Help Us Help You: What Should We Cover?

“Inside Digital Learning” is roughly two years old, and to judge by readership (which has roughly doubled in the last year), you, our readers, seem to appreciate what we've been covering -- decisions we've made from talking with you at conferences and in your visits to our office, getting suggestions from individual readers, and engaging in the usual connecting-the-dots work that reporters do.

But we're taking this opportunity to make a more direct appeal to those of you who receive our newsletter each week or are attracted to a story by a tweet or referred by a colleague: What issues should we be exploring in “Inside Digital Learning”?

The newsletter, like all of Inside Higher Ed's content, is designed to help you understand the world of online and digital learning and to help you do your jobs better. We recognize that you've got lots of demands for your time, and that any moments you spend reading a website or using any professional development resource have to be valuable to you.

So we'd like to know what content areas we should focus on (or pay more attention to) that would make “Inside Digital Learning” a must-visit resource every week (and ideally even more often).

What issues are keeping you up at night?

What are your biggest challenges (and your biggest opportunities)?

A few questions to spur (but not limit) your thinking:

• We've been writing a lot about the choices colleges are making to take academic programs online -- should I outsource to an online program management company or do it myself? Should we write more or less about this set of decisions? What are we missing?
• How much attention should we be paying to emergent forms of education, like adaptive or competency-based learning?
• We increasingly hear that preparing, training and rewarding faculty members for using technology in the classroom is among colleges' biggest challenges. Should we focus more on that?
• Do you have good information about what kinds of technology tools you (or your institution, if you're a decision maker) should use in delivering instruction? What kind of information might we provide that would help inform those decisions?
• Should we have more voices from skeptics of digital learning? Tell more stories of failure?
• What are we giving you too much of/too little of? What else could we be doing better?

Please offer any thoughts you have in response to any of the above in the comments section below or, if you prefer, via email to doug.lederman@insidehighered.com.

Thanks for reading and, in advance, for any advice or guidance you're willing to share.