Courseload Blog


By Rand Spiwak, EdD, CEO, eTextConsult

Over the past few years, we have seen gradual advancement and acceptance of digital course materials. Considering that the traditional printed textbook has been the primary supplemental instructional tool for over five hundred years, it is no surprise that the electronic texts have faced hurdles associated with technology adoption and user acceptance. As I travel across the U.S., lecturing on the current state of eText technology (shorthand for other frequently used term such as eContent and eLearning materials), I am most encouraged to find:

• A much greater degree of interest in eTexts on almost every campus.
• Willingness to research and “test drive” this technology.
• A better understanding of how eTexts can significantly reduce educational costs while having a positive effect on the learning process.

In my experience, administrators are seeking eText solutions that provide faculty and students with the greatest degree of flexibility, control over content, the ability to address multiple learning modalities, real accessibility–not just compliance, and significantly reduced costs for their students. Students and faculty are adopting eText and determining what functionality an eText should include. Limited financial resources are demanding a new, much lower-cost solution for textbooks and other course materials.

I’ve counseled a number of institutions on how to best tackle an eText initiative and I generally start with the following ten questions that must be answered to effectively venture into eTexts:

1. How informed and knowledgeable is the institution about eText technology and platforms?
2. What is the institution trying to accomplish with eText (e.g., significantly reduce textbook cost, improve student retention and/or engagement, etc.)?
3. Does the institution have critical “buy-in” from all key areas of the institution?
4. What, if any, are the timeline constraints with respect to pursuing eText (e.g., semester, system, etc.)?
5. What tools or personnel are needed to ensure success (e.g., willing faculty, supportive administrators, etc.)?
6. How will the institution measure for eText success (e.g., criteria, surveys, timing, etc.)?
7. What will success mean for the future of eTexts within the institution (e.g., improved enrollments, increased student access, etc.)?
8. What factors will affect how an institution adopts eText (e.g., willingness of faculty, student demand, etc.)?
9. Does the institution need to address contractual obligations to third-party bookstore operators?
10. How, if at all, will the implementation of eText affect other revenue and financial sources necessary to support institutional financial aid and other initiatives?

As you can see, there are many considerations in implementing an eText intiative. Though the task may seem daunting, the transition from textbooks to eText is a long-term solution with great benefit in reducing cost and improving outcomes that can be managed accordingly.

Dr. Rand Spiwak, of eTextConsult, is a consultant and public speaker, who specializes in assisting colleges and universities in the explanation, evaluation, organization and implementation of eText and eMaterials technologies. His past experience as a forty-one year institutional administrator and leader of an eText initiative, provide him a wide understanding of the needs and challenges in bringing a digital course materials initiative to fruition. Read more of Dr. Spiwak's views on how higher education institutions can prepare for a shift from print to digital course materials and etexts.

Dr. Rand S. Spiwak, CEO, eTextConsult, LLC
Rand@eTextConsult.com
Phone: 386-212-7123
Web: www.eTextConsult.com

Earlier this month, I had the opportunity to sit down with Steve Scott, Courseload’s Chief Technology Officer, to ask him some in-depth questions about our accessibility progress and commitment. Since beginning at Courseload in June, I've heard of our commitment to accessibility, but wanted more concrete answers to the thoughts behind our actions. Speaking with Steve gave me not only a technological insight, but a deeper understanding of what this commitment looks like and has been like for Courseload. 

Molly: What is Courseload’s Accessibility commitment? How has it evolved?

Steve: It’s really simple – a better, less expensive, and more engaging education for all regardless of abilities. We are committed to providing the best user experience possible for all users – now and in the future. In a changing ecosystem of content, pedagogy and technology, Courseload will lead the pack in inclusive usability. That’s how we define accessibility – making our product not only compliant with standards and guidelines, but USABLE by all. We started with an optimistic view of the world. We’re a technology company with very creative and bright people who look for better ways, so that is no surprise. What we learned in our research was that, while the future is bright with possibilities, we live in a very different world today. Our commitment to make a difference every step of the way meant we needed to put our heads not just into creating an appealing future but also into how to address the realities – now – today.  How useful would it be to provide a next generation platform when only a small fraction of desired content could be used with it?  How user-friendly would it be to require students using preferred assistive technologies to abandon tried and true tools to learn a totally new technology their school was piloting?   We had to take our future-state vision and create a map that gets us from here to there – from now to then.  While we are impatient and still want to do it faster we want our users to have a quality experience with the ecosystem they live in today.

