The Audrey Test (Pt.1) [...]

Do you work closely your potential users (teachers or students, for example) about product development? Do you offer data portability -- not just for administrative data, but for students' own information? Is your tool available across platforms? Are you open source? Do you offer an API? Is your educational content openly licensed? Is it accessible to those with disabilities? Do you have a revenue strategy that involves something other than raising VC investment? Does your product reduce the "achievement gap"? (Source)

Beyond Teaching Techniques [...]

Our conversations need to move beyond techniques. In the beginning, the what-to-do and how-to-do-it focus is essential, and teachers should always be on the lookout for good techniques. But by mid-career, it’s time to explore why—why are we using that policy, why does that activity work in some courses but not others, why won’t students accept the responsibility for learning, why doesn’t our feedback make the next paper better. Our conversations need substance—stuff we can think about, chew on, view from multiple perspectives, and then dig a bit deeper. (Source)

Discipline-Based Education Research discussion [...]

Having people trained in the methods of a wide range of disciplines in the same room talking about the same questions is illuminating. Psychologists worry that the treatment is not precisely defined. Economists worry that the control group and treatment were different before the experiment started. Physicists seem to want to see change across the semester in the same learning outcome for both the control and treatment groups. I think we are all curious about the mechanisms behind whatever changes we observe in outcomes. (Source)