatibility and reduce vendor lock-in.
    • Benefits of interoperability include scalability, reduced vendor dependency, consistency in user experience, and a future-proofed digital learning ecosystem.
    • To adopt interoperability, institutions should choose tools that adhere to 1EdTech standards, minimize proprietary integrations, and continue to monitor and improve once systems are in place.

    What Is Interoperability? 

    Interoperability is the ability of different systems, tools, and applications to work together and transfer data and content easily without custom fixes.

    For example, in an educational context, this could mean that a test created on one tool can be delivered on another.

    In short, interoperability allows your “digital ecosystem” to operate as a single, unified environment, rather than a mismatch of disconnected tools.

    What Interoperability Means in Modern Education

    When systems are interoperable, students and administrators can easily move between devices, platforms, and learning locations. In an increasingly hybrid educational context, this is necessary to future-proof education and learning.

    Similarly, institutions can pick and choose the tools they use, streamlining interchangeability without worrying about tiresome technical issues. As a result, this also lowers the strain on IT departments, who can spend a lot of time maintaining and fixing custom integrations.

    Overall, interoperability turns technology into an enabler of a high-quality, flexible learning environment by allowing users to enjoy a consistent experience, regardless of the device they’re using or their location.

    How Open Standards Enable Flexible Learning Environments

    Open standards are technical rules and specifications created by trusted organizations, such as 1EdTech, that help different tools work together and “speak the same language”—even if they’ve been developed by different companies. 

    Platforms designed around these standards are easier to integrate and evolve. This increases flexibility and ensures institutions can continue adopting new technologies without unnecessary disruption.

    Open standards therefore play a key role in supporting the interoperability of educational systems. Let’s take a closer look at some important examples.

    The QTI (Question and Test Interoperability) standard

    The QTI standard is a universal, 1EdTech–certified format for creating, sharing, and delivering assessment content. It defines a common structure for questions, response types, scoring rules, metadata, and test layouts so that items can move smoothly between different authoring tools, assessment platforms, and learning systems. 

    By standardizing how questions are described and exchanged, QTI eliminates the need to recreate items for each new platform, thus preserving instructional intent, reducing duplication of effort, and lowering long-term maintenance costs. 

    Educators and assessment providers can author content once and deploy it anywhere that supports the standard. QTI also supports accessibility, multimedia, and advanced interaction types, ensuring that modern assessments can be delivered consistently and equitably across systems. As a result, QTI forms the backbone of interoperable digital assessment ecosystems.

    Portable Custom Interaction (PCI)

    The PCI standard makes it possible to create advanced, interactive questions for online assessments that work across different testing systems using the QTI and APIP (Accessible Portable Item Protocol) standards. PCIs are a type of Technology Enhanced Item (TEI) that move beyond traditional question types and offer a better way of assessing 21st-century skills. 

    Complex question formats—such as virtual labs, drawing or annotation tasks, or simulations —are supported and all assets and data can be easily transferred between standards-based platforms seamlessly.

    Learning Tools Interoperability (LTI)

    Learning Tools Interoperability refers to a standard “plug-in system” for educational technology. It connects tools to learning management system (LMS) platforms—such as Moodle or Canvas—securely and quickly. 

    LTI also allows students to move easily between systems, encouraging a smoother user experience and enabling new apps or tools to be added easily.

    If LTI didn’t exist, each tool would need a custom-built integration, which could result in increased technical faults and glitches, causing more issues than it solves. As a result, LTI is ideal for institutions managing large technological ecosystems.

    Mathematical Markup Language (MathML)

    If written in plain text, complex mathematical symbols such as fractions and square roots can become corrupted when displayed on different devices or screen sizes. MathML is the solution, offering a standardized format for math notation that all platforms and systems can read and display correctly. Put simply: It’s the universal language of math for the internet.

    OpenID Connect (OIDC)

    OpenID Connect provides a “secure single sign-on” for all systems. This eliminates the need for multiple usernames and passwords, making sign-in easier and, in turn, saving both money and time that would otherwise be spent contacting help desks for password resets.

    Security issues are also reduced, as OIDC supports multi-factor authentication—such as 2FA or biometric security—helping to safeguard sensitive data.

    OneRoster

    OneRoster is a 1EdTech standard designed to simplify how schools and districts exchange class rosters, course information, enrollment data, and grades between their various learning systems. Without a common data format, institutions often rely on manual uploads or custom integrations that are time-consuming and prone to errors. 

