131 Matching Annotations
  1. Mar 2020
    1. eams and leadership

      Putting on my L&D manager hat

    2. resilient identity

      Not going to lie, my biggest "fear" is people just "making up" new identities and that being "okay" - Where do we cross the line between adaptability, change, and honesty and competency?

    3. comfort with ambiguity and open yourself to vulnerability


    4. xistential impacts of accelerated change

      thank you for calling it what it is - existential

    5. The adaptability Gap

      Are you going to tackle privilege at all in this book? The implications of learn/leverage, learn/leverage are going to certainly present challenges across different segments of populations...

    6. today, skills have a shelf life of less than fi ve years, according to researchers at the world economic Forum.


    7. The world economic Forum places the value of digital transformation to the Fourth Industrial revolution at $100 trillion over the next decade.5

      goodness gracious

    8. Figure I.2: The New Reality

      I love both of these visuals SO much. It so eloquently shows why companies need to embrace the learning company mentality to attract and keep workers and to be succesful

    9. The first step to seizing that advantage is letting go of professional identity, and in that letting go, tapping into our imaginations to reimagine ourselves and our work.

      The first step is letting go of professional identity as we're accustomed to it, and leaning into values-based behaviors that aligns with our understanding of our identity.

    10. That identity plays a critical role as a social signal and is, in many cases, the basis for self-esteem.

      I've experienced this first hand, certainly. There is singularity (the examples here), multiplicity (multiple identities) and then hybridity - who you become and the intersections of multiple professional identities that makes you a unique human with intrinsic value.

    11. —Thomas l. Friedman

      Woah, nice!

    12. 12

      Is this the concluding chapter? Where's the "what do i do next" chapter?

    13. Get Comfortable with Failure

      FAIL FAST. FAIL OFTEN. #givefirst

    14. embrace Cognitive Diversity


    15. Fire Your Job Description 200Hire for Cultural Alignment


    16. 195The Job Description Is History


    17. Becoming a Learning Company

      YAS! CAN'T WAIT!

    18. Leading in Continuous Change: Modeling Vulnerability, Learning from Failure, and Providing the Psychological Safety that Builds Trusting Team

      I don't know what's in this chapter but I believe there is more we can provide corporate leaders for how to embrace this new era beyond providing psychological safety and instead providing exploration of one's unique hybrid identity and value add to help us return to our humanity... those companies will win. We need to re-learn what that looks and feels like. It is possible!

    19. evolving Beyond shareholder Value: The Purpose of a Company 135to Maximize Human Potential, Place the Human in the Center

      This has #yanggang written all over it ;)

    20. Learning Fast: Why an Agile Learning Mindset Is Essential

      I already love this chapter... As a life-long learner, autodidact, educator, learning experience designer, this is going to be my chapter! Can't wait to dig in!

    21. Finding the Courage to Let Go of Occupational Identity

      I struggle with this daily and I've felt so many colleagues, competent, with graduate degrees in their 30's - - what is supposed to be the "upwards trajectory" of our careers really go "oh this is fucked," and have to reinvent oneself. Attitude is huge. But at what point do we bring in ethically navigating between learn/leverage, learn/leverage, learn/leverage in a world that hasn't had to do it before? How do we collaboratively design that way of being in a world of snakeoil salesmen and other weird stuff? Digital Marketing experts are going to have a HAY day with this!

    22. An occupational Identity Crisis Isn’t Limited to Job Loss


    23. What Do You Do for a Living? The Question That Traps Us in the Past

      This is going to be contentious and difficult for a lot of people. Some people have spent so much money on degrees and careers and it doesn't matter in the Augmented Era. Someone who was recently fired from a job went so far as to "rebrand" their identity by changing their name. All sorts of reactions... I think there is a lot of interesting work that can be done in this area in the coming decade where other personality tests - myers briggs etc., have fallen short. This is why I'm excited for Dr. Sarabeth Burke's work on Hybrid Identity as it relates to the Future of Work!

    24. From Learning to Work to Working to Learn Continuously

      Autodidacts unite!

    25. From scalable efficiency to scalable Learning

      This is what I work in - how do we design ethically scalable learning solutions?

    26. Atomization, Automation, and Augmentation 38Atomization in Action 39Automation in Action 39Augmentation in Action 41Putting Atomization, Automation, and Augmentation together

      Can't WAIT to read these!

    27. so, Who Are You? occupational Identity and expertise

      I'm a hybrid! Hybrid professional :)

    28. truth and trust

      This one is huge

    29. Death of Distance Reshapes Human Relationships

      curious what is in this one!

