Author: Lindsey Downs

1984 to 2025: What Four Decades of Technology Taught Me About AI’s Promise

By Lindsey Downs

August 7, 2025

In 1984, I was 15 years old, living in Midland, Texas, and Apple had just released the Macintosh 128K, their first Mac computer. My father, who had never touched a computer in his life, for some reason decided that “these computer things” weren’t going away and that his kid should know how to use one. I don’t know why he chose a Macintosh, but he did. He brought it home, set it up on a desk in the family room, handed me the user’s manual, and suggested that I figure out how to use it.

I didn’t realize at the time the extent to which technology would consume my professional and personal lives, but I do remember the wonder of exploring that computer and creating things that I never imagined. Fast forward to 2025, where the smartphone that I carry in my pocket can store seven million times more data than the Apollo guidance computer and has a processor that runs more than 100,000 times faster. Back then, my dad and I had no idea just how much technology would reshape our lives, or how quickly we’d need to learn to keep up with it.

Image of an Apple Macintosh 128K, released in 1984 — *The Apple Macintosh 128K, released in 1984*

The rate of technological change has been breakneck over the last several decades, yet that rate is poised to seem like a snail’s pace compared with where AI is taking us. And, let’s face it, that’s exhausting. AI fatigue is a real thing. It’s hard not to be exhausted with the rate of change and frustrated by the hype surrounding AI. But AI is here, and it is changing higher education. No technology, including AI, is a magical silver bullet that is going to solve the myriad of challenges facing higher education, no technology is, but AI is forcing us to rethink our practices and processes both inside and outside of the classroom.

AI’s potential impact on the job market is monumental. In its 2024 Employability Report, Cengage Group reported that 47% of employers expected job applicants to possess AI skills, 41% said that AI skills made applicants more competitive, and 66% said that they wouldn’t hire an applicant who did not have AI skills. At the same time, employers are indicating that AI skills are not enough; they expect recent graduates to also possess so-called “soft skills,” like adaptability, problem solving, communication, research, and writing. In fact, the World Economic Forum, in its 2025 Future of Jobs report, indicated that only one of the top ten job skills employees would need was connected to technology. Those skills were, in order:

Analytical thinking
Resilience, flexibility, and agility
Leadership and social influence
Creative thinking
Motivation and self-awe
Technology literacy
Empathy and active listening
Curiosity and life-long learning
Talent management
Service orientation and customer service

What does this all mean for higher education?

I believe that it means that we can’t afford not to instill digital literacy skills, including AI skills, in our students, faculty, and staff. But not at the expense of what higher education has historically done best: teach learners how to be critical thinkers, problem solvers, and communicators to a wide range of audiences. At the end of the day, AI will never replace human capabilities, but it can amplify them, making skills like analytical and creative thinking, curiosity, and life-long learning more valuable than ever before.

August with WCET

This month, WCET is sharing a variety of AI resources that focus on AI literacies and institutional policies. We began our AI journey two years ago with the release of our first survey of institutional AI policies and practices, followed by WCET’s AI Policy and Practice Framework and toolkit. Since then, we’ve published dozens of blogs about AI at institutions and worked with Every Learner Everywhere and Teach Access on a report and webinar focused on AI and accessibility. Later this month, we’ll be releasing the results from our second survey of institutional AI policies and practices, as well as previewing work that we will be doing in collaboration with D2L on AI literacies. This work will culminate in an AI literacies toolkit later this fall. And for those of you who will be joining us at WCET 2025 in October, we hope you consider joining us for a preconference workshop on AI, “genAI in Higher Education: Ethics, Innovation, and Empowerment.”

A lot has happened since that first Macintosh came out in 1984. The internet, at least for a non-academic audience, was still nine years away before Mosaic would emerge in 1993. And we wouldn’t see peak dial-up internet until 2000, when about 43% of American homes accessed the internet through a dial-up connection (anyone remember the excitement of AOL’s “You’ve got mail!” message?). But one of the constants has been WCET. From our beginning in 1989, we’ve worked with institutions to understand the changing technical landscape and how emerging technologies can be used to expand student access to high-quality educational opportunities and improve their success. And we’ll continue to do so through the breakneck speed of technical change that artificial intelligence is driving. So, whether you’re early in your AI journey or well along that pathway, we’re here to help you navigate the changes. Please let us know how we can help. That 15-year-old Van with his clunky Macintosh couldn’t imagine the AI world of 2025, and today’s AI moment is creating opportunities for higher education that we are just beginning to understand. We know change is coming; how will you shape it?

This post was written by Van Davis, WCET

Artificial Intelligence, Managing Digital Learning, Online Learning, Technology

Practice

Securing Support, Building Trust: Why Buy-In Matters in Compliance

By Lindsey Downs

July 31, 2025

When it comes to institutional change and implementing new processes, gaining buy-in for the plan is critical. In 2022, a team at the University of Memphis (UM) made this strategy their priority. This unfolded when UM officials realized its need to rapidly transition from the Desire2Learn (D2L) Learning Management System (LMS) to the Instructure/Canvas platform. Because this transition required the migration of over 27,000 courses and needed to be completed within six months, all who were involved knew that this would be a daunting task (K16 Solutions, n.d.). However, the UM project/transition team had a strategy; they understood that securing ‘buy-in” from one of their major stakeholders, the faculty, would be the key to a successful integration.

Group of professionals around a table, showing how professionals may work together to build buy-in

Accordingly, UM’s project leaders involved the university’s faculty early and often in the process. The project team incorporated faculty in their three-phased pilot testing, which gave them visibility to dozens of courses from various schools and colleges across the campus. As such, they were able identify issues, provide critical feedback which prompted real-time adjustments. UM faculty also participated in weekly check-in calls, which helped maintain course integrity and build faculty confidence resulting in a smooth transition with 99.9% data accuracy (K16 Solutions, n.d.)

Although the term “buy-in” is frequently used, it is often misunderstood, both in its true meaning and in the significance it holds for successful implementation and collaboration. While there are many scholarly articles surrounding the term (Kotter and Whitehead, 2010, Martin, 2012, Shtivelband & Rosecrance, 2010), what does “buy-in” really mean?

According to Moon (2009), buy-in is a commitment to agreements about work and it involves some degree of trust between the change agent and stakeholders. Jakobsen (2020) defines it as the process of securing support, agreement, or endorsement from stakeholders regarding a specific idea, initiative, or decision.” All agree that obtaining it plays a critical role in all organizational settings where achieving consensus and alignment among team members is key to effective implementation and long-term success.

Why Buy-in is a Must

Developing buy-in/support in higher education compliance programs is crucial for ensuring the effectiveness, sustainability, and integrity of institutional operations. It is essential for achieving meaningful, sustainable progress across academic and compliance efforts.

Large group of individuals around a table, view from above them - showing how professionals may work together to build buy-in

Gaining buy-in also fosters and promotes a culture of integrity and accountability. Instead of viewing compliance as simply a checklist, garnering buy-in reinforces the idea that compliance is part of the institution’s core values.

