Artwork by Juan Manuel Ramírez de Arellano, co-author of Physics Comics and StoriesRoger Freedman is not your typical physics professor. A seasoned educator and author, his career has spanned disciplines, continents, and even altitudes. Known for his passion for teaching, Roger’s journey from student to teacher has been filled with unexpected twists and a lifelong love for learning. Through innovations in the classroom and his enduring connection to students, he has shaped the way countless learners approach physics. In this edition of our author spotlight series, we take a closer look at Roger’s unique path, his contributions to physics education, and the adventures that define his life beyond academia. A Journey Through Disciplines Roger’s educational journey began with a focus on chemistry, driven by an inspiring high school teacher. But when he arrived at the University of California, San Diego, chemistry didn’t seem like the right fit. "The chemistry building just didn’t agree with my nose," Roger recalls, with a laugh. From there, he embarked on a surprising pivot to German literature before discovering his true calling in astronomy and physics. "At UCLA, where I transferred, you had to do a lot of physics to study astronomy," he explains. He soon found that his physics professors captivated him even more than the astronomy ones, and so physics became his chosen path. Roger’s shift from experimental to theoretical physics came in equally unusual fashion. As a Ph.D. student at Stanford University, he spent long nights at the Stanford Linear Accelerator Center—until a midnight incident involving a burst water main and a challenging search for a shut-off valve made him rethink doing experimental physics. "There I was at 3 a.m., with high-energy particles whizzing overhead, and I thought, ‘Maybe theoretical physics is where I belong,’" he recounts with humor. This episode, along with a few other “clues” from lab mishaps, ultimately guided him toward theoretical research, culminating in a Ph.D. and a rewarding academic career. Finding a Home in Teaching Roger’s passion for teaching started early, while working as a teaching assistant throughout his five years at Stanford. His first full-time teaching experience came during a postdoctoral fellowship at the University of Washington. As he reflects on that time, Roger speaks warmly about the joy of engaging students with challenging questions and novel teaching techniques. “The traditional lecture is one-way,” he notes, “but with a classroom response system, I could understand what they actually got and what they didn’t.” Roger pioneered the use of response systems to encourage student participation and expose common misconceptions, often handing out candies as small rewards for those who participated. Roger was also an early pioneering user of the flipped classroom model, in which students watch video lectures before class, freeing up time for interactive problem-solving during the session. “It’s all about putting students in the driver’s seat,” he says. "With the flipped classroom, I could crowdsource topics for each class based on their questions, creating more time for engaging discussions." This approach, Roger found, not only empowered students but also provided valuable insights that he would later bring into his textbook writing. From Teaching to Writing Roger’s journey into textbook authorship was a story of serendipity. As he remembers with a chuckle, “I once said the great thing about physics is that you don’t have to do much writing!” But fate had other plans. Roger’s approachability with visiting sales representatives eventually led him to be recruited for his first major textbook project. Over the years, Roger brought his deep teaching experience and innovative approaches to his books, with interactive features that mirrored his classroom methods. “The goal was to bring the classroom into the textbook,” he explains. His books include strategically placed questions that reflect the real-time feedback he used in his courses, allowing students to check their understanding as they go. In his college physics textbook, Roger’s goal was to dismantle common misconceptions that many students bring into introductory courses. “By the time students reach college, they’ve had 18 years of ‘everyday physics,’ like catching balls and flipping switches,” he says. This “common sense” knowledge, Roger points out, often aligns with the physics of Aristotle rather than Newton. "In the textbook, we address these preconceived notions head-on, guiding students toward a deeper, more accurate understanding." Comic-Con, Science Fiction, and Physics Comics Physics Comics and Stories, artwork by Juan Manuel Ramírez de ArellanoBeyond the classroom and course materials, Roger’s passion for science fiction led him to become one of the early organizers of San Diego’s now-famous Comic-Con. Growing up in the 1960s in San Diego, Roger found himself surrounded by a creative group of friends interested in comics, science fiction, and art. In the early days, Comic-Con was a small gathering held in the basement of a hotel with just 300 attendees. But even then, they managed to attract notable guests like Jack Kirby, the co-creator of iconic Marvel characters. Today, Roger’s commitment to combining physics and storytelling lives on through an initiative called Physics Comics and Stories. Developed in collaboration with a fellow physics professor and cartoonist, this project creates physics-based comic stories aimed at high school and college students. “Comics and graphic novels are powerful tools for learning,” Roger explains. “Research shows that visual storytelling can improve retention and understanding.” The series, produced in both English and Spanish, is a testament to Roger’s belief that physics can be accessible, engaging, and even fun. Taking Flight: A Passion for Aviation One of Roger’s most cherished pursuits outside of physics is aviation. Inspired by his father, who was an aerospace engineer, Roger developed an early fascination with airplanes. It wasn’t until his postdoctoral years that he pursued flying lessons, eventually earning a commercial pilot’s license with more than 4,000 hours of flight time. "Flying is the ultimate way to see the world," he shares. His aviation adventures have taken him across the United States, as well as Canada, Western Europe, and Southern Africa. Flying has also provided Roger with memorable perspectives, quite literally. He fondly recalls a flight over St. Louis, where air traffic control directed him over the Cardinals’ stadium just in time to see the team running onto the field. During the pandemic, flying offered an ideal form of social distancing—5,000 feet above everyone else. For Roger, flying is not only a hobby but a unique way to explore and experience the world, adding another dimension to a life driven by curiosity and discovery. A Legacy of Curiosity and Innovation Roger Freedman’s career is a testament to the power of curiosity, adaptability, and a passion for teaching. From his early forays in different fields to his dedication to physics education, he has shaped his path with an open mind and a willingness to try new things. Whether in the classroom, through textbooks, or via comic books, Roger’s influence on students has been profound, inspiring countless learners to approach physics with curiosity and creativity. Today, Roger continues to push the boundaries of how we think about science education, making physics approachable for students of all backgrounds. His story reminds us that the journey of learning is filled with unexpected twists, and that sometimes, the greatest impact comes from exploring new ideas and sharing them with others. ... View more

Imagine this scenario: a student in your class is reviewing lecture materials late at night while their roommates sleep. They rely on closed captions because headphones are unavailable. Meanwhile, another student, who is hard of hearing, uses the same captions to follow along. This is accessibility in action—not just a necessity for students with disabilities but an indispensable tool that benefits everyone in the classroom. As the ADA Title II web accessibility compliance deadline approaches in 2026, instructors and administrators face a pivotal moment to turn a compliance challenge into an opportunity for innovation and equity. Accessibility isn’t just about making materials accessible to a specific group of students. It’s about creating a culture of flexibility, innovation, and inclusivity that elevates everyone's learning experience. By integrating accessibility into teaching practices, educators can not only meet legal requirements but also create an environment where all students thrive. From clearer communication and streamlined workflows to more engaging and usable course materials, accessibility has far-reaching benefits that can transform education for the better. To learn more we spoke with Bryan Libbin, Associate Chief Information Officer, at the University of Illinois Chicago and Ann Fredricksen, Coordinator of Accessible Media Services, at the University of Illinois Urbana-Champaign about how to turn compliance challenges into opportunities. The Big Picture: Accessibility Matters for All Students The ADA Title II regulation measures compliance against the Web Content Accessibility Guidelines (WCAG) 2.1 AA published by the World Wide Web Consortium (W3C). It is easy to get overwhelmed when scrolling through those guidelines, so it is important to take a step back to understand the “why” behind this essential directive. According to Libbin, “Accessibility is not just about accessible content and screen readers… It is about the flexibility to meet all students’ needs regardless of the specific issue.”  While WCAG was released to primarily support people with disabilities in order to make web content more accessible, the benefits extend to all students. Some accessibility features, like closed captions, transcripts, text-to-speech, adjustable font sizes, adjustable playback speeds, and screen magnification, are used by many students. At this pivotal moment, you have the opportunity to redefine the culture around accessibility on your campus for your colleagues and students. By inviting accessibility best practices into your current workflows and course design processes, you will help create more equitable learning experiences.  Start Small & Build Momentum It’s easy to feel overwhelmed when scrolling through the WCAG guidelines, but accessibility doesn’t have to happen all at once. Keeping the big picture in mind can help you to break accessibility best practices into manageable chunks. Fredricksen explains “You don’t eat an elephant in one bite. Start with new content you are creating, and make that accessible.”  Fredricksen shared that you can begin by remediating new or frequently used materials. This could mean checking your syllabi and lecture slides to ensure that they meet accessibility standards. Over time, this practice can expand to older materials, prioritizing those that students use most. A good place to start is by asking yourself what your current students need to be successful and how you can provide a learning environment that accounts for those needs. You may find that some of the building blocks are already in place. If you need support with getting started, consult the accessibility experts at your institution or check out this recent blog post that provides some ideas about where to start when designing an accessible course. By gradually incorporating accessibility best practices into your materials, you will overcome the trickiest part of accessibility: getting started.  