    30. The Only Things Moving Faster Than Technology Are Cultural and Social Norms

      Of course. Check out Jeff Orlowski's documentary that's premiered called "The Social Dilemma." Social media changes culture like a slowly rotating kaleidoscope and I couldn't agree more that our identities as linked to our online "selves" are creating new communities and often separating us from our neighbors next door. It's fascinating and weird at the same time.

    31. The Force of Three Amplifying and Interlocking Climate Changes

      Super cool. There's so much here. Really curious about the Force of Three. I think the generational piece for millenials is well documented by Julie Albright - I wonder how this chapter will complement her research.

    32. Amid Rapid Change, Keep Calm and Adapt on

      I have a theory that the spirituality and "living in the Now" movement/industry is rising because of a correlation to rapid change.

    33. Introduction

      Looks good! The overview - cleanly laid out.

    34. ffirs iv 20 February 2020 10:09 AMThe paradigm of pursuing higher education is shifting. For example, American workers are now getting a job to go to college versus going to college to get a job. In this must-read, Heather and Chris effectively describe these and other trends that are playing out across corporate America today. In a world where rapid learning and adaptation are essential to prepare for the future of work, we need leaders across industries, disciplines, and functions to work together to become champions of human potential.—Rachel Carlson,CEO and co-founder of Guild Education

      Love Rachel. This book is 100% for her consulting and account executive team(s).



  2. Jan 2020
    1. But what if the numbers on the board are influencing your sense of what a Double Chocolaty Frappuccino is worth?


    2. Can you really regard people as rational calculators if their decisions are influenced by random numbers?

      So true.

    3. “Our irrational behaviors are neither random nor senseless—they are systematic,” he writes. “We all make the same types of mistakes over and over.” So attached are we to certain kinds of errors, he contends, that we are incapable even of recognizing them as errors.

      Great summary of the book.

  3. Nov 2019
    1. In both cases, what differentiates the human from the nonhuman is the capability for agency.


    2. Those with sufficient self-mastery to use technology appropriately are deemed more human than the phone zombies who succumb to tech’s predations.

      I totally agree that this is a thread in the digital-wellness movement.

    3. But what counts as “real”?


    4. Rather than addressing the complexity of our relations with each other, institutions, social conditions, or anything else that communication technology plays into, digital wellness offers self-help as self-reliance while leaving the broader, underlying conditions unaddressed.

      Those underlying conditions.... are?

    5. What these interventions all have in common is how they frame our problems with technology as a matter between the individual and a specific device or app rather than the social, moral, and infrastructural relations that ultimately bind them together.

      I'm not sure I agree with this, completely. I think there is a larger conversation, stirred in part by these others that discusses the later, while, many solutions are oriented around the individual.

    6. The digital-wellness movement, though it seems to counter the grandiose schemes of the tech industry, shares a similar aspiration of fixing people for their own good, prescribing a specific one-size-fits all relationship with technology as a way to build an ideal society.

      Digital-Wellness Movement. While counter to the "grandiose schemes" of tech, has an analogous sentiment to that of digital utopia. How to fix others'? How to build an ideal society? Tristan, Cal, Catharine, and so many others...

    7. digital utopianism. It is premised on the belief that technology-oriented solutions — whether it’s “smart” cities, or autonomous-vehicle systems, or drone-delivery schemes, or “connecting the world” — can fulfill a utopian ideal and provide uniform benefits for everyone.

      Digital Utopianism DEFINITION: It is premised on the belief that technology-oriented solutions — whether it’s “smart” cities, or autonomous-vehicle systems, or drone-delivery schemes, or “connecting the world” — can fulfill a utopian ideal and provide uniform benefits for everyone.

    1. Someone observing her could assemble in forensic detail her social and familial connections, her struggles and interests, and her beliefs and commitments.

      But can you ever, actually, assemble someone's beliefs and commitments from their digital footprint? Can't you only just create a story based on a trail of "evidence"? To what degree does someone's digital life represent reality? Where do the lines blur? Where do we delineate? Do we want to?

    2. Can’t we users just opt out of systems with which we disagree?

      Users opting in vs opting out. What would the design ethics research team at Code For America say? Where can I track the latest policies that align our technical rights? Where's the user-centered experience for enhancing my learning there?

    3. Surely some of the fault must lie with this individual for using services or engaging with institutions that offer unfavorable terms of service and are known to misbehave.