    By providing a consistent, secure way to share student and classroom information, OneRoster ensures that learning platforms, SISs (Student Information Systems), and assessment tools always have the correct data—automatically and in real time. This reduces administrative workload, minimizes data mismatches, and accelerates the setup of new digital tools. 

    Because OneRoster is vendor-neutral and widely adopted, institutions gain the flexibility to choose from a broad ecosystem of applications without worrying about whether those tools can “talk to” their existing systems. In this way, OneRoster strengthens interoperability and contributes directly to more streamlined digital learning environments.

    Computer Adaptive Testing (CAT)

    Computer Adaptive Testing is an assessment approach in which the difficulty of each question adjusts dynamically based on a student’s performance. To make CAT possible across different platforms, systems must be able to exchange item data, scoring logic, metadata, and test results reliably and consistently. 

    The 1EdTech Computer Adaptive Testing standard provides a way to streamline interoperability between adaptive testing engines, item banks, and assessment delivery platforms, effectively eliminating the need for proprietary development. 

    When these systems share a common language, adaptive testing becomes more scalable and cost-effective for institutions. Schools can mix and match content providers, analytics tools, and test delivery systems while maintaining a seamless experience for students and educators. This flexibility ultimately supports richer, more personalized assessment strategies aligned to modern learning needs.

    Benefits of Interoperability for Educational Institutions

    Here are some of the main advantages for educational institutions that adopt interoperability.

    Multi-device and multi-context delivery

    Interoperability supports remote, hybrid, and in-person learning across multiple devices, without duplicating content or manually tweaking systems. As a result, students can expect the same smooth learning experience whether they’re using a tablet at home or working on a computer in the classroom. 

    Streamlined access through SSO

    When systems follow open standards, tools can be launched directly from platforms educators and students already know, such as their LMS, without extra passwords, unfamiliar portals, or confusing navigation. 

    Using standards like OpenID Connect (OIDC) and LTI, institutions can offer secure single sign-on, allowing test-takers to begin an exam with one click and administrators to manage access seamlessly. This reduces disruption, eliminates confusion, and minimizes support requests related to login issues, making the entire assessment experience smoother and more reliable.

    Supports diverse learners and SEND requirements

    When all tools and technologies work well together, learning is more consistent and adaptable. This is especially important for students with special educational needs and disabilities (SEND), who may rely on different devices or assistive technology more frequently. Interoperability ensures test-taker accommodations and accessibility settings “travel with them” across systems, reducing barriers to learning.

    Less involuntary lock-in

    Interoperability frees institutions from rigid, closed ecosystems, making it easier to adopt the right tools on their own terms. Because data and content can easily move between systems, there is less dependency on a single vendor and institutions are less vulnerable to price increases or limited feature sets.

    Better scalability
    As more students join, new tools are added, and programs inevitably grow, interoperable systems can scale with ease. There’s no need for costly custom integrations, and new apps can be added to existing workflows quickly and safely.

    Future-proofed infrastructure

    As technology advances, you might worry that your digital infrastructure may become outdated. However, interoperability ensures your systems remain compatible, even if new tools, formats, or devices emerge. 

    Less strain on IT departments

    Without the need for custom integrations to make your educational systems mesh, tools are much less likely to break. In turn, IT departments can focus on the important, bigger-picture tasks rather than constant troubleshooting. 

    How Institutions Can Adopt Interoperability Successfully

    To develop an interoperable technological landscape, institutions should adopt the following approach.

    Choose platforms built to connect easily with others

    Prioritize systems with a modern and demonstrable application programming interface (API) that aligns with industry-recognized open standards. These platforms are designed for flexibility, reducing the friction and cost often associated with integrating new tools into your existing stack.

    Require proof of adherence to 1EdTech standards

    Request that vendors supply proof of certification (e.g., LTI Advantage or the QTI standard) before adopting any new potential systems. This provides an independent guarantee that the tool is technically compliant and will operate reliably with your other standards-aligned systems. 

    Tools such as TAO—known for supporting QTI, PCI, LTI, OneRoster, MathML, and other open standards—show how a standards-first approach can make digital learning ecosystems more stable and adaptable.

    Avoid custom and proprietary integrations 

    Steer clear of custom fixes—such as rewriting formatting rules or using local plugins—as these are high-risk, require ongoing patching, and are highly likely to break every time systems update.