Tools & Trainings In order to meet the April 2026 deadline, colleges and universities across the United States will need to prioritize. Accessibility is a shared responsibility that thrives on continuous education and collaboration. Proper training and awareness of accessible tools are critical to success. Fredricksen shared, “Programs have built-in functions that will allow [instructors] to meet their needs as well as be accessible. [Instructors] just need the time and opportunity to learn.” There are a number of accessibility trainings to help you get started:  Texthelp webinars feature insights from industry experts and cover various topics relevant to educators aiming to enhance accessibility in their teaching practices. Level Access webinars focus on digital accessibility compliance and best practices.  Deque offers an extensive curriculum of self-guided online courses. If you have a disability, you qualify for free access to the full curriculum courses. Additionally, fostering a culture of curiosity can amplify efforts. According to Libbin: “I work hard to inspire [my team] to go out and research… and challenge what they bring back until we find the right fit for our university.” Training works best when supported by accessibility professionals like those on Fredricksen and Libbin’s teams. Partnering with experts and following up-to-date accessibility protocols are key to driving meaningful, lasting change.  Building an Accessible Future Accessibility improvements today can create lasting, systemic change in education. Fredricksen shares an optimistic and hopeful outlook for the future of accessibility: “If professors learn how to make things accessible in response to Title II changes, they might get into a habit of making other things accessible… This can trickle down to their students.” Incorporating accessibility best practices into materials and actively teaching and encouraging your students to utilize those techniques fosters a culture of inclusivity for future generations.  By viewing accessibility as an evolving journey rather than a daunting tickbox, instructors can create more inclusive learning environments. With the right tools, training, and mindset, educators can turn compliance challenges into opportunities for innovation and equity, benefiting not just their students, but the broader educational community. Ann Fredricksen is the Coordinator of Accessible Media Services in the Disability Resources and Educational Services at the University of Illinois Urbana-Champaign. She ensures course content is accessible for students registered with Disability Resources and Educational Services as well as advises the University of Illinois at large on accessibility best practices. Bryan Libbin is the Associate Chief Information Officer of Academic Technology and Learning Innovation at the University of Illinois Chicago. Bryan’s team oversees the integration of LTIs and applications into their LMS and Teaching and Learning Ecosystem. His team vets applications for WCAG compliance and works with vendors on application remediation.  ... View more

Big changes are happening in the accessibility world, and with it comes big benefits to students. The Department of Justice (DOJ) recently finalized a groundbreaking rule that sets clear and actionable standards for making web content and mobile apps more inclusive for all students. This is a welcome change, and we at Macmillan Learning have been preparing for it for quite some time. In practical terms, these changes mean that all public colleges and universities, along with other state and local government entities, must now ensure their online platforms are fully accessible to individuals with disabilities. By aligning with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA, this new rule offers a clear roadmap for creating digital spaces that welcome and empower everyone.  These updates signal a strong commitment to equity, ensuring that all students, faculty, and community members can engage with public programs and services online. This is a pivotal step forward in building a more inclusive digital future. It’s more than a legal requirement—it’s an opportunity for instructors and colleges to lead with equity and innovation. What are the new changes under Title II of the ADA? Under the updated rule, all state and local government entities, including public colleges and universities, are required to make their web content and mobile applications accessible to people with disabilities. In practical terms, this means complying with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA standards. Why are there concerns about the new guidelines? While the changes aim to enhance accessibility and inclusivity, the implementation process poses concerns and challenges for colleges, particularly in terms of resource allocation and the tight compliance timelines of 2-3 years, depending on population size. Some colleges are worried about the logistical and financial challenges of updating vast amounts of content hosted on a variety of platforms to meet these standards. Also, the new regulations require significant technical expertise and resources, which may be challenging for institutions to allocate, especially smaller colleges.  What does WCAG 2.1, Level AA compliance entail? WCAG 2.1, Level AA compliance includes (but isn’t limited to) the following criteria: Text alternatives: Provide descriptions for non-text content like images or charts. Multimedia Accessibility: Include captions and audio descriptions for videos. Adaptability: Content should be presented / displayed in multiple formats without losing information, structure or meaning. Ease of Use: Enhance readability to make it easier for users to see and hear content, including good contrast and separating foreground from background. Keyboard Navigation: All functionality should be available from a keyboard and other assistive technology. User-Friendly Navigation: There should be clear labels, headings and navigation aids as well as different ways to help users find content, and determine where they are. What specific web content needs to be updated? There are very limited exceptions within the Title II update. Colleges will need to update the following web content to meet WCAG 2.1, Level AA standards: Institutional Websites: All public-facing web pages, including admissions, course catalogs, and student services. Learning Management Systems (LMS): Platforms like Blackboard, Canvas, or Moodle must be fully accessible. Course Materials: Syllabi, lecture notes, assignments, and any other materials should be uploaded to the LMS. Multimedia Content: Videos must include captions and audio descriptions. Interactive Tools: Online forms, surveys, and other interactive tools must be accessible. Are Macmillan Learning’s products WCAG, 2.1, Level AA compliant? Our digital textbooks are accessible. They provide text-to-speech functionality, are compatible with screen readers, include text alternatives, have good contrast, and more. While printed materials themselves are not subject to digital accessibility standards, we work closely with colleges to provide accessible alternatives upon request, such as digital versions that comply with WCAG standards and are compatible with Braille devices. Achieve and iClicker meet WCAG 2.1 standards with some exceptions. We outline these exceptions in our VPAT and are happy to meet with schools to discuss how these exceptions will impact the student experience, the accommodations we can provide, and our roadmap for making fixes.  Is Macmillan Learning ready for the Title II update? Yes. Accessibility is not new to us. Macmillan Learning was the first higher education company to become Global Certified Accessible by Benetech -- a standard we renew every year -- to ensure that all students are able to use our eBooks. In 2020, our commitment to accessibility resulted in winning the Accessible Book Consortium’s International Excellence Award for Accessible Publishing. We’re staying ahead of the curve with materials that are not only compliant with current standards but also designed to adapt to future accessibility requirements. Our platforms and content are improving every day. How long do colleges have to implement Title II changes? The compliance timeline varies based on the size of the governing jurisdiction. Large public entities must comply within two years, while smaller entities have three years. The Macmillan Learning accessibility team is happy to meet with schools to discuss how our product roadmaps fit within these timelines and our continued efforts to support students.  What are the best practices for conducting internal audits to ensure ongoing compliance? Conducting regular audits can ensure ongoing compliance. Here are a few tips: Use accessibility tools to scan websites and flag issues. Partner with IT and instructional design teams to review LMS content. Regularly update VPATs (Voluntary Product Accessibility Templates) for third-party tools. Gather feedback from users with disabilities to identify barriers. Does this impact OER? OER materials, like digital textbooks, videos, and interactive tools, will need to meet WCAG 2.1, Level AA standards to comply with Title II. Institutions using OER must ensure the resources are accessible to all students, including those with disabilities. In practical terms, this means providing text alternatives for images, graphs, and other non-text elements. It also means adding captions and transcripts to multimedia content like videos and audio files. OER platforms should also support keyboard navigation and assistive technologies like screen readers. Non-compliance with accessibility standards could unintentionally exclude students with disabilities. To avoid this, instructors may want to learn accessibility best practices for creating new resources and use accessibility checkers or tools to audit materials before publishing them. How does Title II address the use of emerging technologies like AI? The updated guidelines don’t explicitly address AI, but compliance applies to any technology that facilitates learning or public services. Institutions using AI tools must ensure features like auto-captioning, predictive text, and adaptive learning platforms meet accessibility standards. Where can I find more information and resources on these changes? DOJ Guidance: The Department of Justice website provides detailed guidance on the new rule and compliance requirements. WCAG Standards: Detailed information on WCAG 2.1 standards can be found on the W3C website. ADA.gov Fact Sheet on Web Content and Mobile Apps: A great starting point for understanding the broad requirements and specific compliance details. Accessible.org’s Guide on the New ADA Title II Rule: This highlights specific standards that need to be met and the exceptions for certain types of content. It offers practical advice on conducting accessibility audits and preparing for compliance. ... View more