Having the backing of faculty, staff, and leadership promotes a shared commitment to ethical conduct. Without institutional buy-in compliance efforts can easily become fragmented, overlooked, or unsustainable, putting the institution at legal and financial risk.

Because institutions within academia are often decentralized, securing buy-in ensures that all stakeholders are aligned around shared goals, policies, and practices. Having a mutual commitment improves adherence to policies and regulations, reduces resistance, and fosters a sense of ownership, leading to higher motivation, productivity, and better outcomes.

Developing Buy-In at Your Institution

Developing buy-in requires a strategic, phased approach that blends communication, collaboration, leadership, and accountability. Here are ten tips, best practices, and actionable steps to help garner support at your own institution.

Secure Leadership Commitment and Alignment

Conduct briefings with leadership on the compliance risks and institutional impact.
Ensure visible and sustained support from top leadership (e.g.: Chancellor, President, Provost, Deans).
Include a public endorsement and inclusion of compliance goals in the institution’s strategic plans.
Employ leadership to communicate the value and necessity of compliance, setting the tone for institutional culture.
Incorporate compliance as a standing agenda item in leadership meetings and campus-wide communications.

Engage Key Stakeholders Early in the Process

Identify key stakeholder groups including faculty, staff, student services, general counsel/legal, IT, and HR.
Host listening sessions and/or focus groups to gather input prior to launching initiatives.
Appoint stakeholder representatives/champions to compliance advisory committees.

Build Cross-Departmental Collaboration

Create compliance committees or task forces with representatives from key departments (e.g., compliance office, legal, academic units, student affairs, IT).
Encourage regular meetings to share updates, identify risks, and coordinate responses, breaking down silos that hinder unified action.
Engage stakeholders early in policy development and training initiatives to foster ownership and establish relevance.

Develop Clear, Accessible Policies and Procedures

Draft compliance policies that are straightforward, actionable, and regularly updated.
Make all compliance documents easily accessible using tools like the intranet, an LMS, or a compliance portal.
Provide summaries or FAQs for complex regulations to enhance understanding across all campus roles.

Implement Targeted and Ongoing Training

Create engaging training modules tailored to different audiences (faculty, staff, students, administrators) and be sure to offer a flexible format for training.
Use self-paced online modules and in-person workshops; incorporate real-world scenarios and knowledge checks.
Integrate compliance training into onboarding for new hires and require annual “refresher” courses for all employees.

Foster a Culture of Compliance and Ethics

Normalize compliance as a part of campus culture.
Encourage leaders and managers to model compliant behaviors and ethical decision-making.
Empower individuals to voice concerns without fear of retaliation by promoting confidential reporting channels.
Recognize and reward compliance champions or departments that demonstrate exemplary commitment.

Communicate Proactively and Transparently

Develop a communications plan with tailored messages.
- Use multiple communication channels (e.g., email, newsletters, campus forums, digital signage, social media, etc.) to share compliance updates, deadlines, and success stories.
Send regular reminders about key regulations and upcoming training or policy changes.
Emphasize that compliance supports institutional integrity, student protection, safety, and accreditation.
Ensure disclosures about compliance requirements are timely, clear, and relevant (Note: This is especially critical when considering stakeholders such as the enrollment/admissions and financial aid teams).
Track participation and follow-up with non-completers supportively.

Involve the Community in Continuous Improvement

Solicit feedback from faculty, staff, and students on compliance processes and training effectiveness.
Establish mechanisms for reporting compliance gaps or suggestions for improvement (surveys, suggestion boxes, open forums).
Use feedback to refine communication strategies and address emerging risks collaboratively.

Leverage Technology for Communication and Monitoring

Implement compliance management software to centralize documentation, track training completion, and automate reminders.
Use data analytics to identify engagement trends and target communication to areas with low buy-in or understanding.

Monitor, Assess, and Report Progress

Conduct regular compliance assessments and audits to identify gaps and measure program effectiveness.
Share progress reports and compliance metrics with leadership and the broader campus community to maintain transparency and accountability.
Adjust strategies based on assessment outcomes and evolving regulatory requirements.

Summary Table

Tip Number	Strategy	Action
1	Leadership Commitment	Visible support, regular communications, agenda integration.
2	Stakeholder Engagement	Identify stakeholders, host focus groups, appoint representative to advisory committee.
3	Cross-Departmental Collaboration	Establish committees, share updates, break silos.
4	Establish Clear Policies & Procedures	Draft, update, and disseminate accessible policies.
5	Provide Targeted Training	Tailor modules, integrate into onboarding, require refreshers.
6	Develop a Culture of Compliance	Model behaviors, empower reporting, recognize champions.
7	Establish Proactive Communications	Utilize multiple channels, regular reminders, clear disclosures.
8	Community Involvement	Solicit feedback, open forums, refine based on input.
9	Leverage the use of Technology	Compliance software, use analytics for targeted messaging.
10	Monitoring & Reporting	Regular assessments, share metrics, continuous improvement.

Developing buy-in is a foundational component in successfully implementing higher education distance education compliance programs. As institutions continue to expand their online learning offerings, they must navigate a complex regulatory environment that must adhere to federal, state, and state authorization requirements. Without widespread understanding and agreement across the institution, compliance efforts may be viewed as bureaucratic or secondary to teaching and learning; thus, undermining their effectiveness. Developing buy-in ensures that compliance is integrated into the fabric of online education rather than treated as an external obligation.

Fostering buy-in facilitates a culture of trust and accountability that benefits the entire institution. Doing so also provides an environment where stakeholders feel included, respected, and informed. This creates a culture where they are more likely to raise concerns, share innovations, and contribute to continuous improvement. This cultural shift is particularly important in academia, specifically in distance education, where rapid growth and evolving regulations demand agility and cooperation.

Securing buy-in is a critical component for successfully implementing compliance initiatives for higher education institutions that are navigating complex regulatory environments. This was exemplified by the University of Memphis’s rapid six-month transition to a new LMS, where early and ongoing faculty involvement was key to success.

When developing buy in, institutions must engage leadership, involve stakeholders early, promote cross-departmental collaboration, ensure clear policies, offer targeted training, and cultivate a culture of ethics and transparency. By embedding these practices into strategic planning and daily operations, institutions can elevate compliance from a procedural task to a shared institutional value, a principle that is especially vital in the dynamic and ever-changing landscape of distance education.

References

K16 Solutions. (n.d). University of Memphis: A mid-year LMS transition made easy. Inside Higher Education.
Jakobsen, M. (2020). Buy-in to a credible vision! Why leaders make prospector responses to learning oriented performance reform. Public Organization Review, 20(2), 277-299. https://doi.org/10.1007/s11115-019-00438-4
Kotter, J. (2007). Leading Change. Boston: Harvard Business Press.
Kotter, J.P., & Whitehead, L. (2010). Buy-in: saving your good idea from getting shot down. Boston, MA: Harvard Business School Publishing.
Martin, A. (2012). For social media buy-in, lead with the “why”. Harvard Business Review. Retrieved from http://www.hbr.org
Robertson, D., & Hjuler, P. (2002). Innovating a turnaround at LEGO. Harvard Business Review.
Shtivelband, A., & Rosecrance, J. (2010). Gaining organizational buy-in: Lessons learned from fifty ergonomists. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 54(17), 1277-1281. doi: 10.1177/154193121005401703
Stobierski, T. (2020). Organizational change management: What It Is & Why It’s Important. Harvard Business School Online. Available online: https://online.hbs.edu/blog/post/organizational-change-management (accessed on April 4, 2025).

