Where this comes from
Wrightmann started with a report
Someone in the middle of a technology evaluation had a sound instinct about the decision and needed it put into language that held together across two fields at once: what the system would cost to run, and what the teaching it was meant to support needed.
Jack Wrightmann wrote it. Jack is a U.S. Army veteran who completed his first degree while deployed overseas, then moved from military network engineering into enterprise systems architecture. His brother Charlie supplied the other half of the picture: a doctorate in psychology, with research on game-theoretic frameworks for learning-community development among neurodivergent students, which is to say, he studies what technology has to do to change how people learn.
The report helped. The work that followed became the firm, and this is still mostly what we do: put someone who understands the infrastructure and someone who understands the teaching in the same room, early enough in a decision that the answer can still change.
Where we help
What we help with
Technology decisions
Evaluating a system, comparing options, or deciding whether to replace something or fix it, based on how your institution runs rather than a feature comparison.
Procurement
Product evaluation, RFP support, contract review, and the implementation and integration costs that are easy to miss until the contract is already signed.
Learning platforms
LMS strategy, faculty adoption, course design, and the ongoing work that keeps a platform useful after the rollout ends and the launch enthusiasm wears off.
Accessibility
Accessibility strategy, procurement requirements, course and platform reviews, and remediation planning that does not quietly become another unfunded job for faculty.
Implementation
Planning, governance, integration, and migration, with someone in the room who represents the institution and nobody else.
A team assembled for range
Senior throughout, on purpose
When you work with Wrightmann, you work with the people whose experience you are paying for: senior throughout, with no junior team learning higher education on your project while someone else signs off from a distance. The firm is small on purpose and wide across disciplines, and we have sat in the rooms where these decisions get made, on your side of the table, more than once.
How the work happens
Scoped to the decision in front of you
Not every question needs the largest of these three. We start by finding out what you need to decide, and scope the work to that.
A session or two, not a deliverable
A session or two on a decision you are already carrying: a product evaluation, a procurement question, a compliance requirement. No formal deliverable. Many institutions arrange this through professional development funding.
One question, one document
A formal answer to one defined question, an accessibility conformance review or an LMS adoption assessment, that ends in a single document you can act on.
Across every affected group
Full-scope work across a procurement cycle, an initiative, or a compliance requirement that touches faculty, administration, and students at once, done on campus, remotely, or both.
From the practice
Written from inside the work
We work with higher education technology every day and have views about how it goes well. These are explanations and approaches: the classroom that connects cleanly to the digital environment, the evaluation that looks at the whole picture, the accessibility practice that holds.
Lecture Capture That Publishes Itself: The Anatomy of a Setup That Just Works
When capture is wired well, a recording appears in the right course with captions and nobody had to think about it. How that setup is put together, and how institutions tend to run it.
Emily Connelly — Instructional Multimedia Technologist, Wrightmann Education TechnologistsLearning PlatformsFeature Adoption Is a Design Question, Not a Willingness Question
When most courses use the same handful of LMS features, that is usually a fact about how the rollout was designed rather than how faculty feel. What the research says, and what a rollout that works looks like.
Charlie Wrightmann — Consultant, Wrightmann Education TechnologistsTechnology ProcurementPlanning the Implementation as Its Own Project
The license is the number on the proposal. The implementation, meaning integration and data and configuration and faculty support, is the number that shapes the project. How to build a realistic one before you sign.
Jack Wrightmann — Consultant, Wrightmann Education TechnologistsAccessibility and ComplianceSequencing Accessibility Work Toward the Title II Deadline
The 2024 ADA Title II rule sets WCAG 2.1 AA for public colleges, due in 2027 and 2028. What it covers, and a sequence that reaches the date with a working practice rather than a one-time push.
Emily Connelly — Instructional Multimedia Technologist, Wrightmann Education TechnologistsConnected ClassroomDesigning a Room for Discussion, Not Just Presentation
Active-learning and seminar rooms have different AV needs from lecture halls. What discussion-focused classrooms get right, from sightlines to audio to writable surfaces, and how institutions template them.
Margot Hemsfeld — Classroom Audiovisual Specialist, Wrightmann Education TechnologistsLearning PlatformsThe Collegial Course Review: Quality Frameworks That Do not Feel Like an Audit
Quality Matters, OSCQR, and peer-review models give course design a shared vocabulary. How institutions run them as a supportive, faculty-owned practice rather than a compliance exercise.
Charlie Wrightmann — Consultant, Wrightmann Education TechnologistsWhen something is on your desk
Tell us what it is
A contract renewal, a platform migration, a compliance deadline, a room nobody is happy with, a system that is quietly not working. We will tell you honestly whether we are the right people to help with it.
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