When you hear the word iClicker, chances are you're picturing a sea of college students clicking responses to quiz questions during a lecture. While that image isn’t wrong, it’s only a fraction of what iClicker can do. Whether you’re leading a workshop, managing a classroom, or organizing a corporate town hall, iClicker’s suite of features can elevate your engagement strategy in unexpected ways. Here are some surprising and often underused features that could change the way you approach teaching, training, or even event planning. Easily hold an event AND get feedback about it: Ever wished you could collect meaningful participant feedback at the end of an event, much like an exit poll in a classroom? With iClicker, now you can. Event participants’ feedback can be seamlessly gathered and reviewed from the instructor website, making it easy to understand what resonated and what could improve. This capability can be a game-changer for corporate event coordinators or educational trainers aiming to refine their approaches and amplify attendee satisfaction. Login … without signing up.  One of iClicker's most convenient new features is its seamless login for iClicker events. Picture this: your audience scans a simple QR code, and they’re in. No accounts, no sign-ups, just straightforward participation. This makes iClicker ideal for situations where spontaneity and ease of access are essential, like town halls or large training sessions where you want everyone involved without the friction of setting up an account. Vote securely at town halls….and other important meetings: Need a reliable way to conduct secure voting during important meetings? iClicker’s flexibility shines here. Meeting and event attendees can use either physical clickers or the mobile app for secure, real-time polling. This feature is perfect for environments where accurate, anonymous feedback is critical—whether it’s a board meeting or a community discussion.  Focus mode for training. In today’s world of multitasking, it’s easy for people to drift during a class, training session or meeting. iClicker’s focus mode helps ensure participants are truly engaged. This feature can focus participants’ devices to the task at hand, minimizing distractions and reinforcing active participation. It also provides the participant with interesting data about their ability to focus. It’s a valuable asset for any facilitator who wants to maximize the impact of their training or seminar. Get honest and anonymous feedback: iClicker’s anonymous polling feature allows you to ask tough questions and get genuine answers. Imagine posing a question like, “How do you feel about our current strategy?” or “what did you want to learn more about?” and sparking transparent, meaningful conversation among employees.  Train in the middle of a factory floor or field: Remote training can be challenging, especially in places with limited connectivity. Here’s where iClicker’s RF (radio frequency) clickers come in handy: they allow you to run interactive training sessions in the middle of a factory floor or an outdoor setting without the need for internet or Wi-Fi. This versatility ensures that no matter where your training takes place, iClicker has you covered. Data Analytics for Engagement Tracking: We love our data, and guess that you may too. Did you know that iClicker offers detailed analytics that can track engagement both during an event AND over time?  With these insights, you can identify participation trends, pinpoint moments where engagement dipped, and adjust your approach for future sessions. This capability empowers instructors, administrators, and event coordinators alike to refine their strategy with evidence-based decisions. These lesser-known features of iClicker redefine what this tool can offer across various environments—from schools to corporate settings and beyond. Whether it’s gathering candid feedback, running seamless events, or analyzing engagement patterns, iClicker’s capabilities go far beyond a traditional classroom response system. Interested in exploring these features and making the most of your iClicker experience? Reach out to your iClicker representative or visit iClicker’s official site for more details or learn about iClicker at work. Learn more about how iClicker can amplify engagement wherever learning and connection happen. ... View more

What would education look like if every student felt seen, valued, and empowered to reach their full potential?  For too many students, this vision remains out of reach. As an educator for the past 15 years, I've witnessed firsthand the challenges and immense potential of fostering inclusion in our education system. This cause is deeply personal to me - it's something I'm incredibly passionate about. It’s also something that I think about a lot in my role as VP, Organizational Culture & Diversity at Macmillan Learning. Throughout my career I've had a front-row seat to observe the systemic barriers that marginalized communities continue to face in accessing high-quality learning opportunities. The result is widening achievement gaps and overall failure to prepare all students for success. Far too many students are left behind, and that weighs heavily on me.  But I’m not the only one considering these deep-seated, nuanced challenges. They’re issues that the education sector continues to navigate and are daunting -- but not insurmountable. I believe that with the right mindset and strategic application of emerging technologies, we can transform this reality and build a more equitable, empowering education landscape. Innovation offers a path forward and AI, when designed thoughtfully and inclusively, has the potential to reshape education in a way that brings along every learner. I believe AI has the potential to be a great enabler in driving equal opportunity for all students, if harnessed thoughtfully. By providing personalized learning experiences, automating certain administrative tasks and providing greater support to educators, AI can help ensure that every student receives the support and resources they need to thrive. And when AI systems are imbued with inclusive pedagogy and design principles from the ground up, they can actively counter biases and amplify diverse perspectives, which in turn creates a culture of belonging in classrooms for all students. Imagine an AI-powered tutoring platform that can precisely identify each student's unique learning style and customize the curriculum accordingly. At Macmillan Learning, we have such an AI Tutor available to students now. And what was once just a vision is now being used by thousands upon thousands of them. And it helps reach every learner exactly where they are, creating even greater equity.  Or picture an admissions chatbot that makes the application process more accessible and inclusive or maybe it helps students and parents whose first language is not English. Or a professional development program powered by AI that helps teachers cultivate more culturally responsive teaching or a tutor that sits side-by-side with a student to discuss homework challenges when they need it most, as we have with our newly released AI Tutor. The possibilities are endless. But realizing this vision requires a deep commitment to inclusion at every level - from the boardroom to the classroom. Educators must be empowered to lead the charge, with the right training, tools, and organizational support. That’s why I’m so passionate about empowering educators to lead this charge. Teachers are at the heart of every classroom, and by equipping them with the tools, training, and confidence to tackle bias and celebrate diversity, we’re building environments where all students can thrive. And it's not just teachers - the entire education ecosystem must evolve to meet this moment. We need diverse representation in leadership, product design, and curriculum development. We need to truly listen to the voices of students, parents, and community members to understand their needs and barriers.  It's a tall order, to be sure. But I truly believe that by embracing inclusion and leveraging the power of transformative technologies like AI, we can build an education system to inspire what’s possible for every learner.  Progress may be uneven -- change always is. But if we stay determined, empathetic, and committed to progress, we can begin to imagine what education looks like if every student felt seen, valued, and empowered. We could create a future where education is truly the great equalizer it was always meant to be. We can help fulfill our mission to inspire what’s possible for every learner.  Author Maya Angelou’s words remind me why this work matters: "I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." Inclusion is about making every student feel seen. Inclusion is about making every student feel valued. Inclusion is about making every student believe that their potential is limitless. ... View more

Last week, the Accessing Higher Ground (AHG) conference brought together accessibility leaders, educators, and technologists to explore the latest trends in universal design, assistive technology, and digital inclusion in higher education. My colleague Deanna (Senior Project Manager, Accessibility) and I attended on behalf of Macmillan Learning to engage with the accessibility community and learn how we can make an even greater impact for students and instructors. This was my eighth year at the conference, and as usual, it did not disappoint. It was also a joy to see it through Deanna's eyes, as she was attending for the first time. AHG’s mission aligns with ours: to advance accessibility in education. During our time there, we learned a lot about the impact of accessible course design, strategies for inclusive teaching, and advancements in assistive technologies. We also had the opportunity to share some of what we’ve earned over the past few years from our own accessibility work and from listening to the needs of students, instructors and administrators. We left the conference energized and full of ideas about how we can continue advancing accessibility—and not just as a feature of our products. Five Things We Shared While there, Deanna and I participated in several presentations, and we want to share those insights with you. You can access the abstracts and slides from our sessions by clicking on the presentation titles below. Even if you couldn’t attend, there’s still a lot to gain from our experience:   Improving the Accessibility of Digital Courseware through UX Research: Engaging the disability population in UX research requires extra planning, but it results in more inclusive designs and research practices. Deanna led a treasure hunt for improving digital courseware accessibility through user experience research. She highlighted the importance of including students with disabilities and instructors in the process to ensure better outcomes. Building a Knowledge Base for Accessibility Support: I hosted an interactive workshop on creating accessibility knowledge bases. I shared our tips for building a comprehensive resource (which you can find in our slides) and invited participants to contribute their favorite accessibility tools and information. Stay tuned for a blog on that early next year! I Have an ePub…Now What?  