Key points:
- Course materials data is absolutely essential
- With it, educators gain critical insights about affordability and accessibility
Course materials reporting, analytics, and financial reconciliation have become massive undertakings for schools these days. This is, in large part, because data often lives in different silos, platforms, and systems across campuses, making it difficult for schools to know what information is available, let alone how to compile and assess all of it. Additionally, some schools are plagued by time-intensive, manual reporting processes and student ledger billing, complicated by the number of affiliated schools and special programs for which student billing must be separated.
Yet, despite these challenges, course materials data remains a priority. It provides important and relevant insights that can influence affordability and accessibility, as well as help shape better teaching and learning experiences.
From financial and transactional data to usage and engagement data, transparency is key. Schools need to understand exactly how much course materials are costing them and their students, and they need peace-of-mind that their programs, including Inclusive Access and Equitable Access, are being accurately maintained. They also need visibility into student and faculty preferences and they need to know how course materials are contributing to education outcomes and student success.
Where Does Course Materials Data Come From?
Sources for course materials data span Student Information Systems, Learning Management Systems, Financial Systems, Content Platforms, and Course Materials Platforms. To have the greatest impact, data must be able to move seamlessly between these operational, learning and financial environments, and information should be easy to access and use. The key to a streamlined reporting operation that maximizes data visibility starts with integration management and maintenance.
Hercules Bontzolakes has extensive experience in global IT Strategy, IT Architecture, and IT Design & Implementation. He spent eight years in senior technology positions at The Princeton Review before joining Ambassador Education Solutions in 2009 where he shapes and leads the company’s technology initiatives.