      First and foremost, having just finished listening to Jia Tolentino's book, Trick Mirror, I'm starting to feel having a female character in this "hypothetical" matrix-like world is going to bring an extra layer of complexity unexamined... I'll hold my breathe.

  4. Aug 2018
    1. institutions are incubators of inventions

      Institutions are incubators of inventions... ? In my professional journey thus far I find the startup landscape to be more actively catalyzing invention and propelling change through society. That is, unless, more universities have programs like CU-Boulder's? Their invention & entrepreneurship initiative is cross-campus and cross- department: https://www.colorado.edu/researchinnovation/ I would love to read a report similar to this one that focuses on trends in higher ed institutions when it comes to being incubators of inventions and entrepreneurship more broadly... who is doing that work and reporting?

    2. Support of success in learning requires digital equity as well. All aspects of the learning environment must be equally accessible and usable for all learners and instructors. This includes considerations such as universal design for learning, adaptive learning engagements, and overall affordability.

      Could not be happier that digital equity and universal design are top of the conversation!

    3. Key Trends

      I'm curious to learn more as to why digital badging or new approaches to competency-based outcomes is not a key trend? Perhaps that is just a subsection of "growing focus on measuring learning" and will be addressed further down...

    4. OER initiative

      I wonder how a trend towards OER initiatives will change the landscape of for-profit edtech solutions and how they already have

    5. 2018 Higher Education Edition at a Glance

      I'm appreciating the visuals for this at-a-glance section

    1. It’s not enough to create best flow for the user, put the right tools in right context at perfect timing. We have to think harder how to delight users.

      Beyond user flow - Designing in "delight" - So many components to create "delight"? What are the features/components that criss-cross the intersections of delight and emotional experience?

  5. May 2018
    1. Project Manager

      Are these expectations clear in the SOW that we're asking the ID firms to take full responsibility for this?

      I feel like I'm doing as much PM work as learning work.

    1. 6 Success Factors for Managing Project Quality
      1. A Good Plan
      2. Appropriate Communication
      3. Manage Stakeholders
      4. Good Measurement
      5. Constant Review
      6. Act Early
    1. TrainingDocument ProcessesEquipmentTime To Do It Right

      So. Key. More for tech stack, too.

    2. The Cost of Quality (COQ) includes money spent during the project to avoid failures and money spent during and after the project because of failures.

      Gooood to know

    1. How likely are you to recommend this article to your friends or colleagues?


    2. We consider NPS to be harmful. It’s easy to game NPS to look like you’ve made experience improvements when you may have made it worse.

      Wow. Seems so true.

    3. Similarly, we’ll see a participant rate a 10 after they’d really struggled with the product or service. They’ll say, “It was better than I expected” or “I thought it was ok.” When we ask if they would use this product or service again, they say “Probably not.”

      Exactly - the psychology around a "pleasant surprise" influences how we rate things, but does not determine our future actions as related to repeating our interaction with a product

    4. Why would someone recommend Citi as a bank due to an unremarkable business transaction. (Routine banking transactions should always be unremarkable. When they stand out, it probably means something went wrong.)

      this goes bak to user experience - if you're surveying at the wrong time or moment in a user's journey map, it just doesn't matter because the results won't reflect what you intended them to

    5. But “best choice” is not the same as “delightful service.”

      I so strongly agree here. This is important.

    6. This year, I flew 73,890 miles on 49 flights. This data alone might make me a loyal customer.If you follow me on the Twitters, you’ll find me regularly complaining about United’s poor customer service.

      This is me! I do this on twitter, too.

    7. It’s about optimism.


    8. Yet, the NPS question doesn’t talk about about investment or personal sacrifice. It doesn’t even talk about loyalty. It only asks about recommending the company.

      lol so true

    9. We’re interested in actual behavior, not a prediction of behavior.

      Customers saying they'd refer a company on a survey doesn't mean they'll actually do it.

    10. Not only is this hard to answer, it’s hard to interpret.

      Exactly why I left my first comment - only 4 choices.

    11. For some reason, NPS thinks that a 6 should be equal to a 0. Nobody else thinks this. Remember, if you worked at a company like Intuit, all that hard work to get everyone to move from a 0 to a 6 would not be rewarded. Your executive would not get their bonus. It’s as if you didn’t do anything.

      Great point. This also doesn't take in the competition - what if they're still at a 3? Then being a 6 is awesome.