    Avoiding proprietary integrations—such as eBooks that only work on certain readers, or content libraries that only display inside a specific LMS—also helps reduce your reliance on a single vendor or its developers.

    Educate staff

    Interoperability is a cultural shift as much as a technical one. Thorough training and education for staff that focuses on why interoperability matters and how it supports adaptive and effective learning is key to ensuring successful compliance. 

    Test, monitor, and improve

    Implement rigorous testing of tools in a sandbox environment before going fully live. Once systems have been launched, continue to monitor their integrity and effectiveness, using analytics to confirm that all tools are working together seamlessly and reliably.

    By following these steps, you can build a strong, sustainable foundation for digital transformation.

    Conclusion

    Interoperability is fundamental in building flexible, modern, and future-proofed learning environments.

    When institutions use interoperable systems, they lay the foundations for a stronger digital ecosystem—without being constrained by outdated systems. By choosing tools that prioritize and follow 1EdTech-aligned standards, institutions can reduce vendor dependence, lower long-term costs, and create seamless, enjoyable experiences for both students and teachers.

    Learn more about interoperability assurances by reading our step-by-step guide, or find out more about TAO’s certification in open standards. 

    Get Started With an Interoperable Assessment Ecosystem

    As a standards-driven open platform, TAO gives you the flexibility to streamline operations and develop a future-proofed digital learning strategy—all without being locked in.

    Explore authoring tools that let you create rich, interactive items with ease, intuitive reporting features that turn assessment data into clear insights, and reliable delivery capabilities that support scalable testing across different devices and learning environments.

    If you want to evolve your digital assessment ecosystem, schedule a demo with TAO today and see what true interoperability looks like in practice.

    FAQs

    What is interoperability, and why is it important?

    Interoperability refers to different technology systems that can connect, share information, and work together easily without custom fixes. This makes tools easier to use, reduces technical problems, supports flexible learning across devices, and allows institutions to switch vendors without losing any content or data.

    What are flexible learning environments?

    Flexible learning environments are learning setups that allow students to learn anywhere, anytime, and on any device. This can include online, hybrid, self-paced, or on-the-go learning. Interoperability is a key component in providing this, as flexible learning environments work best when technology systems connect smoothly.

    What is an example of learning tools interoperability?

    A simple example of learning tools interoperability is connecting an external learning app—such as a quiz platform or digital textbook—to an LMS such as Canvas, Blackboard, or Moodle. For example, when a student uses a learning tool such as a quiz app via LTI, the score they earn in that tool is automatically sent back to the LMS and appears in the gradebook.

     

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  • U-M Senior Learning Experience Designer

    U-M Senior Learning Experience Designer

    Are you searching for a learning designer, instructional designer or, as the University of Michigan calls the role, a learning experience designer? If so, your search is the perfect fit for Featured Gigs. Please reach out.

    Today’s opportunity, senior learning experience designer, is with higher education’s premier academic innovation team, U-M’s Center for Academic Innovation. Evan Ogg Straub, CAI’s learning experience design lead, has the answers to my questions about the gig.

    Q: What is the university’s mandate behind this role? How does it help align with and advance the university’s strategic priorities?

    A: Imagine being the person who turns bold ideas into learning experiences that reach thousands of learners across the globe. The University of Michigan’s commitment to life-changing education, a key pillar of our Look to Michigan vision, drives this role’s focus on expanding access to high-quality, equitable learning experiences for a global audience.

    The learning experience designer senior role advances the Center for Academic Innovation’s mission to collaborate across campus and around the world to create equitable, lifelong educational opportunities for learners everywhere. At CAI, we help translate Michigan’s academic excellence into scalable, learner-centered opportunities, both in our noncredit and for-credit portfolios. The learning experience designer senior role is at the forefront of our work.

    Designers at CAI don’t just build courses; they co-create learning experiences that merge research-informed design and empathy with faculty expertise. We ensure every online or hybrid course reflects Michigan’s commitment to excellence while reimagining how learning reaches people across every stage of life, whether they are traditional students, working professionals or lifelong learners.

    Q: Where does the role sit within the university structure? How will the person in this role engage with other units and leaders across campus?

    A: Reporting to the learning experience design lead, the learning experience designer senior operates within a highly cross-functional team that brings together experts in design, technology, data and media. We have a highly collaborative environment, both within the center and with our faculty and academic partners.

