Thanks @User ! Since I've never developed curriculum I'm trying to better understand the problem space. My sense is that the student-teacher dichotomy arises from a skill chasms. I don't know about other departments, but for all my courses other than the capstone labs, almost every problem was submitted with handwritten solutions. So mainly professors worked with LaTeX environments. Another skill chasm is experience with formal reference management. If a student doesn't need to develop a high quality and efficient system for typesetting or reference management, they generally don't. I've had this gnawing sense that at least these two areas are fertile for major improvement. Tools for video conferencing offering instructional environments with handwriting have certainly helped students to network and narrowed the skills chasms over the 2010s. In the 2020s I think that a mode of instruction involving Dendron vault repositories could eclipse OCW, Kahn Academy, and Youtube in usefulness for learning... at least for students who acclimate to the basics of a code editor (maybe middle school or high school?). There's no replacement for video instruction, but videos are not suitable for active learning like a classroom or LMS. I wonder... what if learning management systems involved much less effort and training to implement as an educator. What if the workspace for both teachers and students was as powerful and mutable as an IDE? Unlike stack-exchange where for each question there is an answer-zoo, what if we had something more like an open-access question-zoo? Proprietary and siloed question banks will always have a place, but we may see a cambrian explosion of quiz diversity thanks to the mutability and portability of markdown. I'm just curious about what that might look like. And @User I would love to check out your Anki cache!