Authors learn about learning, and use their expertise to create Cycos with chocolatey learning goodness baked in. Professors don’t need to learn about learning, if they don’t want to.
We still need to ask: why would a professor switch from a traditional textbook to a Cyco?
Teaching is more fun
No lecturing. Profs walk around classrooms, helping students with tasks. Many professors prefer this.
Semester after semester, students do poorly. That’s standard in many skills classes, like math and programming. Year after year. Decade after decade. What a grim future.
It’s enough to drive you to drink. Or administration. Can’t say which is worse.
Cyco can help students do better. Wow! They actually learn something! Maybe teaching doesn’t have to suck!
Easy course assessment
Many accreditation bodies require universities to assess their courses. It’s a pain. Make a new test, or buy a test from somewhere, somehow get students to take it seriously for no credit… blah.
Cyco has assessment built in. Pick some exercises. Print out reports showing student performance, including details on individual rubric item attainment. Awesomeness achieved!
How many profs does it take to change a light bulb?
A: (aghast tone) CHANGE!?
Teaching is easier with a good Cyco. No lectures. No prep. Walk into class, and start helping students. Take your head with you; that’s where your expertise is.
Still, it’s different. That’s a barrier for some people
There are two issues here. First, sometimes you won’t be able to find graders for your course. For intro courses, no problem. What if you teach a senior-level course in spreadsheet modeling? You might have to click the rubrics yourself. It doesn’t take a lot of time, but you need to do a little each day to stay on top of it.
Second, Cyco exercises are not designed to assess student performance. You’ll still need exams and projects for that. This isn’t an increase in assessment grading, but the task is still there.