    As a learning experience designer senior, the ideal candidate will be collaborative and relationship-driven, working closely with faculty and academic unit leaders across the university’s schools and colleges to design meaningful online and hybrid learning experiences. We work in an environment that values experimentation, collaboration and continuous learning.

    Q: What would success look like in one year? Three years? Beyond?

    A: Our learning experience designers at CAI are connectors and translators. We turn teaching goals into actionable design strategies and align pedagogical vision with institutional priorities. In your first year, success looks like being a trusted connector who builds strong relationships across our team and with our academic partners. You’ll be shaping not only our courses but our culture, contributing your voice, curiosity and care to our thriving community.

    In three years, this role may become a recognized mentor, leader and thought partner in learning experience design across U-M. A person in this role would be recognized for advancing best practices in digital pedagogy, mentoring colleagues and contributing to the university’s growing portfolio of online and hybrid programs.

    Beyond that, success means lasting impact. The courses and programs you’ve helped build will keep reaching new learners, and the practices you’ve influenced will continue guiding our work long after any single project ends.

    Q: What kinds of future roles would someone who took this position be prepared for?

    A: This role offers the chance to develop strategic, creative and leadership skills that are highly transferable across higher education and beyond. Learning experience designers in this role gain experience with a diverse range of online and hybrid learning experiences, from degree programs, noncredit MOOCs and certificate-based stackable programs. This prepares our designers for roles that require both pedagogical expertise and operational agility.

    People who grow in this role are well positioned to step into leadership positions, including leading design teams, shaping instructional design strategy within academic units or moving into broader academic innovation–focused roles within or outside of higher education.

    Please get in touch if you are conducting a job search at the intersection of learning, technology and organizational change.

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  • Why early STEAM education unlocks the future for all learners

    Why early STEAM education unlocks the future for all learners

    Key points:

    When we imagine the future of America’s workforce, we often picture engineers, coders, scientists, and innovators tackling the challenges of tomorrow. However, the truth is that a student’s future does not begin in a college classroom, or even in high school–it starts in the earliest years of a child’s education.

    Early exposure to science, technology, engineering, arts, and mathematics (STEAM) builds the foundation for critical thinking, collaboration, and creativity. Research indicates that children introduced to STEAM concepts before the age of eight are significantly more likely to pursue STEM-related fields later in life. Yet for too many children, especially neurodivergent learners and those in underserved communities, STEAM education comes too late or not at all. That gap represents a missed opportunity not only for those children, but also for the industries and communities that will rely on their talents in the future.

    The missed opportunity in early education

    In most school systems, STEAM instruction ramps up in middle school or high school, long after the formative years when children are naturally most curious and open to exploring. By waiting until later grades, we miss the chance to harness early curiosity, which is the spark that drives innovation.

    This late introduction disproportionately affects children with disabilities or learning differences. These learners often benefit from structured, hands-on exploration and thrive when provided with tools to connect abstract concepts to real-world applications. Without early access, they may struggle to build confidence or see themselves as capable contributors to fields like aerospace, technology, or engineering. If STEAM employers fail to cultivate neurodivergent learners, they miss out on theirunique problem-solving skills, specialized strengths, and diverse thinking that drives true innovation. Beyond shrinking the talent pipeline, this oversight risks stalling progress in fields like aerospace, energy, and technology while weakening their competitive edge.

    The result is a long-term underrepresentation of neurodivergent individuals in high-demand, high-paying fields. Without access to an early STEAM curriculum, both neurodivergent students and employers will miss opportunities for advancement.

    Why neurodivergent learners benefit most

    Neurodivergent learners, such as children with autism, ADHD, or dyslexia, often excel when lessons are tactile, visual, and inquiry-based. Early STEAM education naturally aligns with these learning styles. For example, building a simple bridge with blocks is more than play; it’s an exercise in engineering, problem-solving, and teamwork. Programming a toy robot introduces logic, sequencing, and cause-and-effect.

    These types of early STEAM experiences also support executive functioning, improve social-emotional development, and build persistence. These are crucial skills in STEM careers, where theories often fail, and continued experimentation is necessary. Additionally, building these skills helps children see themselves as creators and innovators rather than passive participants in their education.

    When neurodivergent children are given access to STEAM at an early age, they are not only better equipped academically but also more confident in their ability to belong in spaces that have traditionally excluded them.