Here Christine Foushi (One Step Beyond) and Charles LaPierre (Benetech), and I took a deep dive into all that an ePub file format has to offer, exploring the features that make ePub reading an engaging experience. The slides have valuable tips on what to do with an EPUB once you get it, including  figuring out if it's accessible, how to read it, and where to find them. Scaling Alternative Format Output: In-House vs. Vendor Support: Is your disability services team struggling to keep up with the demand of alternative format requests? It’s not uncommon -- especially during exam time. I presented with Danae Harris (University of North Texas) and Ramya Karthikeyan (UCLA) about scaling accessibility remediation. Together we discussed what works within universities and when it might be time to seek third-party support. Advancing Accessibility by Fostering Collaboration: It’s critical to work together as a community to create the most accessible experience possible for students. With Mike WIlliamson (University of Colorado, Boulder) Deanna shared the ongoing work of our Macmillan Learning Accessibility Advisory Board and how collaborative efforts are advancing accessibility in higher education. Five Key Takeaways Here are five key takeaways we got from this year’s conference that we believe that instructors and administrators will find helpful and can apply to support accessibility and inclusive learning. Accessibility Starts with Universal Design. “Accessible content benefits everyone—not just students with disabilities,” noted one speaker. The sessions underscored how Universal Design principles—like clear navigation, readable documents, captioned videos, and accessible assessments—make courses better for all students. Instructors were encouraged to view accessibility as an opportunity to enhance learning experiences rather than as a box to check. Post-Procurement Accessibility Is a Must. Institutions sometimes purchase digital tools without fully assessing their accessibility. A session on remediation strategies stressed the need for ongoing collaboration with vendors to address accessibility gaps. Establishing strong reporting processes and holding vendors accountable were key strategies discussed. For administrators, this means asking the tough questions both before committing to new technology and assessing after to ensure feedback loops continue. Leverage AI Thoughtfully in Accessibility Efforts. Generative AI can be a game-changer for tasks like alt-text generation, document remediation, and audio descriptions. But as many speakers cautioned, AI is no substitute for human judgment. For example, an AI tool might describe an image accurately but miss the nuance of its educational context. AI tools can assist but should never replace careful, thoughtful accessibility practices. Accessibility Is Everyone’s Responsibility. Accessibility shouldn’t just fall on the shoulders of a single department. Faculty, IT staff, and administrators all have vital roles to play. Speakers emphasized that the most effective institutions are those where accessibility training is integrated into onboarding, role-specific professional development, and ongoing resources for all employees. Simply put, the more people equipped to recognize and address barriers, the better. Policies Aren’t Just Paperwork—They’re a Roadmap. Institutions need clear, actionable accessibility policies that account for evolving standards like WCAG 2.2, Title II of the ADA, and the EU Accessibility Act. Administrators and instructors were encouraged to incorporate feedback from a range of stakeholders when reviewing policies and to schedule regular assessments to ensure their relevance. The takeaway? Strong policies are a shared foundation for accountability and progress. More information about preparing for the changes to Title II can be found at Five Practical Steps You Can Take To Ensure You’re Ready for Recent Changes to Title II. Accessing Higher Ground reminded us that accessibility is an ongoing journey that requires collaboration, innovation, and a commitment to universal inclusion. At Macmillan Learning, we’re inspired by these insights and will continue working with the education community, working toward a more inclusive educational experience for all learners. And we remain committed to sharing what we learn along the way. ... View more

This year's EconEd focused on one key idea: the decisions we make in our lives, classrooms, and society have far-reaching impacts. To explore these critical choices, we invited leading economists (who just happen to be Macmillan Learning authors) to share their perspectives on issues vital to our economy. One of the key speakers was none other than celebrated economist Justin Wolfers, Professor of Economics and Public Policy at the University of Michigan and co-author of Principles of Economics. (You can watch the full presentation here.) There’s no getting around it—AI is the biggest elephant in the room when we talk about the future of education. In his presentation, spoke about its impact in today’s classroom. We all know how this goes. New technologies come in and change the game—some jobs or practices become obsolete, but at the same time, new and often better ways of doing things emerge. AI is no different. It’s already transforming the way we teach and learn, especially when it comes to the idea of personalization at scale. This is true whether we’re talking about the workforce or the classroom. Imagine if every student could get a customized learning experience without needing an army of instructors. With AI, that idea is no longer a fantasy—it’s quickly becoming reality. So … how would your classroom change if you had a teaching assistant who never slept, worked 24/7, and tailored lessons to each student? Goodbye, High-Stakes At-Home Exams One of the first things Justin Wolfers mentioned was how high-stakes, at-home exams are “basically dead”. He noted that one of the first blows was the pandemic, which sped up the decline of traditional assessments. For many educators, the biggest takeaway from COVID was how to manage online exams—and with AI that’s being rethought again. That’s because AI tools like ChatGPT have made it easier than ever for students to cheat.  So, what’s the solution? Well, instead of worrying about how AI is making cheating easier, Wolfers believes that we should be thinking about how to use it to our advantage. He noted that AI can help us develop new ways of assessing student learning, ways that are more meaningful and less vulnerable to dishonesty. Adrian Wooldridge, who used to be the editor of The Economist, suggested that we go back to sitting in a room with a tutor for an hour each week. “The problem with that idea is that it’s remarkably uneconomic. I teach 500 students. The idea that we could hire 499 other colleagues to help is unrealistic,” Wolfers said. That’s where AI can be a game-changer.  With AI, however, instructors can offer each student a personalized set of AI tools, providing both scale and personalization—at a fraction of the cost. And that’s the big idea: personalization at scale. Wolfers shared four ideas for applications where this could benefit teaching and learning: a Socratic tutor, a practice exam coach, a teaching collaborator, and a text aggregator. Hello, AI as a Teaching Assistant Wolfers first mentioned the idea of a Socratic style tutor—an AI tool that doesn’t just hand over the answers but instead asks guiding questions to help students think critically and learn. He cited a study out of Turkey that found that students who used a GPT-powered tutor outperformed their peers who were using more traditional tools. He believes tools that don’t just make learning easier but make it more effective is what’s needed the most. “And guess what?,” he said. “A version of this Socratic tutor already exists.”  Available in Macmillan Learning’s Achieve, “it’s like having a teaching assistant that’s always ready to help” by guiding students through tough material without giving away the answers. It’s multilingual and can seamlessly switch languages to help non-native speakers. You can get a free demo of the tutor by clicking here. An AI That Encourages, Summarizes and Aggregates Wolfers also introduced the idea of AI acting as a practice exam coach. To understand what it could do, picture this: a coach that gives you practice questions, provides hints, and offers feedback all while cheering you on. He noted that it would not just be practicing for the sake of it; rather, it would give students the freedom to practice until they feel ready. In his class, he offers help in a fun and engaging way with a coach he created that blended Ted Lasso’s sunny disposition with economic knowledge. The coach was designed to give practice questions, provide hints, and offer feedback in an encouraging way, allowing students to practice as much as they want until they feel ready. He noted that his personalization could be a total game-changer, especially for students who need a little extra support before exams. Stop, Collaborate and Listen  Wolfers suggests that GPT could be used to generate active learning activities for a topic (like externalities in his economics class.) However, the key to its effectiveness is to work hard at making it work well.  In this case, a simple prompt may not give the results you’re looking for. It’s the difference between a bad prompt like, “Give me a class activity to explain what externalities are” and a good prompt like, “Create an interactive classroom activity for my freshman principles of economics class where students identify positive and negative externalities from everyday situations, explaining how these affect different stakeholders and proposing solutions to mitigate the negative impacts  Ensure the activity involves small group discussions where students brainstorm examples, categorize them, and present their findings.” Simplify Student Feedback Now that you’ve stopped to collaborate and listen, this could be a whole new invention to supplement what Wolfers calls “one of the most tedious parts of teaching” -- sifting through tons of student feedback. Wolfers described how AI can summarize unstructured text—like student feedback—in seconds. This not only saves time but gives us a real-time snapshot of what students are struggling with, so we can address those issues in the next class. “It’s incredibly useful in deciding where to go next in a lecture or for gaining insight into what students are struggling with," he said. Indeed, using AI to help teach could have broad applications, from class feedback to improving teaching methods in large classes Ultimately, the true power of AI lies in its ability to personalize learning at scale. From Socratic tutors and practice exam coaches to teaching collaborators and feedback summarizers, AI is opening up possibilities we couldn’t have imagined just a few years ago.  So are we ready to leverage AI to its fullest potential and meet the future head-on?  Sure, AI comes with its challenges—cheating, over-reliance, and the like—but the opportunities far outweigh the risks. As Wolfers put it, AI is our chance to personalize education in ways that were never possible before. It’s time we embrace that potential, figure out how to make these tools work for us, and ultimately help our students succeed in this new era of education.  Watch Wolfers full presentation from EconEd 2024.   Want more EconEd? Read: Spend Billions to Save Trillions: An Economist’s View of COVID-19 Response at EconEd as Alex Tabarrok, co-author of Marginal Revolution and Macmillan Learning’s Modern Principles of Economics shares “The Economic Way of Thinking During a Pandemic.” ... View more