This post was written by Jana Walser-Smith

Compliance, Distance Education, Leadership, Managing Digital Learning

Policy

What the “One Big Beautiful Bill Act” Means for Digital Learning in Higher Education

By Lindsey Downs

July 22, 2025

There is no shortage of news items about Congress recently passing the One Big Beautiful Bill Act (OBBBA). We know that the OBBBA was a massive budget bill that was passed using an expedited process, created by the Congressional Budget Act of 1974, called “reconciliation.” This process allows for the Senate to pass the legislation by a simple majority, rather than the more restrictive sixty-vote supermajority.

Additionally, this process avoids a potential Senate filibuster. This special process is used specifically for addressing legislation pertaining to taxes and spending. Reconciliation is subject to oversight by the Senate Parliamentarian, utilizing a Senate rule called the Byrd Rule. In short, the Byrd Rule provides that the Senate Parliamentarian can remove bill provisions that are deemed extraneous to the purpose of developing budget policy. For more information about the nuanced reconciliation process, you may wish to review The Reconciliation Process: Frequently Asked Questions provided by the Library of Congress.

While this budget-focused bill touches a lot of policy areas, it includes some notable changes that affect higher education. The original U.S. House of Representatives version of the bill included items with a more significant impact on higher education, dramatically affecting students and institutions. The Senate’s version of the bill mitigated the impact, as we will discuss. The House accepted the Senate’s changes, passed the bill, and sent the approved version of the bill to President Trump for his signature into law.

In this post, we will focus on four key areas from OBBBA that affect digital learning in higher education:

Loan Limitations & Title IV Eligibility
Pell Grants (including the new Workforce Pell)
Regulatory Relief
Institutional and Program Accountability, including a discussion of “gainful employment” and how it expands to all programs.

We’ll also share how institutions can adapt to better serve their students and effectively manage the changes.

Loan Limitations & Title IV Eligibility:

OBBBA introduces significant changes to student loans, particularly for graduate and professional learners. The ultimate effect of these changes will be the limitation of federal options for students to have access to federal funds for their education. Here is what is changing and what has stayed the same.

Key New Limitations:

Graduate Plus loans are eliminated effective July 1, 2026. There are provisions to allow enrolled students who are borrowers to continue and complete their programs.
Graduate loans will be limited to $20,000 annually for a graduate student and $50,000 annually if the student is in a professional program. There is an aggregate loan limit of $100,000 and $200,000, respectively. Professional is defined in federal regulation, 34 CFR 668.2.
Lifetime $257,500 borrowing cap for federal student loans, excluding Parent PLUS loans. Provisions allow enrolled students who are borrowers to continue under the already established limits for the lesser of three academic years or for the time expected to complete the program.

Pell Grants

Workforce Pell has been approved! For several years there has been bipartisan interest in what has also been called “Short Term Pell.” In previous years, political parties had disagreements on the structure of this grant program. The new law provides Pell eligibility for programs that are for 8-15 weeks in length as a way to provide additional opportunities for learners to obtain education and employment training.

The House bill would have permitted programs from non-accredited entities to be Pell eligible. However, that provision initially caused the Senate Parliamentarian to remove this Pell opportunity. The Senate removed the non-accredited entity provision, causing the revised provision to move forward.

Programs delivered via distance education are not excluded in the language of the OBBBA, a win for digital learning providers.

While we should expect a negotiated rulemaking and U.S. Department of Education guidance to help provide structure to implement the Workforce Pell plan, the OBBBA provides the following parameters:

Remedial, non-credit, English language learning, correspondence, and study abroad courses are not eligible.
Programs must:
- Be stackable credentials with transferable credits that meet the hiring requirements of potential employers in the sectors or occupations.
- Prepare students to pursue one or more certificates at one or more institutions.
- Be approved by the state governor as aligned with in-demand jobs and meeting employers’ needs.
- Have been offered by the institution for at least one year.
- Meet performance benchmarks, including having a ≥70% completion rate, ≥70% job placement rate (within 180 days).
- Must not cost more than the average amount graduates earn in three years after completing the program, as compared to earnings before completing the program

Key Pell Grant Provision Not Included in the Final Version of the OBBBA

A proposed increase in minimum credit hours for full-time student eligibility was removed. The House version of the bill would have increased the full-time student minimum hours for an academic year to 30 credit hours. This increase would have been a significant challenge for working learners, with a substantial impact on community college learners. The provision was removed, and the law maintains the full-time minimum hours at 24 credit hours per academic year.

Regulatory Relief

90/10 Rule revision was not included in the final legislation. An earlier version of the bill sought to repeal the 90/10 rule affecting for-profit institutions. Regulations effective in 2023 implementing the 90/10 rule were subject to a Department announcement on July 7, 2025, revising guidance provided in the preamble of the final regulation announcement. The announcement clarifies that schools may include non-federal revenue generated through distance education in their 90/10 calculation.
Gainful Employment Rule revision was not included in the final legislation. The House proposed to permanently remove “gainful employment” from several statutory definitions to determine eligible programs for aid. The Senate did not include this provision plan. See the next section on the status of gainful employment.
Borrower Defense to Repayment – delays the implementation of the 2022 regulations until July 1, 2035. Rules revert to those that were effective July 1, 2020, as the legislation indicates the 2022 rules shall not be in effect.
Closed School Discharge – delays the implementation of the 2022 regulations until July 1, 2035. Rules revert to those that were effective July 1, 2020, as the legislation indicates that the 2022 rules shall not be in effect.

Institutional/Program Accountability

A major shift in the OBBBA is that accountability measures tied to aid eligibility will apply to all programs, not just “gainful employment” programs. The OBBBA creates a new accountability measure for all programs for schools participating in federal financial aid. In short, programs could lose aid eligibility for undergraduate and graduate programs for failing metrics in two out of three years, tying aid eligibility to student earnings. Digital learning leaders need to prepare now. The law will link financial aid eligibility to graduate earnings, and the metrics will be applied regardless of modality. The effective date of this provision is July 1, 2026.

History

Federal statute, the Higher Education Act (HEA), directs that to be eligible for Title IV funds, certain non-degree programs at non-profit institutions and, with few exceptions, programs at for-profit institutions must lead to “gainful employment in a recognized occupation.”

Federal regulations provided metrics that institutions must meet for the program to be eligible for Title IV federal financial aid. The regulations were immediately the focus of scrutiny and legal challenges because the regulations primarily targeted for-profit institutions. Through negotiated rulemaking, the first Trump administration rescinded the regulations in 2019.

Accountability for ALL programs was introduced with the Biden administration reinstating and expanding Gainful Employment (GE) regulations, tying aid to outcome metrics for GE programs, and introducing new Financial Value Transparency (FVT) reporting requirements for all programs. The new regulations expanded expectations for all post-secondary institutions and represented a renewed emphasis on student outcomes and financial value.