MS: What has this journey been like for you?

SS: I knew nearly nothing about accessibility in March 2012 when I joined the Courseload team. It has been an amazing and humbling education. I am one of those who overestimated the possibilities today. 

Being a technology guy, I am always impatient with the pace of change, and I have had my share of experience with inertia, serving some slow moving industries like automotive, aerospace and pharmaceuticals. But they pale in comparison to what I have encountered in the educational content ecosystem. Accessibility is not a technology problem but rather one of coordination and to some extent motivation. 

I have been endlessly impressed by the support offered by the accessibility community, disabled student services pros, advocacy groups, standards groups, and thought leaders. This is the most remarkable part of the journey for me - the number of people wanting to see change happen and willing to help us make a difference.

MS: What have you learned from interactions with the National Federation of the Blind?

SS: It is a tough job to advocate for a disenfranchised community when the mainstream is slow to listen.  The NFB has battled for decades, sometimes resorting to strong measures when others were not working.  We have been preceded by a number of actors who have taken a “minimum acceptable compliance” approach and others who ended up doing even less.  The NFB understandably puts less credence in plans and promises, focusing instead on tangible results.  

Nonetheless, change, even rapid change like we are delivering, comes in iterations – especially today with technology shifting so rapidly. What I have learned in our recent dialog with the NFB is that we are at our most productive when we all focus on progress. This is a journey not an event and we need to work together to make improvements to the status quo.

Some believe that the services provided by DSS (disabled student services) orgs on campuses today serve to slow the movement toward a “born accessible” world. We agree to disagree on that. Courseload is committed to assisting the DSS orgs because we see their efforts to re-publish and personalize course materials as vital to the current educational needs of students with disabilities.

But we do agree on the goal of “born accessible” content delivered on an adaptive platform that optimizes the user experience based on user preferences. The NFB advocates for important advances like ePub3 and Access for All, and Courseload is committed to these.

MS: Where are we in the accessibility journey? How much farther do we have to go?

SS: We are just getting started. Call it the first step in a marathon. We are updating our current product, but all new product development will be born accessible. As we add new capabilities, we will design for an adaptive future while considering the current state of content, pedagogy and technology. As long as these change, we will not be “done”. 

While we will pass a lot of markers along the way, the reality is that the journey only ends when accessibility is no longer a term. As long as products and technologies are invented that rely predominately on one sense or very specific physical capabilities, we will need accommodations for those with limitations. 

MS: What has the progress looked like at Courseload?

SS: The cool thing about this is that you can’t really see it in our platform. Accessibility is not a “feature” but a way of engineering – it’s really behind the scenes. If we have done it right, each user has the experience they prefer without being aware that others have a different experience. 

Eventually, we will offer some personal preferences that will permit anyone to use any adaptation. Perhaps you are not deaf but would prefer to watch videos with captions. Or maybe you would prefer to have your assignment read to you, not because you are visually impaired but because your eyes are tired or you simply learn better that way.

MS: What has it been like working with Courseload’s Accessibility Advisory Board?

SS: Wow. What a valuable source of expertise and guidance for us. They are extremely active and provide us with great advice. We have fortunately attracted a group who has no problem debating important topics and challenging us to think bigger. We have a number of board members participating in everything from strategy discussions to testing of our platform.

MS: What were some key takeaways from the AAB conference in September? 

SS:

• Make a difference and do it as fast as possible in small increments
• Communicate openly with the world about what we are doing
• Keep reaching out to the community for help
• 80% of compliant solutions are unusable – strive for usability
• Work with publishers to get “born accessible” content sooner
• Help DSS orgs streamline their processes

MS: Why are solutions so often based on older technologies?

SS: Geoffrey Moore described the market adoption of new technologies in his book Crossing the Chasm. Early adopters of new tech are surrounded by a marketplace of older tech users. Until critical mass is achieved, the newer technology is considered risky and experimental. 

In the publishing industry, we are experiencing the laggard stages of publishing for print while the early adopters of semantic content like ePub are experimenting. As a platform for delivery of digital content, Courseload must support both the old technologies and engage in development on the emerging new technologies.
One more thought here – as new operating systems and devices emerge, we expect to see better accessibility “built in” to these foundations. Courseload will lead the way to leveraging these core capabilities for future generations of users.