Monopoly has sold more than 275 million copies since it was introduced. It's a beloved classic, teaching us about saving, investing, and—let’s be honest—how life can sometimes be unfair. But let’s face it, there are some people you just can’t play with. They storm off in frustration, quit entirely, or just don’t cope well with losing. This dynamic exists in all kinds of games, and it’s becoming more common in education as we increasingly gamify learning. As gamification levels up in education, competition is finding its way into digital learning platforms everywhere. While leaderboards, badges, and challenges can light a fire under some students, they can extinguish the motivation of others. The truth is, one-size-fits-all competition models don’t work for everyone. Fortunately, personalized competition systems, like relative ranking, can help ease the pressure on less competitive students and ensure everyone stays in play. The Inconsistent Impact of Gamification on Student Performance Research shows mixed results when it comes to the effect of gamification on academic performance. For instance, a study by Barata et al. (2013) found that while gamification increased student engagement in a university course, there was no significant improvement in overall academic performance. Some studies demonstrate improved grades and higher engagement, while others show no significant impact—or even negative outcomes. Why the disconnect? It’s all about how the game is played—or more specifically, how competition is used and in what context. Platforms like Achieve have integrated features like leaderboards and adaptive quizzes to boost engagement. The relative ranking feature was designed to reduce the pressure of direct competition, ensuring that all students remain engaged regardless of their rank. Feedback from users highlights that these competitive elements work best when paired with tools that encourage deeper learning, such as assessments and feedback loops. While you can find these combined resources in Achieve, not all ed tech offers them. Elements like leaderboards can boost motivation for top performers by giving them clear feedback on their success. But for lower-ranked students, these same leaderboards can backfire, leading to demotivation or anxiety.  "Leaderboards can be a bit of a double-edged sword. For students who rank high, the public recognition can really boost their motivation. But for those who land lower on the list, it can sometimes feel discouraging or stressful. That's where using anonymity or pseudonyms can help—they allow students to engage without the pressure of direct competition," notes Hilary Duplantis, Learning Research Specialist with Macmillan Learning.  How We React to Competition In general, students have positive attitudes towards gamification, feeling it helps them stay motivated, focused and confident. However, not all competition is created equal.  There are different types of competitive environments, and they affect students in different ways. Structured competition, like those found in some classroom settings, can drive students to achieve better results. But if poorly managed, they may promote surface learning—where students focus on ranking higher rather than truly understanding the material. Then there’s spontaneous, informal competition, which can spark engagement but also come with its own risks, like increased anxiety. Individual personalities matter, too: Introverts often thrive in competitive settings, while extroverts may be less motivated by rankings and prefer collaboration and rewards like badges. Interestingly, competition tends to yield better results in STEM subjects like math and science, because these subjects often have clearer, objective measures of success, which may appeal more to students who thrive on competitive challenges. However, there are flags. "Leaderboards in math can heighten anxiety by amplifying social comparison stress and reinforcing fixed mindsets. For students who view math skills as innate, low rankings may solidify negative beliefs. Constant ranking can be especially discouraging in a cumulative subject like math, where the fear of falling behind is pervasive,” warns Duplantis. However, even in the humanities, competition can boost engagement when applied thoughtfully. The Importance of Balancing Competition and Cooperation So, how can educators harness the benefits of competition without leaving some students behind? The key lies in balance. When competition includes elements of cooperation, it fosters a sense of community and shared goals.   “Designing an effective leaderboard means promoting both competition with elements of cooperation, ensuring students don’t feel too overwhelmed by competition but are still encouraged to improve,” recommends Duplantis. This approach motivates students to work together while still pushing themselves individually, leading to stronger engagement and better learning outcomes. For competitive students, rankings-based systems can inspire them to set goals and work harder. But without balance, competition can become counterproductive, leading to stress and burnout. Students may focus on beating their peers rather than mastering the content. Worse, low-ranked students may feel disheartened, leading to lower self-esteem and a decline in performance. How to Level Up: Using Games to Foster Learning If you're an educator looking to incorporate competition into your classroom, here are three key tips: Balance Competition with Cooperation: Incorporating cooperative elements into competitive environments encourages friendly competition without alienating less competitive students. Gamified systems that blend both competition and teamwork can help engage a broader range of students. “On top of balancing competition with cooperation, also consider combining different types of gamification elements, such as leaderboards and badges, as there is potential for a stronger positive effect than any single element in isolation,” suggests Duplantis. Use Relative Rankings: Shift away from absolute ranking systems (where everyone sees exactly where they stand compared to all their peers). Instead, use relative rankings—which show students their progress in relation to nearby peers—to reduce the negative effects of social comparison. Here, students are ranked based on their performance relative to a smaller group of peers or to their past performance rather than being compared to the entire class. This can help ease the competitive pressure and maintain student motivation, particularly for those not at the top of the leaderboard. Keep competition low-stakes. Avoid tying rankings or competitive elements directly to grades, and instead focus on using them to encourage learning. This reduces the pressure students feel to outperform one another, letting them focus on mastering the material. Tools like iClicker allow for low-stakes, real-time competition through class polls and quizzes, keeping engagement high without adding stress As we continue to explore the role of competition in education, the challenge will be finding that sweet spot—where students are motivated to push themselves and work together without feeling crushed by the pressure to outperform their peers. The reality is, we have a love-hate relationship with games and competition. We enjoy the thrill of winning, but we also stress over the idea of losing the competition. “Future gamification should embrace holistic and adaptive design, integrating personalized, data-driven elements that respond to individual learner profiles while deeply understanding students' motivations, preferences, and unique learning journeys,” Duplantis said. With adaptive platforms like Achieve and iClicker, educators are starting to find that balance. The road ahead is promising, and with continued research and innovation, competition can be used as a powerful force for learning. Learn more about game design: Lessons from Game Design: Turning Learning into Engaging Experiences and read more research from our learning science team: Do Emojis Have a Place in the College Classroom? Boosting Non-Cognitive Outcomes in the Classroom: 5 Practical Steps for Educators ... View more

Employee Resource Groups (ERGs) are voluntary, employee-led groups whose aim is to foster a diverse, inclusive workplace aligned with a company’s overall mission, vision and values. At Macmillan Learning, we value the unique contributions of all of our employees and understand the importance of identity, perspective, and community as we show up in our work everyday. We support the work of our ERGs who provide a framework and a platform for our employees to identify with the voices, issues, challenges, and experiences of the communities they represent.  There are eight ERGs at Macmillan Learning, and each is engaged in raising awareness, celebrating affinity moments, engaging in community challenges and opportunities, and sponsoring career development opportunities for the communities they represent. Get to know Macmillan Learning’s ERGs and learn from several ERG leaders what events and programming they’ve enjoyed most during their time in the ERG community. AVID AVID (Awareness of Visible and Invisible Disabilities) provides a forum for Macmillan Learning employees to broaden their understanding regarding people with disabilities by sharing ideas and participating in the disability community. This ERG subscribes to a broad model of disability that includes (but is not limited to) anyone who faces societal barriers due to physical, mental, neurological, or other differences or health concerns.  What do AVID’s leaders say is their favorite ERG event they’ve organized? “We really love our annual game show event that we host each year during National Disability Employment Awareness Month (NDEAM),” said Rachel Comerford and Sherry Mooney, Co-Leads of AVID. “It’s a great opportunity to learn more about disability advocacy and history, and to have fun doing it!”  BLACC BLACC (Black Leaders Actively Changing Culture) exists to meaningfully impact Macmillan Learning’s products, policies, practices, and programs by supporting and amplifying the perspectives of its Black employees. BLACC provides community and safe spaces for Black employees to restore themselves and empower them for the shared work that they do to change lives through learning. What do BLACC leaders say are some of their favorite events organized by ERGs? “My favorite event is our Black Voices series because it offers invaluable perspectives on the Black experience,” said Jason Walker, Co-Lead of BLACC. “By sharing diverse stories and insights, we create a space for empathy, unity, and a deeper appreciation for the richness of the Black diaspora.” Mishpuchah Mishpuchah is Macmillan Learning’s ERG for Jewish community and culture, whose aim is to educate one another about Jewish heritage and culture. A Yiddish word that means family or social unit–including close or distant relatives, the word “Mishpuchah” was chosen as the name of this ERG because its leaders believe that by understanding and embracing each other’s stories as a unit, they can contribute to a workplace that goes beyond tolerance, and instead thrives on the richness of differences.  What do Mishpuchah’s leaders say is their favorite ERG event they’ve organized? “Our interview with Holocaust survivor Gary Eichenwald was so compelling and uplifting to hear from someone who faced impossible odds and survived,” said Craig Bleyer, Co-Lead of Mishpuchah, “especially because he was able to do so with the help of non-Jewish allies.” PAAN  PAAN (Pan Asian Alliance Network) has the mission to connect, grow, and nurture the diverse voices of the Pan Asian Community through professional development programs and commitment to sharing their perspectives to positively impact Macmillan Learning’s people, products, and practices.  What do PAAN leaders say are some of their favorite events organized by ERGs? “I loved the film series we hosted earlier this year as part of AANHPI (Asian American and Native Hawaiian/Pacific Islander) Heritage Month,” said Harriet Wald, Co-Lead of PAAN, “because it brought so many employees together from all across the country.” Harriet also added that one of her favorite events another ERG has organized was when AVID invited a Guide Dog Mobility Instructor of Guiding Eyes for the Blind.  