    Houston as a case study

    Here in Houston, we recognize the importance of early STEAM education in shaping our collective future. As the world’s Energy Capital and a hub for aerospace innovation, Houston’s economy will continue to rely on the next generation of thinkers, builders and problem-solvers. That pipeline begins not in a university laboratory, but in preschool classrooms and afterschool programs.

    At Collaborative for Children, we’ve seen this firsthand through our Collab-Lab, a mobile classroom that brings hands-on STEAM experiences to underserved neighborhoods. In these spaces, children experiment with coding, explore engineering principles, and engage in collaborative problem-solving long before they reach middle school. For neurodivergent learners in particular, the Collab-Lab provides an environment where curiosity is encouraged, mistakes are celebrated as part of the learning process, and every child has the chance to succeed. Additionally, we are equipping the teachers in our 125 Centers of Excellence throughout the city in practical teaching modalities for neurodivergent learners. We are committed to creating equal opportunity for all students.

    Our approach demonstrates what is possible when early childhood education is viewed not just as childcare, but as workforce development. If we can prioritize early STEAM access in Houston, other cities across the country can also expand access for all students.

    A national priority

    To prepare America’s workforce for the challenges ahead, we must treat early STEAM education as a national priority. This requires policymakers, educators and industry leaders to collaborate in new and meaningful ways.

    Here are three critical steps we must take:

    1. Expand funding and resources for early STEAM curriculum. Every preschool and early elementary program should have access to inquiry-based materials that spark curiosity in young learners.
    2. Ensure inclusion of neurodivergent learners in program design. Curricula and classrooms must reflect diverse learning needs so that all children, regardless of ability, have the opportunity to engage fully.
    3. Forge stronger partnerships between early education and industry. Employers in aerospace, energy, and technology should see investment in early childhood STEAM as part of their long-term workforce strategy.

    The stakes are high. If we delay STEAM learning until later grades, we risk leaving behind countless children and narrowing the talent pipeline that will fuel our nation’s most critical industries. But if we act early, we unlock not just potential careers, but potential lives filled with confidence, creativity and contribution.

    Closing thoughts

    The innovators of tomorrow are sitting in preschool classrooms today. They are building with blocks, asking “why,” and imagining worlds we cannot yet see. Among them are children who are neurodivergent–who, with the proper support, may go on to design spacecrafts, engineer renewable energy solutions, or code the next groundbreaking technology.

    If we want a future that is diverse, inclusive, and innovative, the path is clear: We must start with STEAM education in the earliest years, for every child.

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  • Why Confusing Your CMS with an LMS Could Be Undermining Your Learning Strategy

    Why Confusing Your CMS with an LMS Could Be Undermining Your Learning Strategy

    Understanding the differences between content and learning management drives smarter technology decisions

    In the 18th century, Benjamin Franklin wore many hats—publisher, printer, editor, and bookseller—all under one roof. While effective in his time, that all-in-one model doesn’t scale for modern learning organizations trying to serve thousands of users.

    When organizations set out to deliver learning at scale, it’s not uncommon for them to treat content management and learning management as interchangeable—expecting a single tool to do it all. At their core, though, content management systems (CMS) and learning management systems (LMS) serve complementary but unique purposes. Understanding the difference—and knowing where each excels—is critical for any organization building digital learning experiences. 

    When used together with clear intent, CMS and LMS platforms can deliver flexible, scalable, and effective learning experiences. But when one platform is forced to do it all, the result is usually a brittle, inefficient system that frustrates both authors and learners. 

    CMS vs. LMS: What’s the Difference and Why It Matters

    Let’s return to Franklin’s shop for a moment to draw a useful distinction. In today’s terms, a CMS behaves like a print publisher, responsible for developing, editing, organizing, and packaging content so it’s accurate, consistent, and ready for release. The LMS, by contrast, functions like the bookseller—organizing what’s available, making it accessible to the right readers at the right time, and acting on insights into customer preferences and engagement.

    CMS tools like Drupal, WordPress, Contentful, HubSpot, or other custom-built CMS platforms are optimized for flexibility and scale. They provide rich authoring tools, editorial workflows, asset management, metadata tagging, and content reuse across multiple contexts. 

    Meanwhile, an LMS is all about delivering structured learning experiences. Platforms like Canvas, Moodle, Open EdX, or Blackboard handle learner enrollment, grading, progress tracking, assessments, credentialing, and reporting. They provide the infrastructure needed to manage access, monitor performance, and support compliance. 

