So Robinson is not suggesting a revolutionary, entirely new approach. In fact he’s tapping a very rich, very old vein of thought.

Usually, learning immediately after training is so unstable that it can be disrupted by subsequent new learning until after passive stabilization occurs hours later

I believe that education is a process of offering people tools – conceptual as well as technical – to understand their identities and possibilities and those of others within a structural framework that points to various paths of possible agency.

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Why would we take the web, lasso it, and put it in a corral? We can learn a lot more, and see more of the world, if we let it take us where it will.

The digital asks us to wreck ourselves upon possibility.

the most valuable technology in education is people, and their willingness and capacity for invention, discovery, and reinvention.

The emphasis on technology at most universities misses the point of bringing together learning and the digital

An instructional designer is a consultant whose background and knowledge extend beyond the technological and into the pedagogical and theoretical.

“useless” spaces are actually the most evolutive ones

In this context, the most ethical “purpose” of education can therefore be only and exactly to critique purposiveness itself, a critique which, in its praxis, comes in (at least) two flavors: To create safe spaces for the emergence of practices and systems which purposes are not known yet, and might never find one. To strip existing practices of their current purpose, letting new ones, unbound by current utilitaristic imperatives, emerge.

If empowerment is to happen with DoOO, it must happen for all.

There are also frequent standardized tests and a custom-built software system that uses analytics to manage applications, admissions, parent satisfaction, and student outcomes.

teacher quality is the single most important factor in a student’s education

All Pearson-backed schools agree to test students frequently and use software and analytics to track outcomes.

When you have constructive feedback to give, follow the same principle and make it specific. Rather than telling a student she “needs to work harder” on her assignments, tell her what to work on. Is neatness an issue? Does she need to read the questions more slowly? Is she doing the advanced math right, but messing up with the basic addition and subtraction? If a student knows what to work on, she will be far more motivated to do that work.

If you want something faster, take a look at the 2 x 10 strategy, shared by Angela Watson, which has teachers spend two minutes a day for ten days casually chatting with underperforming students.

Are we passing the buck? Maybe. It’s certainly easier to blame outside forces than it is to make big changes in the way we teach. Unfortunately, even if ALL of the above statements are true, we can’t do anything about those things. The only piece we really have control over is what goes on in our own classrooms.

If I were to identify one area for further study in the academy, it would be this re-opening of the complex and nuanced world of language modalities: oral and written, static and changing

Recognizing that my student has clipped and pasted ideas or actual phrases from an academic journal, video, blog, or website without crediting them deserves to be labeled academic dishonesty of the worst sort! Reading my own words and concepts appearing as unattributed “received wisdom” identifies a brilliant follower clearly deserving high accolades, — or at least an A!

We need more diverse books, voices, attitudes, journals, and styles.

It is long past time for us to put an end to the miniscule and irrelevant plagiarism wars and begin a more significant reconsideration of what we mean by research, citations, and the respectful integration and communication of information old and new, original and borrowed, tweeted, blogged and podcast, online and oral, read and viewed. It’s time to bury APA, MLA, op. cit., Ibid, et al. — along with the other dead horses they came in on.

Instructional design bears a special burden: to initiate but not to conclude.

Stewart, B. E. (2015). Scholarship in abundance: Influence, engagement, and attention in scholarly networks. Charlottetown, P.E.I.: University of Prince Edward Island. Retrieved from http://www.islandscholar.ca/download_ds/ir:15431/OBJ/ir_15431.pdf

we need to stop blaming students for the state of education

At the bottom of this argument is a question of technique, which in some lecturers’ hands becomes a question of tradition, of the “right” way to educate.

Policy

In particular it focuses on how digital technologies can support and contribute to five specific educational priorities: raising attainment, tackling inequalities and promoting inclusion, improving transitions into employment, enhancing parental engagement, and improving the efficiency of the education system.

What’s not there can at times be even more helpful than what is. Embrace the silence and let it speak for you.

technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve

By replacing a static textbook — or other stable learning material — with one that is openly licensed, faculty have the opportunity to create a new relationship between learners and the information they access in the course. Instead of thinking of knowledge as something students need to download into their brains, we start thinking of knowledge as something continuously created and revised.

It did take a willingness to see the institution from the student’s point of view.

One common observation about online education is that it will mean ‘bricks for the rich and clicks for the poor.’ Something like this has indeed happened, though ‘…clicks for the poorly served’ would be more accurate.

Faves as honest representations of how we feel. Let us be honest. Smart, thoughtful, intentional people don’t love everything.  They don’t even like everything.  They tend to be precise in their language.  Sometimes they just want to attend to something.  Sometimes they want to dwell in uncomfortable places because they are almost guaranteed learning zones. When you force academics to “like” it, it cheapens what that means to them.  What it means to us.

Sixty percent of faculty members agree they are concerned about recent attacks on scholars for comments they made on social media. Most say this has not influenced how they communicate on social media.•Tech administrators do not view the Yik Yak app, which allows geo-targeted comments about people, as having caused controversy on their campus, and do not think colleges should regulate access to this app. Faculty members are a bit more likely to say the app has caused controversy and to say it should be regulated, but those are still the minority views among professors.

Once the realm of celebrities and their beliebers, academics are taking to Twitter: about one in 40 scholars now use the popular microblogging site, according to some sources.