Many experts thought the current administration, which has emphasized deregulation, would try to eliminate the GE/FVT rules created under President Biden. However, the U.S. Department of Education not only indicated that it would defend those rules in a lawsuit, but the Republican majority led House and Senate expressed their interest in institutional accountability, although initially with different proposed plans.

Key Accountability Elements in the OBBBA:

Student Earnings Thresholds
- Undergraduate programs – earnings test compares the median earnings of students who completed the program four years after completion with the earnings of “working adults” with only a high school diploma or GED.
- Graduate programs – earnings test compares the median earnings four years post enrollment with the earnings of “working adults” with only a bachelor’s degree.Programs that fail earnings tests in two out of three consecutive years will lose eligibility for federal student aid.Notice to enrolled students that the program has low median earnings is required if the institution fails the earnings test for one year during the covered period but has not yet failed for two years.
- The institution may apply to regain eligibility after a period of not less than two years.

Original House Accountability Proposal

Risk-Sharing – The House proposed an accountability plan that would hold institutions financially responsible to the federal government for unpaid federal loans by former students. Critics of the proposal expressed that this plan would have been ultimately disastrous to students, as institutions would likely be compelled to consider risk management with their enrollments. The Senate did not support this plan.

Status of Gainful Employment/Financial Value Transparency (GE/FVT) Regulations

Implementation delays have occurred, with reporting deadlines extended multiple times. The Department most recently extended the deadline for evaluating Completers’ Lists and 2024 reporting data associated with the new GE/FVT rules until September 30, 2025. On July 9, 2025, the Department released a Reminder of the FVT/GE Required Reporting for the 2025 Cycle is due October 1, 2025. The pause for the legal challenge of the gainful employment rules continues. It is unclear whether the court will complete its review and issue judicial orders to set a new deadline or maintain the currently designated deadlines for reporting. for reporting.

What Should the Digital Learning Community Do Now?

We get it! This is a lot to process. It is clear that this administration places a high priority on return on investment for the learner and protecting the integrity of federal aid programs. We anticipate direction by regulation or guidance from the Department. But here’s where digital learning professionals should start focusing their attention:

Assess data readiness: Develop or enhance systems for collecting and analyzing data on graduate outcomes, debt levels, and earnings.
Collaborate institutionally: Engage teams from financial aid, institutional research, and distance education to ensure compliance and strategic program management.
Assess program value: Consider a cost-benefit analysis to determine whether and how to improve or redesign programs with less favorable outcomes.
Prioritize transparency: Update advising and program pages to align with the transparency goals related to the FVT regulation framework and meeting statutory earnings tests.

Conclusion

The One Big Beautiful Bill Act brings both challenges and opportunities for our community. While some of the more restrictive proposals did not make it into the final law, the new accountability measures and funding changes will require attention, especially for programs delivered online or across state lines. Distance education provides our students with flexibility and access. It is important for distance education programs to show this benefit by demonstrating a good return on investment.

As always, SAN and WCET are here to help you navigate what’s next. We will continue monitoring guidance and implementation updates, and we’re committed to providing the analysis, resources, and community support you need to serve your students and stay compliant in a rapidly changing policy environment.

This post was written by Cheryl Dowd

Financial Aid, Gainful Employment, Regulation, SAN, State Authorization Network, Student Success

Practice

Voice of the Online Learner 2025

By Lindsey Downs

July 17, 2025

A collage of photos of students using laptops and other devices.

Understanding the evolving needs of online learners is essential for designing programs that truly serve today’s students (and tomorrow’s workforce). This year, WCET is pleased to help share findings from the Voice of the Online Learner report, produced by our partners at Risepoint. Now in its 14th year, the 2025 edition provides a compelling look into the motivations, preferences, and concerns that shape the digital learning experience. These insights can help us better understand what today’s online learners truly need: from flexibility and affordability to stronger academic support or support for a growing interest in how AI will shape their futures. One detail that stood out to me: 80% of students choose their learning modality before they ever look at a program. This suggests to me that the online experience may have a significant influence on their decision-making.

I encourage anyone involved in designing or supporting digital learning to explore the findings below, download the full report for more detailed information, and watch the recent WCET webcast for thoughtful reflections from our colleagues in the field. It’s time we listen and learn from the students shaping the future of higher education.

Enjoy the read,
Lindsey Downs, Editor, WCET Frontiers

Each year in the Voice of the Online Learner report, we share the motivations, learning preferences, and challenges of online students. These results can provide WCET members with the opportunity to design programs and offerings that will provide the most value and impact for the students, employers, and the communities they serve.

The 14^th iteration of the report reflects our continued work at Risepoint to understand online learners and support universities in fulfilling their needs, especially as they evolve.

Key findings from the 2025 Voice of the Online Learner

Learners are juggling multiple personal and professional responsibilities

Many learners work while pursuing further education, such as degrees, and are determined to advance in their careers.They believe the quality of an online education is comparable to or better than an on-campus degree and that their employers feel the same way. Unsurprisingly, affordability is still the top factor for choosing an online program, and flexibility is essential. Notably, 80% of learners pick modality first (online vs. hybrid or in-person) and then look for programs to match.

Learners are seeking opportunities for support and connection

Online learners want the flexibility and format of online learning. However, they are increasingly open to additional opportunities to receive academic support and foster social connections, which can include on-campus activities.

Online learners want this as an option, rather than as a requirement, due to the competing demands most of them juggle. About two thirds of students expressed interest in logging in synchronously at least once per course, with 62% of those citing hearing instructors explain complex topics and answer questions in a live session as their top reason for logging on.

Learners know Gen AI will change their jobs – and they need help

Students recognize the growing importance of Gen AI for future job success (67%) and cite concerns around lack of integration with their current working or learning experiences (69%). Compounding their concern is their uncertainty as to the impact that Gen AI will have on their future job prospects.

Learners seek in-role growth more than job changes – and feel some uncertainty

A large percentage of prospective, enrolled, and recently graduated students see online education as the means to advance within the career path that they’re already following, by obtaining new skills to improve performance in their existing roles, increasing salaries, or achieving internal promotions. Three in four agree that an advanced degree is necessary to improve career prospects.

Learners see alternative credentials for immediate, rather than long-term, benefit

In an expanded section on lifelong learning and alternative credentials, we saw that learners are availing themselves of such offerings in increasing numbers.

However, they’re doing so primarily to gain specific, in-the-moment skills to accelerate in-role growth or to pursue an area of interest, rather than because they see long-term value either from employers or in the ability to bundle such programs into a degree.

Lack of employer recognition drives skepticism, while learners may simply be unaware of the option to stack non-degree programs into a degree. Only 11% cited stackability as a key reason for pursuing alternative credentials.

Dive deeper into the research!

Download the full report to learn more about these emerging findings and for clear and actionable takeaways for university leadership to develop impactful online programs. Watch the webinar recording of the WCET Webcast: Using Modern Students’ Voices to Inform Your Online Ecosystem, where Dr. Tim Wall, School of Education, Health, and Human Services Dean at Northwest Missouri State University, and I shared valuable insights from these research findings.