    To see the differences more clearly, here’s how CMS and LMS platforms typically compare.

    🟢 = Core strength of the platform.  

    🔶 = Supported, but not a standout feature. 

    🟥 = Not supported, or very limited.

    • Content authoring

      CMS: 🟢 LMS: 🔶 

      CMS tools are built for structured, reusable authoring. These features have improved in LMS in the last decade.

    • User management

      CMS: 🟥 LMS: 🟢

      LMS platforms manage learners, roles, and enrollment, especially important for data privacy and security. The user model of CMS is not as robust. 

    • Grading & assessments

      CMS: 🟥 LMS: 🟢

      This is a core LMS function, and isn’t found in CMS. 

    • Content reuse across courses

      CMS: 🟢 LMS: 🔶

      CMS excels at modular content management. Some LMS offer this, but it is difficult to manage with a large number of courses and authors.

    • Metadata & tagging

      CMS: 🟢 LMS: 🔶

      Essential in CMS for search, personalization, and localization, less common in LMS.

    • Publishing control

      CMS: 🟢 LMS: 🔶

      CMS supports editorial workflows, staging, and versioning much better than LMS, which are just starting to implement similar features.

    • Learner reporting

      CMS: 🟥 LMS: 🟢

      LMS enables analytics, tracking, and issuing badgers or certificates of completion. CMS may only offer analytics of user browsing.

    Where Overlap Works—and Where It Creates Headaches

    To be clear: CMS and LMS platforms don’t need to live in silos. In fact, some overlap is useful. For example, instructional designers and content teams can collaborate using CMS tools to create learning modules that seamlessly integrate into the LMS. Additionally, content hosted in a CMS—such as articles, videos, or infographics—can be linked to or embedded within courses published in a LMS to enrich the learning experience without requiring those materials to be rebuilt. A CMS can also support extended learning paths by providing pre- or post-course materials that complement formal LMS-based courses.

    However, confusion arises when organizations try to overextend the capabilities of one platform. Attempting to manage class rosters, learner and instructor roles, or assessments through a CMS often demands custom development and workarounds that don’t scale well. Conversely, relying on an LMS to handle libraries of content across multiple programs can lead to duplicated content, outdated materials, and limited search or tagging functionality. Poor integration creates confusion, slows updates, and frustrates both content authors, instructors, and learners.

    Asking the Right Questions to Guide Your CMS-LMS Strategy

    As your organization assesses how to deliver learning content effectively, start by asking a few key questions: 

    • Who creates content—and how is it reviewed, updated, and approved?
    • Who owns the end-to-end learner experience—and how do our systems support that ownership?
    • Where do content workflows break down between teams?
    • What content needs to be updated frequently, reused, or personalized?
    • How is content reused across programs, audiences, or delivery modes?
    • What happens when course content needs to scale or change quickly? 

    These questions can expose gaps in your creation and delivery processes. Addressing them requires making informed decisions about which platforms to use, how to integrate them, and where to invest in custom development or process change. This process requires close collaboration between learning experience designers, software developers, and product owners. 

    Your Learning Ecosystem Deserves More Than a One-Tool Solution

    CMS and LMS platforms are powerful tools—but they’re not interchangeable. Treating them as such leads to frustration, inefficiencies, bad user experience, and poor learner outcomes. To build adaptable, meaningful learning experiences, start with a solid mental model: the CMS is your content warehouse; the LMS is your delivery mechanism.

    From there, invest in strategic planning, select the right tools for the right tasks, customize with care, and collaborate with partners like us who understand the full learning ecosystem. After all, even Franklin, for all his talents, had to grow beyond a single-room shop. Don’t force one tool to do it all. Ready to future-proof your learning environment? Partner with us to craft a scalable, strategic CMS-LMS model that empowers your team and transforms outcomes.

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  • Preparing for a new era of teaching and learning

    Preparing for a new era of teaching and learning

    Key points:

    When I first started experimenting with AI in my classroom, I saw the same thing repeatedly from students. They treated it like Google. Ask a question, get an answer, move on. It didn’t take long to realize that if my students only engage with AI this way, they miss the bigger opportunity to use AI as a partner in thinking. AI isn’t a magic answer machine. It’s a tool for creativity and problem-solving. The challenge for us as educators is to rethink how we prepare students for the world they’re entering and to use AI with curiosity and fidelity.

