Brains aren’t computers [...]

> Because neither ‘memory banks’ nor ‘representations’ of stimuli exist in the brain, and because all that is required for us to function in the world is for the brain to change in an orderly way as a result of our experiences, there is no reason to believe that any two of us are changed the same way by the same experience. If you and I attend the same conc...

 

Homework and Adaptive Platforms [...]

> I have spoken to a lot of students and teachers about the homework problem. Many of the best teachers either don’t count homework toward the course grade or count it just a little—enough to communicate to the students that the homework matters, but not enough to trigger the what’s-the-minimum-I-have-to-do calculation. They use the grade as just one tool in a...

 

The Audience Experience [...]

> Now I do like to make people laugh :) but my final point is: > - Make them learn something about themselves > And that's the basis of the experience. I come into a presentation not thinking that the audience is lacking something which I can provide, I come in thinking that the audience already has the essentual skills or abilities, which I can help them realize. ...

 

Millennials Are People, Too [...]

> Millennial students are human beings like any other. Their desire for stimulating, collaborative, gratifying things is identical to the same desires held by previous generations. > There are some generational differences, namely that Millennial students report being more prone to anxiety and depression than previous generations, but this is not because of some inher...

 

Personalized learning in context [...]

> ...simply asking what works stops short of the real question at the heart of a truly personalized system: what works, for which students, in what circumstances? Without this level of specificity and understanding of contextual factors, we’ll be stuck understanding only what works on average despite aspirations to reach each individual student (not to mention mo...

 

Personal and Personalized Learning [...]

> For these reasons, it may be preferably to embrace an alternative to personalized learning, which might be called personal learning. In the case of personal learning, the role of the educational system is not to provide learning, it is to support learning. Meanwhile, the decisions about what to learn, how to learn, and where to learn are made outside the educationa...

 

Grit and racism [...]

> Rubbish! Soft skill training is disguised bootstrapping, which insidiously blames youth for failing in racist systems designed to block their success, and it abdicates the middle class from any responsibility to uproot inequality. It’s racism that really keeps students out of college and careers, not kids’ lack of resilience. Students are ready for college and j...

 

Economies of Distraction [...]

  >What caught my attention with respect to our conversation here was the conclusion, implicit in his argument, that many of the features that have built the Internet into a weapon of mass distraction are not intrinsic to the medium, but are instead a side-effect of its cooption as a tool for capital growth. >That’s a heavy sentence. Let me attempt to...

 

OER Intermediacy [...]

> Our architectures tend to emphasize stability (present usefulness) over the intermediate nature of such things. > > As an example, we often choose formats which privilege sharing (present usefulness) at the expense of remix (intermediacy). I first encountered this when looking at OpenCourseWare (OCW) in the mid-aughts. In the quest to share things in “open” for...

 

Barriers to Remix [...]

> What resonated to me from Mike’s piece above everything else was his recognition of a clash between usefulness and remixability. Resources that tend to be universally useful (PDF) tend to not be remixable. Resources that tend to remixable (let’s say open source code) tend to only be accessible by a privileged few who understand how to unlock the technology into ...