MS: What do you hope to see in the education technology space regarding accessibility?

SS: I’ll go back to a simple answer – “Less”

Less work to make content usable for all because more of it is “born accessible.” Less time between the need and availability of content for students because support processes have been optimized. Less complexity for disabled users because more assistive technology is “built in.” Less difficulty in personalization of the learning experience because adaptive content, pedagogy, and technology is in use.

Less friction

Less risk

Less litigation

…all because we have collectively made the journey.

As an Orr Fellow working at Courseload, I have been fortunate to learn from two incredible networks of people- my Fellowship network, and my Courseload team. The fellowship has provided me access to some of Indianapolis’ entrepreneurial leaders via an Informatics class taught by Collina Ventures founder, Mark Hill. The class brings in successful entrepreneurs each week, and gives us the chance to ask pointed questions about their business decisions and ventures in the world of startups. 

A common thread through all of these speakers has been the emphasis on teamwork and creating teams that don’t just work- they excel. Don Brown, founder of Interactive Intelligence, spoke of the gratification that comes with being part of a team that is doing something to make a difference. Don Aquilano, founder of Allos Ventures, emphasized team integrity, holding one another accountable, and treating those who rely on you the way you want to be treated. Sounds elementary, but as he put it, “the rules of kindergarten still apply.”  

Throughout these classes, I’ve realized how lucky I am to be a part of a team in which I see all of these qualities put into action. I am surrounded by talent that doesn’t just impress- it inspires. It would be easy for me to be intimidated, but the true inclusivity of my Courseload family has inspired me to do good work- and then work harder. To never be satisfied, to always look one step ahead- if I wasn’t so inspired, I’d probably be exhausted. The intelligence of those around me is infectious, and their passion ignites a passion before untapped within myself. My mentors and my CEO do more than just tell me that Courseload has a mission to improve the world, redefine learning standards and lower educational costs; they show me with their dedication to these high standards, all while remaining positive and forward-thinking.  

This team I am a part of helps one another. When we’re having issues, we stop, calm down and reevaluate our position. Though the development team has referred to me as an “EMP” (electromagnetic pulse) for my tendency to “break” technology, I know that they will patiently re-explain a technological issue in a manner so that I can better understand problems. Our weekly team meetings are more than status updates- they are a chance to talk candidly about big topics. Every few months our CEO hosts a “Newbie Breakfast,” where newer employees are encouraged to come with questions about everything from investment to our accessibility commitment in a casual, yet educational approach. 

I know I am spoiled having this supportive environment at my first “real world” job. To hear business leaders explain ideal characteristics of a wonderful workplace and then realize those aren’t ideals but rather active practices where I work is gratifying. I’m fortunate to be able to surround myself with hard working individuals who inspire me to do my part. A remarkable team is a success in its own right. I’m so thankful that I can call myself a part of this Courseload team.

A year ago I felt completely overwhelmed as a senior at DePauw as to what I wanted to do with my life after graduation. All I knew was that I wanted to change the world. With lots of ambition and not much vision, I waltzed through multiple interviews and was lucky enough to land a spot at finalist day for the Orr Fellowship, an Indiana-based entrepreneurial program that places new graduates in high-growth, tech-oriented companies. Through the process, I crossed paths with Courseload, and so began my start-up life journey.

I won’t say that the transition to working life has always been a smooth and easy one. There is no break in the middle of the day for scheduled naps. Lunch typically involves microwaved leftovers I tried to cook myself, rather than hot steaming cafeteria food I never thought I would miss. Being focused for a full 8+ hours a day can also be tough to get used to. And yet, I could not have asked for a better place to spend the majority of my productive hours. Here are 5 reasons why I love working at Courseload:

1. A new lesson every day

The great thing about working at a start-up is that life is never boring. True, some days are less glamorous than others but there is never a shortage of things to get done. With limited resources, everyone must wear multiple hats - from product development to customer service, to professional fixer of scanners and printers. As we scale, new processes are constantly needed, new opportunities are available to pursue and new innovations must be considered. Working with ambiguity is a way of life. Every week I meet with one of our VPs to talk about upgrading an existing system or process, discovering a new market, or leading an effort to sign a new partner – significant responsibilities for someone who has only been on the job for three months.