Proud Proud’s mission is to promote the professional growth, development, and sense of belonging of LGBTQIA+ employees at Macmillan Learning through outreach that improves LGBTQIA+ representation in the company’s products and the development of a social community focused on mentorship and allyship.  What do Proud leaders say are some of their favorite events organized by ERGs? “We really enjoy our annual Virtual Pride Parade,” said Adam Whitehurst and Derek Wiebke, Co-Leads of Proud. Adam added “I have a great time looking through all of the submissions and assembling them into a presentation for an audience that always brings amazing energy!”  Village Village is dedicated to providing a community of support and advocacy for employees who take on the responsibilities of caring for another person. The ERG is committed to creating a space where caregivers can take a moment to prioritize their own wellbeing, while also providing support and ideas to help provide the best possible care for dependents.  What do Village leaders say are some of their favorite events organized by ERGs? “My personal favorite series that our ERG organized was about dealing with grief,” said Lisa Grosbier, Co-Lead of Village, “because the speaker made grief acceptable and real.” Lisa also added that her favorite event another ERG has organized was Proud’s Virtual Drag Bingo.  Viva Viva is a community of Macmillan Learning employees, Hispanic/Latino/a/e and allies alike, working together to foster a sense of belonging and explore the cultural diversity of the Hispanic/Latino/a/e community.  What do Viva’s leaders say is their favorite ERG event they’ve organized? “My favorite event that Viva has hosted is a toss up between Loteria and Viva Radio,” said Michael Emig, Co-Lead of Viva. “Both celebrate Latino/a/e and Hispanic culture in very specific ways: Loteria is a game that is both informational and fun, whereas Viva Radio celebrates our culture through music.”  WOMEN WOMEN (Women Of Macmillan Empowering and Networking) has the mission to support and to advocate for the personal and professional growth and development of people at Macmillan Learning who identify as women through discussion groups, networking and educational events, career training, and volunteer opportunities. What do WOMEN’s leaders say is their favorite ERG event they’ve organized? “Our networking events are my favorite,” said Heather Halter, Co-Lead of WOMEN. “It allows for women to meet other women they wouldn't normally interact with, and we have seen some great relationships built from them.”   For more information on Macmillan Learning’s ERGs, please visit our website. ... View more

If you ask most economists, they’ll tell you that presidential administrations have not had a substantial impact on overall economic measures. According to Nobel Prize-winning economist, NY Times Columnist and Economics author Paul Krugman, while the ideological divide between parties can result in policy differences on issues like taxation or social benefits, these changes haven’t typically had a noticeable effect on macroeconomic measures such as GDP growth, unemployment, or inflation. The fundamental drivers of economic growth, such as technological innovation and demographic trends, tend to operate independently of political leadership. However, in a new and exclusive article The Impact of the Presidential Election on Economics Krugman argues that the 2024 presidential election could represent a break from that tradition. The resource is available to all instructors who are registered in the 7th education of Economics found in Achieve (Macmillan Learning’s digital learning platform). In the piece, Krugman explains why previous presidents may not have dramatically shifted economic outcomes and why this election cycle is poised to be different. It’s an opportunity for students and instructors to dive into the relationship between politics and economics, and analyze the potential effects of each candidate’s proposals.  Krugman’s article provides a detailed examination of these economic dynamics, including thought-provoking discussion questions for classroom engagement, such as: How might the imposition of tariffs on imported goods affect the short-run and long-run aggregate supply curves? Discuss the potential impact of tariffs on production costs and overall economic efficiency. If you’re not currently using Achieve, simply click here to request access. In the meantime, here are three things that we learned from reading the article: Comparative Advantage in Trade: Krugman highlights how reducing international trade through tariffs—especially the high tariffs suggested on imports from China—could limit the U.S.’s ability to benefit from comparative advantage. This would likely impact GDP growth and overall living standards. Comparative advantage teaches us that countries should focus on producing goods where they have relative efficiency. Limiting trade would make the U.S. more self-sufficient, but we’d lose the benefits of specialization. This taps into core lessons in international economics, showing how protectionist policies create long-term tradeoffs between economic efficiency and self-sufficiency. Federal Reserve Independence: Krugman also dives into the importance of Federal Reserve independence. Proposals to reduce the Fed’s autonomy by giving the White House more control over monetary policy could lead to higher inflation. The Fed needs to make long-term decisions without political pressure to keep inflation stable and the economy balanced. This is a powerful example of why central bank independence is essential for avoiding the short-termism that often comes with political influence. Tariffs and Inflation: Krugman explains that tariffs function like selective sales taxes, driving up consumer prices by making imports more expensive—and empowering domestic producers to raise their prices too. This is a real-world example of how taxes and trade barriers can stoke inflation, a key lesson in understanding the connection between trade policy and inflationary pressures. Krugman’s analysis doesn’t just explain the potential outcomes of policy proposals—it’s also a tool for illustrating fundamental economic principles. By linking real-world policy with macroeconomic theory, students can better understand the tradeoffs that come with political decision-making. The article and its discussion questions give educators a chance to create dynamic learning experiences where students apply economic concepts to current events. Whether they’re analyzing tariffs, changes in the labor force, or monetary policy, Krugman’s piece provides a valuable framework for exploring the deep connections between elections, politics, and the economy—and why this election might break the mold. Click here to sample Achieve and gain access to the article at no cost to you or your students. ... View more

“I can’t find her!” she repeated through an increasingly panicked voice as her eyes scanned the hall. “Momma? MOMMA?! I just…I just…can’t find her.” I stepped toward her quickly. “Can I help? Let’s see if we can find her together.” I felt her panic subside as she gripped my hand and we walked slowly toward the main dining room. By the time we reached it, her anxiety had disappeared as her dementia took hold again. She smiled at me, grateful for the nice walk and took a seat at a table.  As I turned away from her and stepped back down the hall to tend to my own mother, I couldn’t hold back the tears that started to burn my eyes. Although she was a stanger, I felt an incredible sadness for the 90-year-old woman overwhelmed by panic and confusion. Her distress mirrored that of a young child who had lost sight of their parents on a crowded playground—a childlike regression is heartbreaking to witness in someone who was likely once strong and independent.  More likely, the tears now streaming down my cheeks stemmed from my anger at what this same disease had taken from my mom, who day after day grew more confused, anxious, and angry about things she could no longer understand. Taking a deep breath, I wiped away the tears and walked back in my mom’s room, steeling myself to explain for the sixth time that hour why she needed to take her medication and that no one was trying to hurt her.  The Reality of Caregiving Being a caregiver to an aging parent is an enormous responsibility, especially with one who is in the grips of dementia. All at once, it is challenging, sad, frustrating, and exhausting, yet also rewarding and heartfelt as you tend to the person who gave you so much in life. Caregivers are crucial during our most vulnerable times; a presence that is fundamental to what it means to be human, regardless of when or how care is provided. Having been a caregiver for my children, a terminally-ill husband, and other family members, I understand the difficulties of this role. While it is rewarding in many ways, it can also be a lonely and stressful journey, underscoring the importance of kindness, support, and community.  As my children grew up, I continuously emphasized the importance of kindness in every interaction. I taught them that everyone had their own story and could be facing hidden challenges. Therefore, choosing to lead with kindness was always the best approach. This rule continues to guide me, especially in the workplace, where personal challenges are less often discussed.  Getting Support at Work I am fortunate to work at a company that values people so deeply. We are often reminded that our employees are our most valuable asset and are encouraged to “bring our whole selves” to work. This guidance has led to the creation of Employee Resource Groups (ERGs), which have increased our awareness, understanding, and acknowledgement of each other’s diverse experiences. Each group provides a safe space for colleagues to talk, listen, learn, or gain support. I am the Executive Sponsor of Macmillan Learning’s Caregivers ERG, known as Village, a group dedicated to providing a community and advocacy for employees who are any kind of caregiver. In our first year, Village has stood with employees through a variety of challenges, from early childhood to teenage college preparations, to grief, mental illness, and Alzheimer’s care. Along the way, we have celebrated important milestones and offered essential peer support.  Since the formation of our company’s first ERG, these groups have fostered community and belonging. They have been instrumental in promoting equity and inclusivity, ensuring that every voice is heard. We now support eight groups and have greatly benefited from their work that has led to important discussions, policy updates, and advancements. In all, they have helped to ensure that our workplace reflects the diversity of experiences and needs of our employees, solidifying our company value that “Inclusion is a choice we make every day.”   Creating a Culture of Kindness and Resilience Next month is National Caregivers Month. We will be celebrating all of the caregivers in our lives as well as the broader mission of each of Macmillan Learning’s ERGs: to build workplaces where all are supported, where every experience is valued, and where we come together to lift one another up. In doing so, we support a culture that is kind, resilient, empathetic, and ready to meet the needs of each employee. And for that, we are stronger. For more information on Macmillan Learning’s ERGs, please visit our website.  ... View more