This post was written by Dr. Tekoya Boykins, Director, Academic Program Strategy, Risepoint

Artificial Intelligence, Credentials, Digital Learning, Managing Digital Learning, Student Success, Workforce/Employment

Practice

Between What Was and What’s Next: Summer’s Liminal Gift to Digital Learning

By Lindsey Downs

July 10, 2025

Summer just hits different on campus, doesn’t it? Things slow down a bit, routines shift, and there’s finally a little space to breathe and think. How do you spend this time? Catching up? Planning ahead? Just trying to stay cool and keep up?

In today’s post, our Executive Director, Van Davis, reflects on his own summer memories and how this quieter season can be a time for asking big questions and setting the stage for what’s next. As we all look ahead to a packed fall, what does summer look like for you?

Enjoy the read,
Lindsey Downs, WCET

A little over thirty years ago, when I was working on my doctorate in 20^th-century US history and civil rights at Vanderbilt University in Nashville, Tennessee, I spent a couple of summers working at the now-defunct Opryland USA Theme Park.

Most of that time, I managed the front of the house at the Roy Acuff Theater (I’ll be happy if I go to my grave never hearing “Shine On, Harvest Moon” again)!

Those weeks not spent at Opryland were either spent in the Mississippi Department of Archives and History in Jackson, Mississippi, collecting enough research material to last me a few months, or Vanderbilt’s library, poring over microfilm.

I’ve always been struck by how different campuses feel in the summer months. They’re often quieter, although it sometimes feels like the proverbial quiet before the storm. Summer on campus can be a time of possibility and promise. It’s a time to catch up on all of those things that didn’t or couldn’t get done during the academic year and prepare for the next academic year.

It’s a liminal space for us, an opportunity to reflect on the previous academic year and prepare for the upcoming one. We finally have time to ask ourselves questions like “What did we learn last year?” and “How can we, as digital learning professionals, leverage those lessons to drive innovation and student access?” This liminal space gives us the critical time for reflection, which we often don’t always have in the heat of the academic year.

At WCET, we’re also in a sort of liminal space as we reflect on the first half of the year and prepare for a packed fall. Over the last six months, we’ve been busy. We’ve provided you with information on a dynamic federal policy environment, an environment that sometimes feels like it’s changing from moment to moment. Policy moves forward as we work to keep up with what is going on in DC and let you know how it is going to impact your work in digital learning. Staff have been out in the field speaking to dozens of groups on everything from the distance education regulatory environment, AI, and the impact of digital learning on teaching and learning.

We have a lot to look forward to, though. This fall, we’ll be hosting our 37th annual meeting from October 21 – 24 in Denver, Colorado. It’s an exciting program full of sessions on things like accessibility, artificial intelligence, digital learning policy, and other promising digital learning practices. And we’re delighted that this year we will also be hosting ASWE, the Annual Summit for Women in E-Learning, as part of WCET 2025. This fall, we’ll also be releasing new resources on topics such as AI institutional policy, AI literacies, accessibility, and the learn and work ecosystem, plus a white paper that will help you make the case for digital learning on your campus. We believe that these events and resources will provide you with the opportunity to connect with others in the field, as well as gain new insights into how innovation is shaping digital learning and higher education.

banner for the Annual Meeting. "See you in denver this fall. WCET Oct 21-23, ASWE Rise Oct 23-24."

So, as we take a moment to catch our collective breath, reflect on the last six months, and prepare for the next six months, we hope you also will have an opportunity to regroup. And, as always, if there is a way that I or WCET can help you, please let us know. We’re here to be a resource and to help.

Digital Learning, Reflection, WCET

Practice

Celebrating Innovation: AI Week 2025 at Oregon State University

By Lindsey Downs

June 26, 2025

Artificial intelligence has quickly shifted from abstract theory to an everyday tool—and few places is that shift more visible than in higher education. Here on WCET Frontiers, we’re always excited to showcase institutions that are leading the way in thoughtfully integrating AI into teaching, research, and campus operations.

This week’s post highlights Oregon State University’s AI Week 2025, a dynamic, collaborative event that brought together students, faculty, industry leaders, and community members to explore the promise and responsibility of AI in higher education. From hands-on workshops to insightful discussions on ethics and impact, OSU’s approach offers a meaningful blueprint for how institutions can engage with emerging technologies in inclusive and intentional ways.

Special thanks to guest author Sarah Payne from OSU’s Office of the CIO, and the entire team behind AI Week, for sharing ideas, lessons learned, and inspiration for the road ahead.

Enjoy the read,
Lindsey Downs, WCET

AI is no longer a distant concept but a transformative force actively reshaping how we live, learn, and innovate. From breakthroughs in healthcare, education, and environmental science to creative solutions for everyday problems, the possibilities feel limitless. Oregon State University is at the forefront of this revolution, embracing AI in thoughtful and future-forward ways, pushing the boundaries of what’s achievable even further. Last month, OSU hosted AI Week 2025, exploring how AI can shape higher education and research, and how it can be done ethically and equitably.

AI + OSU

OSU has a storied history with artificial intelligence. It was the first university in the nation to offer both master’s and doctoral degrees in AI. It is also the home of Professor Emeritus Thomas Dietterich, one of the pioneers of machine learning. It is the alma mater of NVIDIA founder and CEO Jensen Huang, a revolutionary leader in AI. OSU researchers are making groundbreaking advancements, like developing an environmentally friendly chip that uses half the amount of electricity needed to power AI applications, or uncovering the link between gut bacteria and neurological disorders.

OSU is profoundly interested in leveraging AI to enhance academic excellence and drive impactful research. In 2024, the university hosted its inaugural AI Week, inviting faculty, researchers, students, employees, and the public to explore AI’s potential and implications through presentations and hands-on experiences. Influential leaders from NVIDIA and Microsoft, including Jensen Huang and Dr. Michael Jabbour, Microsoft’s Chief Innovation Officer for Higher Education, visited the Corvallis campus to share insights on AI’s transformative impact. The week culminated in a global futures forum between OSU President Jayathi Murthy and Jensen Huang, showcasing OSU’s pioneering work and how AI can contribute to advancements in climate science, workforce, economic impact, and creativity.

AI Week 2025: Highlights

AI Week 2025 continued to build on the momentum from the inaugural event, integrating key takeaways to inform the planning and implementation of the 2025 event. In collaboration with the Office of the Provost, OSU’s Chief Information Officer chaired a dedicated AI Week Planning Committee to shape a program, reflecting the university’s commitment to the ethical and interdisciplinary applications of AI. Together, the committee organized a lineup of 51 events covering a wide span of topics from the basics of AI to a deep dive into generative models. To ensure that AI week appealed to different user perspectives, the committee also created four themed tracks:

Students,
Faculty Teaching,
Faculty Research, and
Administrative Employees.