2. Courseload has a vision to change education

Maybe I am an optimist, or perhaps a prototypical product of a liberal arts education, but I am stubbornly committed to the goal of changing the world to make it a better place. Here at Courseload I have found the perfect incubator for this mission. Every single Courseload employee is passionately committed to the cause of reducing education cost for students and transforming the way all students learn and collaborate. Since joining Courseload, I have been completely immersed in the cause to make learning material available to students with vision or print impairments. After reading countless articles on the topic and interviewing students and Disability Student Services organizations, I have developed genuine empathy for the frustrating roadblocks these students face. 

3. The people and talent in the room

From seasoned leaders of companies big and small to a recently-minted Harvard MBA, the Courseload family is steeped in talent. I am constantly learning new tips and techniques from my coworkers. Yet despite the varying levels of experience, there is no sense of politics or hierarchy that so often impedes the productivity of a company. Everyone is welcomed to contribute. I feel completely empowered to speak my mind even as a recent graduate and new hire.

4. Being a pioneer

Going to work is exciting because I know I am part of a movement. The transition to digital textbooks, though growing, is still nascent. Students today are more tech savvy but the user experience needs improvement before massive uptake occurs. Being at the brink of innovation typically means being an underdog. At the same time this very fact is what fuels me to work harder and to deliver what has never before been available. As a small company, it is easier for us to adapt to changes and respond to customer needs. I believe smart people and flexibility will allow Courseload to successfully remove, one-by-one, the current impediments to the digital text transition.

5. Craft beer

Life at Courseload is a roller coaster. Some days I feel fueled with vigor to improve higher education. Others, I feel weary from the ambiguity and mountain of work to be done. But through it all, there’s one thing I do know for certain: if it’s 6 pm and the work won’t stop coming, there’s always a perfectly chilled craft beer in the fridge waiting for me. Because even as we zealously maintain focus on our goals, Courseload also believes in appreciating life’s little pleasures and building the culture to make the ride worthwhile. 

Bill Gates was the first to coin the phrase “content is king.”  That was back in 1996. 16 MB of RAM on your computer seemed quite ample then and gas was $1.22 a gallon. The world has changed in many ways since 1996, including means by which instructors can teach and students can best learn. This begs the question “what is the role of content in today’s higher ed classes?” 

At Courseload, we believe that course content has never been more important to student success. The textbook typically first comes to mind when thinking of course content. Studies have shown that students who read and study from the assigned material do better in class and have higher retention rates in college than students who do not read the assigned pages. Clearly, the textbook can offer important benefits. Not surprisingly, students are increasingly choosing eTexts as their preferred means for consuming textbook content for a number of reasons including convenience, reduced costs, and environmental benefits.

However, it is rare that instructors leverage just textbook content to teach students. Case studies, newspaper and journal articles, magazine and web stories, PowerPoint presentations, literature, and instructor-authored materials are just a few sources faculty are using with students. And, of course, using rich media content like videos, audio, online simulations and games, and online courseware and homework platforms provides meaningful context to the learning experience.

There’s another category of content that is quite essential in optimizing learning for students. And that is the content and exchanges that are generated instructor-to-student-to-instructor and student-to-student during the progression of the class. I’ll call this “dynamic content.” Market research shows students place extremely high value on the input and feedback provided by their instructors and fellow students. When you can merge the mix of educational materials with the direct input of these parties, it’s a recipe for increased engagement and better learning for students.  

That very mix is what the Courseload platform facilitates between and among instructors and students --- at the content-level across the textbooks, case studies, articles, presentations, etc. used in the course. One of Courseload’s goals is to support improved learning outcomes by making the content more relevant than ever before. Instructors using the Courseload platform can customize their teaching approach by adding their own annotations, study tags, highlights, and links to materials such as videos or articles alongside the traditional content. One instructor who is teaching a tried and true economics concept described in a textbook may choose to demonstrate the current day relevance of the concept by adding a link to an article from yesterday’s online newspaper edition. Another instructor teaching organic chemistry may add a link alongside a complicated organic chemistry homework problem to a brief video she filmed of herself that offers advice on how her students may consider approaching the problem.