    Moving from curiosity to fluency

    In my district, I wear two hats: history teacher and instructional coach. That combination gives me the space to test ideas in the classroom and support colleagues as they try new tools. What I’ve learned is that AI fluency requires far more than knowing how to log into a platform. Students need to learn how to question outputs, verify information and use results as a springboard for deeper inquiry.

    I often remind them, “You never trust your source. You always verify and compare.” If students accept every AI response at face value, they’re not building the critical habits they’ll need in college or in the workforce.

    To make this concrete, I teach my students the RISEN framework: Role, Instructions, Steps, Examples, Narrowing. It helps them craft better prompts and think about the kind of response they want. Instead of typing “explain photosynthesis,” they might ask, “Act as a biologist explaining photosynthesis to a tenth grader. Use three steps with an analogy, then provide a short quiz at the end.” Suddenly, the interaction becomes purposeful, structured and reflective of real learning.

    AI as a catalyst for equity and personalization

    Growing up, I was lucky. My mom was college educated and sat with me to go over almost every paper I wrote. She gave me feedback that helped to sharpen my writing and build my confidence. Many of my students don’t have that luxury. For these learners, AI can be the academic coach they might not otherwise have.

    That doesn’t mean AI replaces human connection. Nothing can. But it can provide feedback, ask guiding questions, and provide examples that give students a sounding board and thought partner. It’s one more way to move closer to providing personalized support for learners based on need.

    Of course, equity cuts both ways. If only some students have access to AI or if we use it without considering its bias, we risk widening the very gaps we hope to close. That’s why it’s our job as educators to model ethical and critical use, not just the mechanics.

    Shifting how we assess learning

    One of the biggest shifts I’ve made is rethinking how I assess students. If I only grade the final product, I’m essentially inviting them to use AI as a shortcut. Instead, I focus on the process: How did they engage with the tool? How did they verify and cross-reference results? How did they revise their work based on what they learned? What framework guided their inquiry? In this way, AI becomes part of their learning journey rather than just an endpoint.

    I’ve asked students to run the same question through multiple AI platforms and then compare the outputs. What were the differences? Which response feels most accurate or useful? What assumptions might be at play? These conversations push students to defend their thinking and use AI critically, not passively.

    Navigating privacy and policy

    Another responsibility we carry as educators is protecting our students. Data privacy is a serious concern. In my school, we use a “walled garden” version of AI so that student data doesn’t get used for training. Even with those safeguards in place, I remind colleagues never to enter identifiable student information into a tool.

    Policies will continue to evolve, but for day-to-day activities and planning, teachers need to model caution and responsibility. Students are taking our lead.

    Professional growth for a changing profession

    The truth of the matter is most of us have not been professionally trained to do this. My teacher preparation program certainly did not include modules on prompt engineering or data ethics. That means professional development in this space is a must.

    I’ve grown the most in my AI fluency by working alongside other educators who are experimenting, sharing stories, and comparing notes. AI is moving fast. No one has all the answers. But we can build confidence together by trying, reflecting, and adjusting through shared experience and lessons learned. That’s exactly what we’re doing in the Lead for Learners network. It’s a space where educators from across the country connect, learn and support one another in navigating change.

    For educators who feel hesitant, I’d say this: You don’t need to be an expert to start. Pick one tool, test it in one lesson, and talk openly with your students about what you’re learning. They’ll respect your honesty and join you in the process.

    Preparing students for what’s next

    AI is not going away. Whether we’re ready or not, it’s going to shape how our students live and work. That gives us a responsibility not just to keep pace with technology but to prepare young people for what’s ahead. The latest futures forecast reminds us that imagining possibilities is just as important as responding to immediate shifts.

    We need to understand both how AI is already reshaping education delivery and how new waves of change will remain on the horizon as tools grow more sophisticated and widespread.

    I want my students to leave my classroom with the ability to question, create, and collaborate using AI. I want them to see it not as a shortcut but as a tool for thinking more deeply and expressing themselves more fully. And I want them to watch me modeling those same habits: curiosity, caution, creativity, and ethical decision-making. Because if we don’t show them what responsible use looks like, who will?

    The future of education won’t be defined by whether we allow AI into our classrooms. It will be defined by how we teach with it, how we teach about it, and how we prepare our students to thrive in a world where it’s everywhere.

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