    12. On an eleven-point scale, with zero marked as Not At All Likely and 10 marked as Extremely Likely

      Shouldn't it be 0-3 or 1-4?

    1. AOL’s experience vividly illustrates the folly of seeking growth through shortcuts such as massive price cuts or other incentives rather than through building true loyalty.

      Interesting point - there are multiple ways to impact the ratio, but true loyalty is the only longterm solution

    2. AOL is struggling to grow. Even though AOL’s customer count surged to an eventual peak of 35 million, its deteriorating mix of promoters and detractors eventually choked off expansion.

      The stagnated growth at AOL isn't due to the mix of promoters and detractors, but those numbers indicate and correlate with the slow growth. The real reason it won't grow is as to why the detractor number has increased, which has to do with incorporating feedback into product build

    3. And in certain cases, we found small niche companies that were growing faster than their net-promoter percentages would imply.

      Like when the pain point is so bad that you take what you can get... I bet the net promoter score for the 2 choices you have for internet modems in Boulder is really low, there just aren't other options

    4. that is, no airline has found a way to increase growth without improving its ratio of promoters to detractors.

      Here's an interesting point - no company can increase growth without improving the ratio of promoters to detractors

    5. “Promoters,” the customers with the highest rates of repurchase and referral, gave ratings of nine or ten to the question. The “passively satisfied” logged a seven or an eight, and “detractors” scored from zero to six.

      Here is where the article explains how they came up with "promoters" - the customers with the highest rate or repurchase and referal

    6. Match survey responses from individual customers to their actual behavior—repeat purchases and referral patterns—over time.

      interesting point...

    7. one about the quality of their rental experience and the other about the likelihood that they would rent from the company again.
      1. Quality of Experience 2. Would you refer
  6. Feb 2018
    1. “Micro-credentials”—short, work-focused courses approved by big employers in fast-growing fields, such as IT—show promise. Universities should grant credits to dropouts for the parts of courses they have completed. They could also open their exams to anyone who wants to take them, and award degrees to those who succeed.

      I love these suggestions - all of them. Sadly, the overhaul necessary to get faculty to understand how to grant credits to dropouts, or how to allow non-students to take exams would be - hysterical. I would study for my MA in Ed Policy @ Harvard on my own for 2 years since I could never afford the program or to move... However, most students who drop out or can't go down those new higher ed routes just find new creative ways to demonstrate their competencies to employeers and their peers. Why not?

    2. School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.

      AND they already exist, but no one knows how to find them or how to weigh the advantages and disadvantages.

    3. Governments need to offer the young a wider range of options after school.

      They need to legally support there are such a range of options and enforce it, down to the high school counselor level. Touting Higher Ed as the only option post HS is just no longer in a student's best interest nor society's.

    4. But the graduate premium is a flawed unit of reckoning. Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates. It is also a signal to employers of general qualities, such as intelligence and diligence, that someone already has in order to get into a university. Some professions require qualifications. But a degree is not always the best measure of the skills and knowledge needed for a job. With degrees so common, recruiters are using them as a crude way to screen applicants. Non-graduates are thus increasingly locked out of decent work.

      This feels like one of the most accurate and honest descriptions of what the degree does for today's students, truly. It's a checkbox item for a recruiter, somewhat signals qualities (although slowly it signals you didn't know what you were doing if you didn't critically think about the higher education situation...) and overall is now a "flawed unit of reckoning." Micro-credentialing is going to be all the more necessary for this reason. Blended and online learning is a market only just about to BOOM.

    5. In South Korea, a country where about 70% of young workers have degrees, half of the unemployed are graduates. Many students are wasting their own money and that of the taxpayers who subsidise them.

      Learning Experience Design could encompass public policy, no? Designing for outcomes that don't happen? Shouldn't that impact the design?

    6. $200bn a year.

      haha, oops!

    7. Governments are keen on higher education, seeing it as a means to boost social mobility and economic growth.

      So, you mean, governments can't do "due diligence" or the reality has crept up too fast that university no longer guarantees social mobility & economic growth.

    8. intellectual growth, career opportunities, having fun.

      And, everyone has a different definition for what these three mean to them

  7. Dec 2017
    1. I think there is an untapped opportunity for university teacher training programs to partner with K-12 educators to rethink teacher preparation in this country.  We are finding that the traditional model for teacher preparation is not producing consistently well-prepared new teachers, and I think higher education could learn a lot from the excellent pedagogy happening in K-12 classrooms.