Students also can personalize their study approach. They can create their own study guides using tags, notes, and annotations they place alongside the content for their course and choose to share with their study group, the entire class, or just for themselves. Students can highlight a paragraph or math equation they are struggling with and forward a question to the instructor that includes the highlighted text to provide additional context. The possibilities to create and share dynamic content go on and on…. leading to more relevant content, better studying, and more engaged students. 

So while content may remain king, it is clear that the way in which content is delivered and used can support better learning. The king may have to make room in the court.

As colleges and universities consider the transition to digital course materials, a strategic debate is emerging on campuses. On one side are those who support individual choice for students to acquire digital content from a preferred source.  Instructors who support choice are less interested in how content is acquired and used; they expect students to find their own way to master the material.  If that means borrowing a roommate’s copy, no foul. If that means finding some other way to learn outside of purchasing the assigned text, no problem. If that means attaining a pirated copy for free, well that is more an issue for publishers and authors, isn’t it? Besides, the argument goes, why not let students find the technology they like best? Who are we to decide what they use Let’s call supporters of this position the Individualists.

On the other side, some see strong advantages to a common approach in acquiring and deploying digital course materials. One major perceived advantage is cost - schools that guarantee that each student will purchase required materials can leverage lowest possible pricing from publishers who more than make up on volume what they give in lower prices. The other perceived advantages are pedagogical. There are many ways a common platform supports teaching and learning. Instead of using different sets of tools with digital content from multiple sources, students and faculty can use a consistent set of tools for things like highlighting, annotation, and collaboration. With class members on the same platform, students can share markups and facilitate study group interactions. Instructors can engage all students directly in the course materials, posing and answering questions, linking to related material, supplementing with video, etc. This would be difficult, if not impossible, to replicate if students got their materials from disparate sources. Learning analytics can provide real time feedback for faculty to make teaching adjustments and trigger early warning signals to guide remediation. Let’s call these folks the Collectivists.

Based on Courseload’s conversations on scores of campuses, it appears that the Collectivists are in the majority. In their estimation, the cost and pedagogical advantages to collaboration and a common experience far outweigh preferences for individual choice. Looking into our crystal ball at Courseload, we’ve chosen to cast our lot with the Collectivists. 

We’ll see how the debate plays out.

The transition to digital textbooks can be a little intimidating, but I’ve had a hugely rewarding experience working with one particular school’s etext team. I’m incredibly excited for the potential for their students, both academically and financially. The librarians have been curious and dynamic individuals, excited for the possibilities that digital textbooks can afford students in higher education. The professor has been an enthusiastic participant, actively engaging her students through smartly crafted notes, annotations, color-coding, and tags. 

I have enjoyed watching her develop a creative, yet intuitive system for engaging her students. She created an organized system for her students to be gently guided through their readings. She starts with a small overview on the first page of each chapter in blue and then adds her own thoughts at a few points throughout the reading in yellow. Green highlights combined with the tag “Rec HW” indicate optional or recommended homework problems to further understand topics. Red markings and the “Required HW” tag are accompanied by a note of the date due. 

It is energizing to work with a school that understands that a transition to etextbooks is much more than providing access to a digital version of a book. Digital capabilities offer many new options to instructors. Those who are willing to engage and experiment will lead the way to approaches that can contribute to better learning by creating a more dynamic and invigorating educational experience.

Looming above the doubled-winged door to the Courseload office, in all caps, hang the words "DON'T SCREW IT UP." To the non-Courseload eye, this intimidating reminder threatens all to beware the consequences of failure. But for Courseloaders, the sign is a tongue-in–cheek reminder to do good work, infused with a bit of self-deprecating humor. So if "Don't Screw it Up" isn’t meant to trigger Pavlovian responses of fear and submission, what does it mean?

"It means that I have the support of Courseload behind me. It's ironic because they say it, but it's always said with a smile. They say don't screw it up and it makes me feel like they don't really think I'll do something so big as fail and actually screw it up." - Molly Sender, Academic Services Manager

"Execute- we're a small company without a lot of runway. We can't afford to miss on opportunities." -Neil Kelty, Associate Product Manager

"I think that 'Don't Screw It Up' is the irreverent way of saying 'Go get 'em!' It supports the general playful attitude of our company." - John Elder, Academic Services Manager

"It means don't miss an opportunity to make an impression, grow, change, improve, respond, innovate or improvise BEFORE you screw up." - Sarah Chrzan, Sales Support Specialist

"[It's] our way of saying good luck.” - Nikki Walker, Sales Operations Manager

Life at a start-up company is never routine. It involves long hours, many cups of coffee and learning from mistakes. "Screwing up" in small doses is a way of life. Being able to laugh at ourselves helps overcome the hiccups. As possibilities for success multiply with each passing month, we feel a driving sense of urgency. Yet even with the gradual maturation that accompanies growth, our culture of irreverence remains, captured perfectly by the domineering plaque, "DON'T SCREW IT UP."

