October 30, 2015Cloud Based Education on the Rise and for Good Reason
July 24, 2015Two Industry Leaders Join CourseWeaver’s Advisory Board
For Educators by Educators
Our initiative started years ago in MSU Physics and was funded by the National Science Foundation. It quickly developed into the most advance system for assessment and content in STEM that exists and the system grew into schools across 19 countries, with hundreds of thousands of students each term. The legacy platform is open-source with patented technologies and is supported by a large community of universities. CourseWeaver was formed as an independent company to raise capital to develop the next generation platform based on the needs of the educators with a sustainable business model, along with providing maintainance and support for the current system.
CourseWeaver technology is protected by U. S. Patent 8,504,482.
How We're Different
We are not just your average Learning/Course Management System (LMS/CMS) - we are changing the game with an integrated learning platform that truly mediates learning, assessment, course management, learning materials and course creation and sequencing. Our platform features:
- Global, shared community of teachers, professors and authors contributing individual learning objects to an integrated content repository
- Networked resources of hundreds of institutions, spanning nine countries and four continents, maintained in a private cloud cluster of over 200 servers
- Inexpensive/most affordable complete integrated learning solution on the market
- The most powerful assessment engine in the industry, with automatic randomizing of variables ensuring every student has different exam - STEM strong!
- Ability to author advanced learning and assessment content; not just modify an assignment, but create content!
- Driven by educators with strong, continuing academic research for over 15 years
- Full control of content and users - including management of user roles, security, courses, sections, groups, etc.
- Comprehensive social and communication features (e.g. calendar, e-mail, chat rooms, blogs, content-specific discussion, etc.)
History | Research
CourseWeaver’s unique approach is inspired by the patented MSU LON-CAPA global platform.
LON-CAPA (Learning Online Network with Computer-Assisted Personalized Approach) is an e-learning platform, also known as a Learning/Course Management System (LMS/CMS). In 1999, the Michigan State University CAPA and LectureOnline groups joined efforts in the creation of the Learning Online Network with CAPA (LON-CAPA), which provides a superset of the CAPA and LectureOnline functionalities. LON-CAPA was first beta-tested with two courses at MSU in spring 2001.
It possesses the standard features of many learning platforms (user roles, calendar, email, chat rooms, blogs, resource construction, test grading, etc.), but it differs from traditional e-learning platforms in that its many web servers (in various parts of the world) can communicate with each other. Consequently, the term LON-CAPA can also refer to the LON-CAPA network, i.e. the entire set of LON-CAPA web servers and the specific implementation of an internet protocol that connects these web servers.
LON-CAPA is currently used at hundreds of institutions, ranging from middle school to graduate level courses. Disciplines include astronomy, biology, business, chemistry, civil engineering, computer science, family and child ecology, geology, human food and nutrition, human medicine, mathematics, medical technology, physics and psychology. Continuing development, research and publications are ongoing with support from MSU and member institutions, with CourseWeaver commercially supporting the international LON-CAPA community.
- Gerd Kortemeyer, Digital Rights Management: The Bane of Electronic Texts, EDUCAUSE Review Online, 6/16 (2014)
- Colleen Boland and Fred Jacobs, How Personalized Assignments Can Increase Learning and Reduce Cheating in a Large-Lecture Introductory Accounting Class, Social Science Electronic Publishing (2014)
- Gerd Kortemeyer, Extending Item Response Theory to Online Homework, Phys. Rev. ST Phys. Educ. Res 10, 010118 (2014)
- Gerd Kortemeyer, Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care, EDUCAUSE Review Online, 02/26 (2013)
- Daniel T. Seaton, Yoav Bergner, , Saif Rayyan, Isaac Chuang, and David E. Pritchard, The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses, Physics Education Research Conference (PERC), Portland, OR (2013)
- Gerd Kortemeyer, Stefan Dröschler, and Dave Pritchard, Harvesting Latent and Usage-based Metadata in a Course Management System to Enrich the Underlying Educational Digital Library, International Journal on Digital Libraries (accepted)
- Stefan Dröschler, Gerd Kortemeyer, and Peter Riegler, "Openness": weniger ist mehr?, Zeitschrift für Hochschulentwicklung (accepted)
- James T. Laverty and Gerd Kortemeyer, Function Plot Response: A Scalable System for Teaching Kinematics Graphs, American Journal of Physics, , 80, Issue 8, 724-733 (2012)
- Veselin Jungic, Deborah Kent, and Petra Menz, On Online Assignments in a Calculus Class, Journal of University Teaching & Learning Practice, Vol. 9, No. 1, Article 3 (2012)
- Stefan Dröschler, Application of Item Response Theory in a Distributed Course Management System, Master's Thesis, Ostfalia University of Applied Science (2012)
- Stefan Bisitz und Nils Jensen: Aktivierende Online-Lehre in der Mathematik mit Moodle, Clicker und LON-CAPA, in J. Desel et al.(eds.): Proceedings DeLFI 2012 - 10. e-Learning-Fachtagung Informatik der Gesellschaft für Informatik e.V., PDF Slides (2012)
- Yoav Bergner, Stefan Dröschler, Gerd Kortemeyer, Saif Rayyan, Daniel Seaton, and David Pritchard, Model-Based Collaborative Filtering Analysis of Student Response Data: Machine-Learning Item Response Theory, The 5th International Conference on Educational Data Mining, 95-102 (2012)