*Note: I'm not currently accepting freelance gigs--building Purpose Portfolio has me pretty much at capacity :) Thanks for your interest, and feel free to drop me a line if I can help find the right designer for your project. `sj
*Note: I'm not currently accepting freelance gigs--building Purpose Portfolio has me pretty much at capacity :) Thanks for your interest, and feel free to drop me a line if I can help find the right designer for your project. `sj
All tagged 692R Analytics
Did we design these pages with the object of preparing our students to read scholarly literature, to test their intellectual endurance? Or was it just because this way was easier? Because it’s the way we’ve always done it, or even, perhaps, because it makes us feel smart?
Even as we look at beautifully-created Excel graphs that expertly bring home the enormity of the first-lesson-drop-off effect, I hear echoes of Andre the Giant in the Princess Bride; “I’m not sure that means what you think it means.”
The following are a few examples [untainted by any sort of experience with the subject matter, and irrespective of what is currently regarded as possible] of metrics I would find useful for gauging and improving the effectiveness of an instructional website:
This blog had its 1000th visit today. [no, my clicks don't count, though I haven't figured out how to subtract my mother's :)] Fun stuff. Just felt like celebrating a little--especially since the next order of magnitude milestone is likely to be a while coming.
Whether the idea that knowldge and chances for learning divide haves and have-nots represents a paradigm shift or not, it has been sobering to remember this week that no matter how it's delineated, I come down squarely on the side of the "haves" every time.
![The New[?] "Haves" and "Have-Nots"](https://images.squarespace-cdn.com/content/v1/5aecd236fcf7fd9baad6d379/1525473777413-L7PLF5798CJ3VUQLASNT/image-asset.gif)