      I so strongly agree

    2. Technology is the new literacy, and if we aren’t able to provide appropriate support to teachers and students, a technology gap will emerge that will be as limiting as any achievement gap we’ve ever seen in education.

      And that is why I left Peak to Peak. Library media specialists are not instructional technologists, which is why I became one.

    3. Professional development providers need to walk their talk, or teachers will tune out and attend to more pressing priorities.

      That's true. If I don't see educational technology integrated well, I'll seek other routes of PD that I can learn from

    4. through poor professional development at some point in their career.

      That's an assumption you make. Have you tested it? How many incoming teachers to you ask to recount a poor professional development experience? I hadn't had one because I had the skills to seek out the best experiences possible

    5.  No one falls through the cracks at Peak to Peak.

      The ones who fall through the cracks are the ones who you don't see. Teachers do.

  8. Oct 2017
    1. The significance of the approach-avoid response becomes clearer when one discovers the dramatic effect that these states can have on perception and problem solving, and the implications of this effect on decision-making, stress-management, collaboration and motivation.

      I have never thought to connect the "approach-avoid" concept with problem-solving & decision-making. I wonder what the implications are and what I need to know about myself as a leader to "avoid-approach" it ;)

    2. Status, Certainty, Autonomy, Relatedness and Fairness

      This sounds familiar. Reminds me of Sapiens: A Brief History of Humankind by Yuval Noah Harari

  9. May 2017
    1. enter’’and‘‘involve,’’thatlearningisanactiveprocess.Educatorsandpsychologiststellusthatlearningisaconstructiveprocess.Situatedtheoristsandpsycholinguistsinformusthatlearningisaninteractiveprocess.

      active, constructive, interactive - who uses which term

    1. Concerns-Based Adoption Model

      CBAM - Beautiful 4-3-2-1 rubric

    2. Unsupported employees who are NOT retained during the first three years do so because they have only attained the management level of the CBAM and feel their work has little impact and value.

      Retaining employees has nothing to do with CBAM what-so-ever

    3. With strong mentoring support, new but experienced employees can move to the collaborative level in about two years.

      That seems ridiculous, no? The employee will leave before then - The first 6th months, how you treat your employee, is the critical on-boarding time when they determine whether or not they will be at the position long term at all. If you're focused on allowing them to move through to the collaborative level with out focusing on treating them with respect, they'll leave

    4. Experienced but new employees

      you mean instructors?

    5. mentoring program which targets new employees because the beginning of a caree


    6. That is, of course, not a bad place to be! However, isolated employees in traditional, non-collaborative organizations are not likely to reach higher levels of professional practice and increased results because they are denied the day-to-day time needed to interact with and learn from their peers and colleagues.

      Yes, this time is often limited and small, but there are also those autodidacts (Carrie) who soar no matter what

    7. If a person's needs are addressed at the stage they are at, then they can move to new levels of practice. When they are open and ready to learn, they will ask questions like those on the right side of the stages.

      This reminds me by the level of needs from the management triangle by Core Strengths

    8. mentoring

      MENTORING is huge!

    9. Linking the Stages of Concern and the "Bridge"

      Check out the shark!

    10. He can state with confidence that you will be very successful if you base professional development needs assessment and program and mentor activity planning on the CBAM stages of concern.


    11. Personal concerns are legitimate. Too often, personal concerns are dismissed as irrelevant or, at worst, the response of the dreaded Resister.

      No kidding

    12. Subsequentresearch on school change has confirmed that changes in classroom practice can take anywhere from three to five years to be fully implemented.

      I'd like to play devils advocate - when was this published? in classrooms with technology? not in classroom's where megan freeman was head of professional development... this is vague and so untrue. You can change your classroom dynamics the next day if you're skilled and capable of it.

    13. the individual's concerns about the innovation, the particular manner in which the innovation is delivered or implemented, and the adaptation of the innovation to the individual.

      The Concerns-Based Adoption Model

      1. the individual's concerns about the innovation
      2. the particular manner in which the innovation is delivered or implemented
      3. the adaptation of the innovation to the individual.
    14. Individuals must be the focus if change is to be facilitated and institutions will not change until their members change;

      I agree strongly

    15. 1987.

      That's why these charts felt off - it's from before I was born!

    16. Renewal The user is seeking more effective alternatives to the established use of the innovation

      rejected the innovation for something else - what if you're always there?