The AI Week Planning Committee invited key industry leaders from various sectors to host presentations, workshops, and hands-on experiences. Microsoft and NVIDIA were returning partners, and OSU welcomed other industry leaders, such as Workday, ServiceNow, Intel, Dell, Zoom, Mark III Systems, Google Cloud, AWS, and Info-Tech.

crowd of students facing away from the camera

Throughout the week, more than 1,200 participants engaged in conversations on topics such as ethical considerations and practical applications of AI, as well as its impact on cutting-edge research. This multifaceted emphasis resonated with attendees, who sought to understand not only the capabilities of AI but also the importance of using it responsibly.

Among the lessons learned, the importance of critical thinking in the AI space stood out prominently. Sessions such as “The State of AI and the Questions We Should All Be Asking” and “AI Creativity and Ethics” encouraged participants to grapple with the ethical complexities of emerging technologies. These sessions underscored that while AI’s potential is vast, it must be harnessed with care and consideration. Participants also appreciated the practical insights gained from sessions such as “Copilot 101: Getting Started with AI at OSU” and a presentation demonstrating how Workday uses AI. These events empowered attendees to confidently integrate AI into their own academic, professional, and creative endeavors, bridging the gap between abstract concepts and actionable strategies. Additionally, OSU researchers hosted a series of lightning talks and poster sessions showcasing AI in use across the university, offering attendees the opportunity to interact with real-world applications.

Looking Ahead

OSU looks forward to continuing this tradition and further integrating AI into its campus community. AI Week 2025 was an exponential success, setting the stage for future events at OSU. This year, the growing interest in hybrid and virtual sessions also expanded accessibility and engagement, paving the way for even broader participation in years to come. The university is also exploring the idea of expanding AI Week into several AI-focused days throughout the year. This approach would engage different colleges and departments to curate specialized events, ensuring that the conversation around AI remains dynamic and inclusive.

AI Week 2025 left us with a clear message: the journey of integrating AI into our lives is as much about ethics and collaboration as it is about innovation. It’s a reminder that the future of technology isn’t just about what we can achieve. It’s about how we achieve it, together.

This post was written by Sarah Payne, Oregon State University

Artificial Intelligence, Digital Learning, Managing Digital Learning, Student Success, Technology

Practice

Generative AI in the Curriculum: A Call for Coordinated Integration

By Lindsey Downs

June 12, 2025

As artificial intelligence becomes increasingly embedded in our personal and professional lives, higher education must take a strategic, coordinated approach to help students develop essential AI literacies. In this timely post, Gloria Niles, WCET Steering Committee Vice Chair, and the Director of Online Learning with the University of Hawai’i System, reflects on the 2025 EDUCAUSE Horizon Report and offers practical strategies for integrating AI into institutional, programmatic, and course-level learning outcomes. For more resources and insights on this important topic, visit WCET’s Artificial Intelligence resource page. Thank you to Gloria for this excellent article!

Enjoy the read,
Lindsey Downs, WCET

The 2025 EDUCAUSE Horizon Report (Teaching and Learning Edition) offers valuable insights into the key technologies and practices shaping the future of higher education. The rise of generative AI tools is transformative, potentially revolutionizing teaching and learning. Reflecting on the report’s findings, one thing is clear: higher education institutions must adopt a coordinated, strategic approach to integrate AI literacies into the curriculum.

Two students are sitting outside, one is pointing to a laptop screen in a helpful manner.

The report emphasizes that AI will continue to evolve and integrate into nearly every profession rapidly. Three of the six key technologies and practices highlighted in the report center on AI:

AI Tools for Teaching and Learning
Faculty Development for Generative AI
AI Governance

This makes it imperative for faculty to develop their AI fluency and teach students how to use these tools responsibly and ethically. Neglecting this could lead to graduates who are ill-prepared for the AI-integrated workforce.

Addressing AI Literacies Through Learning Outcomes

One effective way to ensure students develop essential AI skills and knowledge is to address AI literacies through clearly defined learning outcomes at the institutional, program, and course levels.

Institutional Learning Outcomes (ILOs): These high-level outcomes define the knowledge, skills, and values that all graduates should possess, regardless of their specific program of study.
Program Learning Outcomes (PLOs): These outcomes specify what students should know and be able to do upon completing a degree program.
Course Learning Outcomes (CLOs): outline the specific knowledge and skills students are expected to acquire in a given course.

By mapping AI literacies into this curricular structure, institutions can ensure that students systematically develop the necessary competencies throughout their academic journey.

In their work on Dimensions of AI Literacies, Opened Culture offers a helpful framework that can inform the development of these learning outcomes. They identify several key areas of AI literacies, including:

Cultural AI Literacies
Cognitive AI Literacies
Constructive AI Literacies
Communicative AI Literacies

Institutions can draw upon these dimensions to create learning outcomes that are comprehensive and relevant.

Examples of Learning Outcomes

With assistance from ChatGPT 4o and Gemini Advanced, here are some examples of how these AI literacy dimensions could be incorporated into ILOs, PLOs, and CLOs:

Institutional Learning Outcomes (ILOs)

Cultural AI Literacies
Graduates will analyze and evaluate the social and cultural contexts in which AI tools are developed and applied to address complex problems within their field of study.
Cognitive AI Literacies
Graduates will critically engage with AI environments to acquire knowledge, assess information accuracy, and identify the strengths and limitations of AI tools in academic and professional contexts.
Constructive AI Literacies
Graduates will ethically create, remix, and generate content using AI tools, demonstrating responsible use and proper attribution in alignment with academic and professional standards.
Communicative AI Literacies
Graduates will use AI technologies to enhance communication, adapting messages for diverse audiences while acknowledging the sociocultural influences AI may reinforce or obscure.

Program Learning Outcomes (PLOs)

Example – Business Program
- Graduates will apply AI tools to analyze market trends, optimize business operations, and inform data-driven decision-making.
- Graduates will evaluate AI’s ethical and legal implications in marketing, finance, human resources, and customer analytics.
- Graduates will develop strategic communication plans incorporating AI-driven insights to engage stakeholders and consumers.
Example – Communication Program
- Graduates will analyze the role of AI in shaping media narratives, public opinion, and information dissemination across platforms.
- Graduates will ethically use AI-powered tools (e.g., chatbots, content generators, analytics platforms) to produce and evaluate multimedia communication.
- Graduates will demonstrate fluency in adapting messaging strategies in response to AI-driven audience insights and media environments.

Example – Health Sciences
- Graduates will apply AI tools to support evidence-based clinical decision-making, patient education, and healthcare delivery.
- Graduates will critically evaluate AI’s implications for health equity, data privacy, and algorithmic bias in patient care.
- Graduates will communicate AI-generated health data clearly and compassionately to diverse patient populations and interdisciplinary teams.

Course Learning Outcomes (CLOs)

Conceptual knowledge of AI
- Students will define and explain core concepts in artificial intelligence, including machine learning, natural language processing, and computer vision.
Ethical analysis of AI
- Students will analyze the ethical implications of AI technologies, including algorithmic bias, privacy, transparency, and accountability.
Societal Impact of AI
- Students will use evidence-based analysis to evaluate AI’s impact on key sectors of society, such as healthcare, education, and the economy.
Communication about AI
- Students will communicate clearly and effectively about AI concepts and issues to various audiences through written, oral, and visual formats.
Ethical use of AI tools
- Students will apply AI tools ethically and responsibly to support original work in course assignments and projects, with appropriate attribution.