Why has the transition to digital course materials in higher education been so slow? Gone are the days when 16-year olds stocked up on CDs when new albums came out. Today, they buy their favorite hits on iTunes with a click of a button. Services like iTunes and Spotify provide a better user experience and unprecedented savings, driving older forms of physical distribution out of the market. The music industry is not alone in making this transition to digital. Streaming video through Netflix and other services has driven the transition with movies.  And Amazon and Barnes and Noble are now selling more recreational e-books than print books to readers using tablets. Higher education is lagging.

A major reason is fear of piracy. With the examples of what Napster and Kazaa did to the music industry, publishers of textbooks and other academic content have been rightfully cautious about making their content available in digital forms. While higher enrollments during a down economy have temporarily masked the revenue impact of exploding piracy, the anecdotal evidence is frightful to publishers and authors alike. In one recent test, a college student went online to look for pirated copies of the four textbooks he had just purchased at the bookstore. How long to get all four for free from illegal file sharing sites? Fifteen minutes. Despite publisher efforts to shut them down, file-sharing sites are as rampant as ever. As long as there exists a high economic incentive to steal, pirates will find a way.

In response to this fear of piracy, content owners deploy digital rights management (DRM) measures that limit printing, copying, period of access, only online access, number of allowable devices. But these restrictions seriously frustrate the user experience without stemming the proliferation of illegal files.

On the cost side, digital textbooks are commonly available direct to students at 50% off list price. With this pricing, students have no incentive to switch to digital when they spend less by buying and selling back a used print copy. 

Apple’s genius with iTunes was to combat piracy with a breakthrough business model, great user experience and attractive pricing. Not cumbersome DRMs. At a buck a song with all the advantages of using a terrific service like iTunes, they encouraged most people to eschew piracy and purchase legitimate copies of songs.

Until the full advantages of digital – lower cost and better usability - are also made available to students, faculty and administrators, the uptake of digital content in higher education will not mirror what has happened with music, video and recreational reading.

Courseload has been an early and consistent advocate of a business model that breaks the logjam. When schools include the cost of course materials in tuition, the economic incentive to acquire illegal content disappears. Why would a student seek out a pirated copy of something they have already purchased? With the used book and piracy out of the equation, authors and publishers can offer much reduced prices and be equally or more profitable than they are today. With the additional savings that come with digital versus physical distribution, digital content can be offered at a lower cost than used books. Content owners gain the only true protection for their content against piracy and win with higher profitability on higher volume. Students win with lower cost. 

Courseload’s approach has been straightforward. Adopt a business model that removes the impediments to faster uptake of digital course materials. Create a win-win for the key players in the new digital supply chain – creators of content and users of content. Listen to students, faculty and administrators and develop a platform that meets their needs. Address all of the perceived issues around potential campus-wide adoption of digital – great user experience, ability to work on all devices that use a modern browser, print on demand for those preferring print, ability to work both on and offline, new capabilities to facilitate accessibility, ways to optimize use of data. Develop strong partnerships with participating schools to collaboratively refine solutions.

Ask anyone on a college campus if they expect that students will be carrying backpacks full of printed textbooks five years from now. The answer is no. Middle schools students are more digitally immersed than today’s college freshmen. Considering current state initiatives underway with aggressive timetables to go digital in K-12, how likely is it that students coming out of high school will be willing to revert to printed text?

Reacting to this growing sense of inevitability around the move to digital course materials, more than 75 schools will be deploying or piloting the Courseload platform in fall 2012. Courseload will continue to work closely with school partners to address key needs and concerns, offer publisher partners a path to intellectual property protection and profitability, and deliver a great user and partnership experience. The higher education industry has been holding out for a scalable solution like Courseload’s. It is just a matter of time until colleges and universities make a full transition to digital and reap the cost and pedagogical benefits.