    17. ypical Expressions of Concer

      where on earth did this come from? data? surveys? how? I don't like how this insinuates an order of "stages" of concern at all

    18. Like teachers in science classrooms, they have to be facilitators, assessors, resource brokers, mediators of learning, designers, and coaches, in addition to being trainers when appropriate.

      strongly agree

    19. We know that management concerns can last at least a year, especially when teachers are implementing a school year's worth of new curricula and also when new approaches to teaching require practice and each topic brings new surprises.

      Based on what research? Sounds like a cop out. Since the curricula is new the teacher has management concerns? That makes no sense. Sounds like an excuse for the management to not take the concerns seriously.

    20. Is this change working for students? and Is there something that will work even better?

      this is a pretty superficial limited question series

    21. people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is.


    1. “What are all of the assumptions of the industry?”

      The podcast that higher education professionals are listening to, challenging the preconceived notion to teach grammar - listen with bvp: http://www.teawithbvp.com/listen/, Use sticky notes at every meeting, etc.

    2. did the opposite.

      Like instead of working an 8-5, we were super innovative and flexible

    3. . “There is no pressure to come up with ‘good’ ideas. Then, those terrible ideas can be re-evaluated, often turning them into something unique and brilliant.”

      This makes the assumption that there are bad ideas...

    4. Seelig likes to challenge teams to only think of bad ideas.

      I love this - great!

    5. “How should we plan a birthday party for David?” you’re assuming it’s a party. If you change your question to, “How can we make David’s day memorable?” or “How can we make David’s day special?

      I agree with this step one - her "frame-storming" is the first step in making sure the ideation phase stays wide-open enough so to not limit possible ideas. Spending time reflecting, with out judgement, whether or not you're asking the right question in the first place is important/essential.

    6. Creativity is applying imagination to address a challenge. Innovation is applying creativity to generate unique solutions. And entrepreneurship is applying innovations, scaling the ideas, by inspiring others’ imagination.

      I agree with her definition of creativity and innovation, but would like to add to her definition of enterpenuership. Enterpreneurship isn't just applying innovation and scaling the ideas - enterpreneurship is when you take your creativity and innovation and build something that impacts society around you, and you've created something that didn't exist before.

    7. Imagination is envisioning things that don’t exist

      True - But does that include if you can't even define the problem statement yet?

  10. Jan 2017
    1. preservice teachers

      What does "preservice teacher" refer to in this context? I associate these two terms together with either an undergraduate student who is working towards licensure or a student doing a post-bac licensure program. Is that the same meaning here?

  11. Nov 2016
    1. and other groups are exploring how tools like rapid cycle evaluations, school partnerships and better links with the classroom can quickly and accurately evaluate the effectiveness of digital tools.

      So while the Gates Foundation, Digital Promise, USDOE, and Education Endowment Foundation are exploring this process, they can give certain tools a badge.

    2. must encourage rapid cycle trials to evaluate the effectiveness of new technologies. New research methodologies will need to be developed with the teacher as the end customer. The goal of these evaluations should be to allow a teacher to ask, “How well will this work in my classroom?”

      Sure, but right now as the education system exists teachers are not trained nor capable of being an "end customer" among other time constraints and lack of tech training.

    3. 1) We need better evaluation of digital tools
      1. Better Evaluation of Digital Tools (Teacher evaluated, 3rd Party Evaluated Digital Badges)
    4. First, we know that most educators now see the potential for technology to transform their practice.

      agreed. but no one is trained on any of that.

    5. hard pressed to find anywhere as much funding or attention directed towards helping teachers make decisions informed by evidence.

      This is where Edsense comes in. "Find, Choose, & Evaluate your Educational Technology."

    1. Katrina Stevens

      Who is Katrina Stevens?

    2. Edtech Rapid Cycle Evaluation (RCE) Coach, a free, online, openly-licensed platform that takes districts and schools through the process of evaluating and choosing the best tools for their individuals needs.

      Will government be faster to the grab over a multisided platform economy?

    3. “[We want to] establish a standard for low-cost, quick turnaround evaluations of apps, and field test rapid-cycle evaluations,”

      Standard, low-cost quick evaluation of the tech's applicability

  12. Oct 2016
  13. libguides.colorado.edu libguides.colorado.edu
    1. Although belief bias is a persistent and difficult bias to overcome, there is hope that wecan overcome it.
    2. After information is acquired andthe source of that information is forgotten, the information accessed a second time isassumed to be true.

      Familiarity effect - the more often you hear something, the more often you believe it to be true, regardless of other factors... What skill-sets are students employing to remain aware of this? How does the role of technology in their lives influence this phenomenon or not?