The Importance of a Coordinated Approach

Five college-aged students sitting at laptop/tablet devices

There are differing views on how institutions should integrate AI literacies. Some argue for a top-down approach, starting with the development of ILOs, which would then inform PLOs and CLOs. While time-consuming due to the shared governance process, this process ensures a coordinated and cohesive approach. This also facilitates the development of learning activities and assessments that effectively support the identified outcomes.

Others suggest that faculty should be encouraged to integrate AI into course assignments without waiting for a coordinated mapping of ILOs, PLOs, and CLOs. While this approach may seem more expedient, it could lead to a fragmented and siloed approach to AI literacy education. Teaching AI literacies may lack consistency, depth, and coherence without a clear connection to broader institutional and program goals.

Striking a Balance

In my view, a balanced approach is needed. While developing ILOs, PLOs, and CLOs provides a crucial framework for integrating AI literacies, faculty should also be empowered to experiment with AI tools in their courses. Institutions could provide faculty with resources and support to help them integrate AI into their teaching while aligning their efforts with broader institutional goals.

Ultimately, the goal is to equip students with the AI skills and knowledge they need to thrive in an increasingly complex and interconnected world. By adopting a coordinated and strategic approach, higher education institutions can ensure that graduates are proficient in their chosen fields and adept at navigating artificial intelligence’s ethical, social, and technological dimensions.

This post was written by Gloria Niles.

Artificial Intelligence, Distance Education, Managing Digital Learning, Online Learning, Student Success

Practice

Staying the Course: Putting Students at the Center

By Lindsey Downs

June 5, 2025

Image of a canyon with a river running through it. Photo is from Van's trip to Zion National Park.

Back before the pandemic, I embarked on a western U.S. camping trip I lovingly referred to as my “midlife crisis trip.” One of the few national parks I got to visit before the pandemic forced me back home was Zion National Park in southwestern Utah. If you’ve spent any time at Zion, you are likely familiar with The Narrows, a spectacular hike into a slot canyon via hiking down the middle of the Virgin River. It’s not a steep hike or even that long of a hike, but the fact that you are actually hiking in the river and contending with currents, ice melt in the spring, and the inability to see where your feet are going can make it challenging.

A more narrow view of the canyon in Zion National Park

That particular March day, I was doing a good job of being present and paying attention until I let my mind briefly wander. And that’s when it happened; I stepped in a hole and had ice-cold water swamp my waders, drenching me in snow melt from the chest down.

It was a long, miserable hike back to my car and dry clothes, all because I lost my focus for a brief moment. I’m not sure I have ever been more miserable during a hike than I was that day. The moral of the story for me: don’t lose sight of what you really need to focus on.

Why do I share this anecdote? I think we are on our own metaphorical hike in a cold river rife with unseen and seen obstacles right now. It seems like we are faced with daily challenges to the work that we are doing, buffeted about by a public that questions the value of higher education and expresses skepticism about the importance of our work. And just like my lapse in attention resulted in a cold, miserable hike back, losing sight of our purpose, to provide our learners with access to high-quality educational opportunities and a better life, can make for difficult days.

This month, June 2025, we will be focusing on the importance of placing students at the center of the work that we do. It’s all too easy sometimes to lose sight of the impact of our work, especially if we are no longer teaching and not regularly in contact with students. But the reality is that the majority of our learners, 53.2% in 2023, are enrolled in at least one distance education course.

That translates into more than ten million learners. And many of those learners are post-traditional students. EDUCAUSE’s 2025 Students and Technology report found that adult learners between 25 and 64 tended to prefer online learning over face-to-face. Why are these folks attracted to online learning? Risepoint’s 2024 Voice of the Online Learner found that:

Several college-aged students using laptops

67% of the online learners surveyed chose online in order to better balance taking classes with work and/or personal obligations,
67% wanted the flexibility of taking classes from wherever they wanted, and
60% wanted the flexibility of taking classes whenever they wanted.

In short, online learning provides these learners with flexibility and opportunity that they might otherwise not have.

What all of that means is that you are making a profound difference in the lives of students and their families, providing educational opportunities that can impact families for generations. We know that it’s easy to be overwhelmed right now, to feel isolated in the work that you are doing. But the work that you are doing to expand opportunity matters. You matter. And now more than ever, we need to lean into community.

At WCET, we care deeply about community. Whether it’s our monthly webinars, Closer Conversations, our MIX community, or our annual meeting, we prioritize creating community and a place where online learning professionals can come together, learn from each other, and support one another. WCET is a place where you can tap into the knowledge and support of thousands of colleagues at hundreds of institutions.

So, we hope that you can join us this month as we focus on centering students in our collective work and remind ourselves why we are engaged in this work. And from WCET, thank you for what you do. Thank you for the lives you are changing. You may not always get to hear that directly from our learners, but what you are doing matters. And if there is ever anything I or the WCET staff can do to help, please let us know.

This post was written by Van Davis, WCET

Digital Learning, Distance Education, Managing Digital Learning, Online Learning, Student Success

Practice

What Would Xena Do? ASWE Knows the Answer

By Lindsey Downs

May 29, 2025

group of professional women speaking at a panel setup session

At WCET, we know that leading in digital learning takes strength, strategy, and sometimes even a warrior’s mindset. That’s why we’re thrilled to share this post about the Annual Summit for Women in eLearning (ASWE). ASWE, held in conjunction with WCET 2025, is a post-conference-conference and a growing community dedicated to lifting women up in every corner of our field.

In this post, ASWE champion Darcy Hardy reflects on the origins of this event and delves into how it has grown from its early days as IFWE into the experience it is today. With a nod to the spirit of Xena, Warrior Princess, she reminds us that leadership isn’t just about knowledge and expertise…it’s also about showing up for each other.

We hope you will join us in Denver this fall – let’s call this post our rallying call! Read on to learn how this year’s summit will remind us all of the strength we carry – as we lead, as we learn, and as we live.

Enjoy the read,
Lindsey Downs, WCET

In 2002/2003, I had the honor and privilege of serving as President of the United States Distance Learning Association (USDLA). During my tenure, a few women on the Board of Directors joined me in suggesting USDLA create and host a new conference – the International Forum for Women in E-Learning (IFWE).

We wanted it to be a way to bring eLearning leaders and up-and-coming leaders together to share experiences and best practices while providing an outlet for mentoring and networking. We also wanted an event that would attract eLearning practitioners from all walks of life: Higher Ed, K-12, Corporate, Government, TeleHealth, etc. Course design, marketing, management, multimedia, instructional designers, technologists, faculty, and administrators.

IFWE -> ASWE

three professional women working on laptops

The first IFWE was held in 2004, and it went on to be hosted every other year until the pandemic. In 2021, IFWE found a new home with WCET and was re-imagined as the Annual Summit for Women in eLearning (ASWE), continuing its legacy but with a fresh identity and purpose. The full ASWE conference is held in odd-numbered years and is tied to the WCET Annual Meeting. During even-numbered years, WCET hosts a reception for ASWE/IFWE alums to reunite with previous attendees.