What’s the right balance between leveraging technology and fostering human creativity? When calculators first appeared in classrooms, many worried they would hinder students from fully grasping math concepts. The same concerns arose when the internet became a go-to tool for research—people feared it would weaken students' ability to think critically and analyze deeply. But today, we know that when used responsibly, both technologies can help enhance learning and create efficiencies that allow students to dive into more meaningful understanding. Now, we’re facing a similar moment with AI. Some wonder if it will dull students’ creativity, problem-solving, and critical thinking. Can it instead help students move past routine tasks and into richer, more engaging learning experiences the same way that calculators and the internet have? The answer is both yes and no—it depends entirely on how we choose to use AI in the classroom. Incorporating AI into assignments offers a unique opportunity to nurture creativity and innovation, but it requires careful thought. Done right, AI can complement creativity rather than replace it. Striking a Balance The trick is balance. Students need to understand that AI isn’t a substitute for their own thinking. It can be a tool, but it shouldn’t do the heavy lifting. This is a lesson that some students learn the hard way, which can lead to turning in assignments that lack their own thoughts, perspective and voice.  Instructors can often pick up on subtle (and sometimes not-so-subtle) clues that students are relying too much on AI. For example, assignments may suddenly shift in tone, using language that feels generic or inconsistent with the student’s usual writing style. Sentences may sound polished but lack depth or reflection. Responses could seem disconnected from class discussions or previous work. If the content feels overly formulaic or includes concepts that were never mentioned in class, chances are that AI has taken a bigger role than intended. That’s why establishing policies and guardrails up front about proper AI use is so critical. Some educators have found success by using AI to help students brainstorm ideas or generate initial drafts, but with a catch: students must refine, critique, and add their personal insights to the work. Setting clear guidelines for how AI fits into assignments keeps students focused on engaging deeply with the material and prevents them from using AI as a shortcut. One of the biggest challenges with AI is keeping the focus on the core learning objectives. It’s easy for the technology itself to take center stage, especially when students get caught up in its capabilities. But AI should be used as a supporting tool, not the star of the show. For example, AI can help refine language or spark ideas, but the students must remain in control of the creative process. They should be the ones shaping and developing the work, not the AI. Another concern is the quality of AI-generated content. In subjects like science or technical writing, where precision is critical, AI can sometimes provide incomplete or inaccurate responses. But this presents a teaching moment—educators can guide students through critically assessing and improving AI-generated content, turning potential pitfalls into learning opportunities. Accuracy is a recurring issue with AI, especially with the phenomenon of “hallucination,” where the AI confidently produces incorrect information.  There’s also the risk that students might become overly reliant on AI, raising concerns about originality and academic integrity. To counter this, educators can include reflective prompts or ask students to document how they used AI and what role it played in their work. This transparency helps students stay accountable for their contributions and reinforces the value of their own efforts. How to Create AI-Enhanced Assignments Start with a Clear Purpose: Identify the core skills or objectives you want students to develop. AI should enhance—not distract from—the learning goals. For example, if the assignment focuses on critical analysis, let AI assist with gathering data or generating examples, but make sure students are responsible for critical thinking and evaluation. Use AI as a Creative Tool: Assignments like brainstorming, ideation, or content drafting are great places to introduce AI. Let students use AI to generate ideas, but require them to refine, reorganize, and personalize those ideas. This approach keeps them engaged in the creative process while benefiting from AI’s efficiency. Encourage Critical Thinking: Design assignments that involve comparing AI-generated content to student-generated work. Ask students to evaluate the accuracy and quality of the AI’s output. For example, in a writing class, students could critique an AI-generated paragraph, edit it, and explain their reasoning behind the changes. This develops critical analysis skills and helps students spot AI’s limitations. Integrate Reflection: Include reflective components in AI-enhanced assignments. Ask students to document how they used AI, what they found helpful, and where they disagreed with the AI. This not only helps with ethical considerations but also deepens students’ understanding of how technology influences their thinking process. Provide Guardrails: Be clear about how much assistance AI is allowed to provide. For example, you might allow students to use AI for drafting but not for final revisions, or for brainstorming but not for solving complex problems. These guardrails help maintain a balance between AI’s utility and students’ intellectual engagement. Build in Collaboration: You can also have students work in pairs or groups to use AI in a collaborative setting. For example, students could collaborate on refining AI-generated content, debate its quality, and collectively agree on changes. This encourages communication and teamwork while keeping the learning experience human-centered. Ultimately the challenge with AI is the same as it was with calculators and the internet: finding that sweet spot where technology enhances learning without overshadowing the essential skills we want our students to develop. AI offers incredible possibilities for re-imagining assignments, but like any tool, it’s how we use it that matters most. With careful planning, clear boundaries, and a focus on creativity, we can help students not just use AI—but thrive alongside it. So what’s the right balance between leveraging technology and fostering human creativity? The answer lies in using AI thoughtfully—as a tool that supports students’ growth, encourages their critical thinking, and leaves space for their creativity to flourish. ... View more

Hispanic Heritage Month is the celebration of Hispanic and Latino/a/e culture, which often gets overlooked in education and work environments. At Macmillan Learning, we celebrate the vibrancy of diverse communities, and it is important to recognize the people who helped to get us to where we are today. As a member of Macmillan Learning’s employee resource group for Hispanic/Latino/a/e employees, Viva@ML, I would like to highlight a specific educator who had a great impact on me: my aunt. She served as an educator for 30+ years in California before retiring to Arizona with her husband. She was born in Texas to a Mexican father and Spanish mother. Not too long after, they moved to California where the remainder of her siblings were born, including my mother. Both my aunt and my mother grew up in a Spanish-speaking household. As my aunt was the oldest child, she helped her parents significantly, as she knew English the best out of all of her siblings. Eventually, she would attend university and become an elementary and middle school teacher. I was fortunate and honored to have been taught by her in fourth and fifth grade. As a teacher, during Hispanic Heritage Month, she displayed her heritage and identity more prominently to the classroom and allowed students to ask questions and comprehend how important it was to celebrate every culture. She shared her culture by teaching basic sentences in Spanish to students, playing various music styles to the class that are prominent in Latin America, and explaining the importance of various holidays to a mostly non-Hispanic/Latino/a/e class. Throughout most of her teaching career, she had mostly non-hispanic students, to my recollection, so she wanted to display the importance of all cultures in our multicultural society. This is increasingly important today as California’s demographics are constantly changing. As I continued my education, she was there to cheer me on, while keeping me rooted in my culture, even when I decided to leave the United States to pursue a masters degree abroad.  My aunt was one of the many influential educators (from elementary teachers to university professors) who were there to cheer me on throughout every step of my life journey, and we know everyone has their unique educational influences. These educators stimulate your mind and encourage you to search for knowledge while learning more about and staying true to yourself.  In my current role at Macmillan Learning/Bedford, Freeman & Worth as a Media Editor, I use the lessons I’ve learned from every teacher and professor, including from my aunt, to connect with people and to learn from others that comprehend the publishing industry better than myself. I’ve witnessed the impact of education on one’s life, as a one-time university lecturer in Germany, and comprehended how it can make a difference in one’s life, which is why I chose to work for Macmillan Learning/Bedford, Freeman & Worth. I believe that the work I do today equally impacts the lives of students as much as a teacher like my aunt. During this Hispanic Heritage Month, I remember my aunt as she taught me and my classmates and displayed the importance of both celebrating diverse cultures in our ever-evolving world and making sure we always remember our roots as we explore them. ... View more