ASWE differs from other women-focused, national conferences. Per our motto and recognizing the role of women leaders in digital learning, the ASWE community connects, learns and supports others in digital learning: As We lead, As We learn, As We lean, AS WE live.

Each ASWE Summit includes a curated set of sessions, panels, and workshops that address substantive issues in the digital learning space. In addition, ASWE includes sessions that inspire us to be healthy and productive leaders, with topics such as how to find our voice at the table, ways to balance work and life responsibilities, and tactics for a healthier and less stressful life. The ASWE planners intentionally balance affective and tactical presentations, ensuring that attendees leave with practical strategies and person inspiration. This allows for a truly holistic experience.

Bringing our Vision to Life – a Truly Supportive Community

One of IFWE’s original goals was to provide an environment for mentoring up-and-coming women leaders in the field. We were and are still fortunate to have access to women in leadership roles who could participate in the conference and build relationships with attendees. So much has changed since 2003, yet so much is the same. Women still face obstacles (some self-inflicted) in their road to leadership, and too many, especially younger women, are unsure where to find support (and trust).

ASWE is a safe place to share stories and experiences and know you will have an attentive and supportive audience. One of my favorite examples of this was in 2021 in New Orleans. One of the attendees was preparing to present her dissertation proposal shortly after the conference. Without knowing other attendees, she casually asked around to see if a few would allow her to practice her presentation with them. Next thing you know, I entered a room and found six women actively listening to her presentation and providing feedback. To me, this demonstrates the networking and friendship ASWE provides.

Four professionally dressed women speaking in a panel session format

Importantly: ASWE is fun! In addition to the engaging sessions, we enjoy the ASWE Book Club discussions and morning activities such as yoga, running/walking, and meditation. The networking spills into group dinners and our ASWE After Hours, an optional evening of fun times, contests, and movies.

In 2008, Ellen Wagner was the IFWE keynote speaker. She used the fictional character of Xena, Warrior Princess, to make a series of points in her speech that sometimes leadership required a metaphorical warrior’s mindset. She provided the attendees with a “checklist” for staying strong and focused when facing uncertain conditions.

For those unfamiliar with Xena, she was known for fighting evil and defending the defenseless. Her stories elevated how we can care about others and empathize with their situations. Throughout Ellen’s presentation, the audience was asked, “What would Xena do?” in response to various professional scenarios described.

Xena was a true warrior who fought for the greater good. Leaders in digital learning are a lot like Xena. We are bold, resilient, and guided by purpose. Asking ourselves, “What would Xena do?” is a great way to reflect on how we lead and connect with others. This spirit captures the essence of ASWE perfectly.

At ASWE Rise 2025, we’re bringing together women from across digital learning to celebrate leadership, spark bold ideas, and build lasting connections. This will be our space to connect, grow, and be inspired. ASWE isn’t just a conference! It’s a community. It’s a time to reflect on your journey and celebrate the impact women are making across digital learning.

Join us in Denver this October! We can’t wait to rise together!

This post was written by Darcy Hardy.

ASWE, Digital Learning, Distance Education, Managing Digital Learning, Online Learning, Professional Development, WCET, WCET Annual Conference

Practice

Making Accessibility the Assignment: What First-Year Writing Students Taught Me About Inclusive Pedagogy

By Lindsey Downs

May 15, 2025

What happens when we stop seeing accessibility as just a checkbox and start seeing it as a part of good communication practices? Or a core teaching practice? In this week’s post, Stacia Moroski-Rigney from Michigan State University shares how a seemingly simple first-year-writing class assignment that included required captions turned into something much more—an opportunity for students to reflect, connect, and rethink how to create and share content. It’s a great reminder that when we build accessibility into our everyday practices, we’re not just checking a box—we’re building habits of empathy and inclusion that can stick with students long after the semester ends.

Enjoy the read,
Lindsey Downs, WCET

Textbox: accessibility isn’t a checkbox. It’s a mindset.

In fall 2019, when I asked my first-year writing (FYW) students to caption their own videos, I didn’t anticipate the transformation it would spark. What began as a simple technical task quickly became a powerful lesson in empathy, ethics, and inclusive communication. In this post, I share what my students taught me about accessibility—not just as a requirement, but as a vital practice of thoughtful pedagogy.

Captioning the Classroom

Although now many tools automatically caption, in fall 2019, that was not the case. For the fourth project in the class, I asked students to (1) caption videos they created earlier in the semester using tools from YouTube or from MSU’s contracted media systems and (2) write a reflective essay on the process and their experiences with accessibility features. It sounds simple, but for many students, it was their first encounter with the practical realities of making media accessible.

In classes leading up to the due date, students expressed surprise that auto-caption systems don’t always (usually?) get it right. Others wrestled with syncing timing or formatting dialogue, creating a script instead. Nearly all of them came to the same realization: it’s easy skip this step—to overlook the people who might not be able to hear or see your work. But when you make something accessible, you begin to see how many members of your audience can be left out of crucial information.

Accessibility as Rhetorical Awareness

A graphic illustrating the idea of web design with added accessibility features.

The second part of the assignment—a three-page reflective essay—asked students to think about the “why.” Why caption? Why format their reflections for screen readers and assistive technologies? Why does this matter, beyond the classroom?

Their responses were pleasantly surprising; students didn’t just describe their process; they reflected deeply on the ethics of accessible communication. One student wrote, “I never thought about how someone might not be able to watch my video before. Now, I feel like I have to think about everyone, not just the professor grading me.”

Another remarked, “Accessibility is like empathy in action.”

By integrating accessibility into our curriculum, we weren’t simply teaching FYW. The assignment was helping students become more thoughtful, inclusive communicators.

Lessons for Us All

What can other educators take from this experience? Here are a few lessons I’ll carry forward:

Start with accessibility: Rather than retrofitting accommodations, build accessibility into the structure of your assignments from the beginning. Frame it as part of rhetorical awareness, not just a technical task.
Provide resources, not just guidelines:
- The assignment linked students to captioning tools, formatting guides, and examples of accessible documents. We also problem-solved in class, especially around technology. When students feel supported, they’re more willing to try something new.
Make reflection part of the learning: The act of captioning and creating accessible media taught them—but the writing made that learning visible. Students realized that accessibility isn’t a checkbox. It’s a mindset.

Accessibility is a Practice—Not a Perk

Quotebox: Accessibility is like empathy in action.

One of the most powerful outcomes of this project was the shift in student perspective. They began to understand that accessible communication isn’t about doing something “extra.” It’s about doing things right. On our next project, project five, over 80% of my students created accessible documents and videos… even though it was not a required part of the assignment.

As higher education continues to evolve in response to diverse student needs and digital innovation, we have an opportunity—and a responsibility—to build accessibility into our pedagogies. This assignment was just one small step, but it’s one I’ve kept building on.

And as it turns out, accessibility wasn’t just the subject of the assignment. It became the lesson itself.

Accessibility, Digital Learning, Managing Digital Learning, Student Success, Technology