This year's EconEd focused on one key idea: the decisions we make in our lives, classrooms, and society have far-reaching impacts. To explore these critical choices, we invited world-renowned economists to share their perspectives on issues vital to our economy. One topic that continues to shape our world is the COVID-19 pandemic, which has had one of the greatest economic impacts in recent history. While it may feel like we’ve moved past discussing COVID-19, revisiting it now, with hindsight, offers invaluable lessons. Enter Alex Tabarrok, co-author of Marginal Revolution and Macmillan Learning’s Modern Principles of Economics, to guide us through “The Economic Way of Thinking During a Pandemic”.  The Simple Math of a Global Crisis At the heart of Tabarrok’s EconEd presentation, which he shared with economics instructors from across the U.S.,  was a clear message: spending significant resources upfront can prevent far greater economic and human costs down the line. This cost-benefit analysis formed the foundation of the economic response to the pandemic. “The entire world economy really became dependent on a single sector: the vaccine sector,” Tabarrok pointed out. Ensuring this sector’s success was key to reviving industries like travel, hospitality, and retail, which were devastated by lockdowns and restrictions. However, Tabarrok believed that the vaccine sector alone couldn’t carry the burden, and that governments had to step in to take on financial risks that private companies weren’t willing to bear. This approach allowed for a faster recovery, as the public sector shouldered the uncertainty to pave the way for vaccine production and distribution. Tabarrok highlighted vaccine development as an example of how public investment mitigated the pandemic’s economic fallout. Economists advocated for governments to subsidize vaccine production well before approvals were in place. This meant investing in clinical trials and building manufacturing capacity, even when the success of vaccines was still uncertain. While the financial risk was high, he argued that the potential rewards—saving millions of lives and preventing further economic collapse—justified the strategy. Operation Warp Speed in the U.S. exemplified this approach, where government subsidies accelerated production and distribution. The costs of supporting the vaccine sector and implementing public health measures were minuscule compared to the potential costs of prolonged economic shutdowns, overwhelmed healthcare systems, and the human toll of unchecked virus transmission, he noted. “Billions are less than trillions,” he said, calling it “the world’s easiest cost-benefit test.”  Understanding Exponential Growth: The Case for Early Action Tabarrok also emphasized the importance of understanding exponential growth—an often overlooked factor that shaped economists’ sense of urgency during the pandemic. Early in 2020, the number of COVID-19 cases seemed small compared to other causes of death, leading many to question the need for drastic measures. But economists like Richard Hatchett, CEO of the Coalition for Epidemic Preparedness Innovations (CEPI), saw that waiting to act could result in a catastrophe. Hatchett raised the alarm about the potential for millions of deaths early on and secured funding for vaccine development, including Moderna’s, in January 2020—long before the virus had reached pandemic status. Tabarrok pointed out that this kind of early, data-driven decision-making exemplified the economic way of thinking. “If you're not too early, you're too late,” he emphasized. Profits and Public Health: Striking the Right Balance Throughout his presentation, Tabarrok touched on another key issue: the tension between public health and the potential profits from pharmaceutical companies. There were widespread concerns about profiteering during the pandemic, particularly around vaccine sales. “The American people should never be left doubting if the government will put public health over profits during a pandemic.”  He also made a case for profitability being a necessary incentive for rapid vaccine development. Without the promise of returns, private companies likely wouldn’t have taken on the significant risks of vaccine production. Tabarrok noted that while some worried about the cost of vaccines, the real value of vaccines to the global economy was far greater. A single course of vaccines, in economic terms, was worth thousands of dollars, yet governments were often hesitant to act quickly over relatively small per-dose costs. He used Australia as an example, where delays in purchasing vaccines led to slower recovery and economic losses that far exceeded the short-term savings. Tabarrok’s message was clear: focusing on immediate costs missed the larger picture—timely vaccination had the potential to save trillions of dollars in economic losses globally. Economic Principles in Action Reflecting on the COVID-19 pandemic, Alex Tabarrok’s presentation at EconEd provides a crucial reminder of how economic principles can guide decision-making during crises. His central message—"spend billions to save trillions"—underscores the importance of early, decisive action and the willingness to take on financial risks for long-term benefits. From subsidizing vaccine production to leveraging human challenge trials, Tabarrok's analysis demonstrates how the economic way of thinking helped limit the pandemic's damage. While not everyone may agree with every conclusion, the lessons drawn from this real-world test of economic principles could shape how we respond to future global challenges. If you’d like to see the full presentation from Alex Tabarrok, co-author of Macmillan Learning's Modern Principles of Economics, you can see his presentation here. Stay tuned to more insights from EconEd. ... View more

Emojis are used every day. We see them in our friends’ text messages, our social media feeds and even the occasional work email. They’ve come a long way from their humble beginnings of 176 emojis designed for early mobile phones, evolving into a rich visual language that’s now integral to our digital communication. But when it comes to the classroom, should they make the cut?  As a learning company, we’re interested in understanding more about whether or not different communication tools, like emojis, influence the classroom experience. And if they do, what kind of impact do they have? Could they serve as a bridge between instructors and students, making learning more engaging and accessible? Can they help create a sense of community and belonging within the classroom? Or do they risk undermining the professionalism of academic spaces? This is one of the many topics that has intrigued our learning science and research team. In their review of existing studies on classroom communication and student engagement, they found compelling reasons why emojis might just work in the classroom. Here’s what they learned. Emojis Can Enhance the Learning Experience At their core, emojis are all about communication. They can express emotions, clarify tone, and make interactions more personal. In the classroom, that means they have the potential to break down barriers between instructors and students. For example, an encouraging "thumbs up" 👍 or a supportive "heart" ❤️ can turn what would otherwise be a dry message into something that feels a little more human. And in the age of AI-enabled classrooms, adding some humanity can go a long way in engaging students. “Thoughtfully selected and strategically placed emojis can be especially helpful in online settings, as they make up for the lack of non-verbal cues, boosting engagement and making interactions more effective,” notes Hilary Duplantis, Learning Research Specialist at Macmillan Learning. Research shows emojis can help instructors: Make their communication more approachable and relatable Capture attention and add a bit of humor, especially during long or complex lessons Help clarify their intent, making it easier for students to connect with the material Instructors who use emojis thoughtfully might find that their students feel more engaged, more connected to the content (and to them), and maybe even a bit more motivated. But There are Real Challenges of Using Emojis in the Classroom It’s not all “smiles” 😊 and “thumbs up” 👍. While emojis can help bridge the gap between instructors and students, there’s a delicate balance to strike between creating a positive experience and overdoing it. Many students and faculty are hesitant to use emojis in academic settings because they feel too casual and can feel out of place, especially when students are communicating with authority figures like their instructors. Overuse—or worse, inauthentic use—of emojis can make communication seem forced or even unprofessional. “Emojis can shape how students view their instructor’s expertise, trustworthiness, and likability. When used the right way, they can boost these perceptions; however, using them poorly might have the opposite effect,” Hilary added. For example, if an instructor uses emojis excessively when discussing a serious academic topic, it could come off as insincere. It’s also advised to be mindful that not all emojis have positive associations. An example of this is the “thinking face” 🤔. Though we may use it in communication with friends, it’s rarely used in academic settings because it can be interpreted as disbelief or sarcasm. There’s also the potential for misunderstandings when using emojis, and miscommunication is a legitimate concern. “It is essential to connect with your students, but it is equally important to be mindful of your audience when using emojis, as they can sometimes convey an unintended tone,” cautions Duplantis. This is especially true when you factor in the way different cultures and generations interpret emojis.  For example, Gen Z uses the "skull" emoji 💀 to express laughter, while older generations might take it a little more literally. Also, there are emojis that convey passive-aggressive connotations for Gen Z, as opposed to older generations who often use them more literally. The 👍may not offer the encouragement you think it does; GenZ often views the thumbs up as a passive-aggressive, dismissive and abrupt way to end a conversation.  Cross-cultural differences can add another layer of complexity. In some cultures, emojis are used more freely, while in others, they’re seen as inappropriate for formal communication. While the basic interpretations of most emojis are largely universal, differences in usage patterns, subtle connotations, and specific preferences exist. Interpretation of emojis can vary across different cultures, as each may use and understand emojis in distinct ways, affecting their effectiveness in communication. For example, folded Hands 🙏 are commonly used to mean "thank you" or as a symbol for prayer, but can also represent a "high five" for some users. However, in Japan they are often interpreted as a gesture of apology or a request for help. Building Community with Emojis Where emojis can really shine is in helping to build community. Classrooms thrive when students feel like they deserve to be there and belong there–and emojis can help create that. In digital learning platforms like Achieve or online environments, where it’s easy for interactions to feel impersonal, a well-placed emoji can make a big difference. A quick “smiling face” 😊 or “winking face” 😉 from an instructor can turn a formal comment into a friendly, supportive nudge. This kind of personal touch can make students feel more connected to both their peers and their instructors. “Emojis enhance communication by clarifying messages and establishing a social presence, making interactions feel more authentic and fostering cohesion among students,” added Hilary. Emojis can also clarify communication, softening critical feedback and helping instructors strike the right tone. “Softening the tone of feedback through emojis has the potential to encourage students to be more inclined to receiving and processing what they may consider criticism,” notes Duplantis. A little emoji can go a long way toward humanizing interactions and making students feel seen and heard, even in large online courses. And when used thoughtfully, they can encourage participation and create a more relaxed, inclusive classroom environment. Ultimately, emojis are here to stay, and they’re already influencing the way we communicate.  But are they tools for building engagement and connection, or is that the wrong time and place to use the icons? A case can be made for saying they do belong in the classroom. But like any tool, they need to be used with care. Instructors should set clear expectations for emoji use, keeping in mind their students' cultural backgrounds and varying levels of digital literacy. The challenge is finding the right balance between the informal warmth they bring and the professionalism that academic settings require. Al-Zou'bi & Shamma 2021, Dunlap et al. 2016, Hayes & Fatima 2024, Chen et al. 2024, Cherbonnier & Michinov 2022, Dunlap et al. 2016, Svoboda 2022, Togans et al. 2021, Zhukova & Brehm 2024, Doiron 2018, Franzini & Pilli, 2024, Sia et al., 2024, Veytia-Bucheli et al. 2020, Dunlap et al. 2016  ... View more