And yet the machines have made hardly any impact.
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The Top Six Innovation Ideas of 2011 - Michael Schrage - Harvard Business Review - 141 views
blogs.hbr.org/...op-six-innovation-ideas-o.html
innovation center web 2.0 roadmap strategic planning innovation
shared by Sheri Stahler on 22 Dec 10
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The Innovative Educator: The Innovative Educator's Five Fave Ways to Create a Global Co... - 6 views
theinnovativeeducator.blogspot.com/...ucators-five-fave-ways-to.html
educator communication center google
shared by Janice Shanno on 09 Feb 12
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How Do We Transform Our Schools? - Education Next : Education Next - 26 views
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An organization’s natural instinct is to cram the innovation into its existing operating model to sustain what it already does. This is the predictable course, the logical course—and the wrong course.
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The way to implement an innovation so that it will transform an organization is to implement it disruptively—not by using it to compete against the existing paradigm and serve existing customers, but to let it compete against “non-consumption,” where the alternative is nothing at all.
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At first glance there appears to be little non-consumption of education in the United States since students are required to receive schooling. Looking deeper, however, reveals many pockets of non-consumption where students would be delighted with computer-based learning rather than the alternative, nothing at all. Take Advanced Placement (AP) courses for starters. According to a 2005 report by the National Center for Education Statistics (NCES), 33 percent of schools nationwide offered no AP classes in 2002–03. Those that do provide AP courses today only offer a fraction of the 34 courses for which AP exams are available, because they lack the resources to hire more AP teachers or there is not enough student demand to justify a dedicated course and teacher.
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Understanding The Human Element of Blended Learning - 64 views
www.blendmylearning.com/...an-element-of-blended-learning
Teacher_Resources Online_Learning_Environments
shared by Marc Patton on 09 Jan 13
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Blended Learning - Denver Public Schools - 3 views
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YouMedia - 48 views
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YOUmedia is an innovative, 21st century teen learning space housed at the Chicago Public Library's downtown Harold Washington Library Center. YOUmedia was created to connect young adults, books, media, mentors, and institutions throughout the city of Chicago in one dynamic space designed to inspire collaboration and creativity.
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CIESE - Curriculum: K-12 CIESE Online Classroom Projects - 6 views
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Remix Culture : Center for Social Innovation (CSI) - 12 views
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there’s a war raging over what some now are calling a new art form in the emerging Web 2.0 culture—remix
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remix is collage, a recombination of existing, reference images or music and video clips from popular digital culture, elements of which are mashed up into something new.
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as long as the remix is significantly altered from the original—should remix be permitted by law
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“Remix is literacy in the 21st century,” Lessig said. The chief of Stanford University’s Center for Internet and Society
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failing to legally protect remixes as original forms of art and expression “will make pirates of our children...We cannot kill this form of expression;
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Johnson, author of The Invention of Air, a new book about the history of information flows in American and British society, said remix has “deep roots in the Age of Enlightenment and among America’s Founding Fathers.”
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Fairey rounded out the talk, citing remix as one of the early 21st century’s most popular forms of free political expression.
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Remix is all about making references; references are how you establish a point of view in popular culture, and they are crucial to my work as an artist.”
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A Principal's Reflections: Common Misconceptions of Educators Who Fear Technology - 1 views
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as there are many creative ways to cut costs, as well as to free resources that can be used with existing infrastructures. Schools can utilize cost-effective lease purchase programs for computers, investigate the implementation of a Bring Your Own Technology (BYOT) program, or promote the use of a plethora of free Web 2.0 tools.
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Schools and classrooms do not, and will not, spiral out of control when we allow teachers the flexibility to take calculated risks to innovate with technology or permit students to learn using social media or their own devices.
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One of the most powerful means of professional development is through the use of social media where educators can create their own Personal Learning Network (PLN) based entirely on their unique needs and passions.
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Don’t let fear based on misconception prevent you from creating a more student-centered, innovative learning culture
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"Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not. .. Opinions vary on the merits of educational technology, but common themes seem to have emerged. Some of the reasons for not embracing technology have to do with several misconceptions revolving around fear."
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Calls from Washington for streamlined regulation and emerging models | Inside Higher Ed - 0 views
www.insidehighered.com/...regulation-and-emerging-models
higher ed higher regulation competency based innovation accreditation
shared by Maureen Greenbaum on 02 Nov 13
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flow of federal financial aid to a wide range of course providers, some of which look nothing like colleges.
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give state regulators a new option to either act as accreditors or create their own accreditation systems.
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any new money for those emerging models would likely come out of the coffers of traditional colleges.
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cut back on red tape that prevents colleges from experimenting with ways to cut prices and boost student learning.
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regional accreditors are doing a fairly good job. They are under enormous pressure to keep “bad actors” at bay while also encouraging experimentation. And he said accreditors usually get it right.
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Andrew Kelly, however, likes Lee’s idea. Kelly, who is director of the American Enterprise Institute’s Center on Higher Education Reform, said it would create a credible alternative to the existing accreditation system, which the bill would leave intact.
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“Accreditation could also be available to specialized programs, individual courses, apprenticeships, professional credentialing and even competency-based tests,”
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broad, bipartisan agreement that federal aid policies have not kept pace with new approaches to higher education.
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expansion of competency-based education. And he said the federal rules governing financial aid make it hard for colleges to go big with those programs.
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accreditors is that they favor the status quo, in part because they are membership organizations of academics that essentially practice self-regulation.
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“The technology has reached the point where it really can improve learning,” he said, adding that “it can lower the costs.”
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changes to the existing accreditation system that might make it easier for competency-based and other emerging forms of online education to spread.
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offering competency-based degrees through a process called direct assessment, which is completely de-coupled from the credit-hour standard.
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iPads in Education - Exploring the use of iPads and mobile devices in education. - 187 views
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How does the releaseof iOS 5 impact you? Multitouch gestures, Notification Center, an upgraded Safari browser, Newstand and more. iOS 5 comes with over 200 new features. Which ones will you use most - both personally and professionally? Share your opinions... News & Views Videos Using an iPad as a Document Camera Added by Sam Gliksman0 Comments 0 Likes First Look: Apple's iOS 5 Added by Sam Gliksman0 Comments 0 Likes Impromptu Field Trip Added by Skip Via0 Comments 0 Likes Add Videos View All xg.addOnRequire(function () { x$('.module_video').mouseover(function () { x$(this).find('.video-facebook-share').show(); }) .mouseout(function () { x$(this).find('.video-facebook-share').hide(); }); }); #iPadEd on Twitter Use the hashtag #iPadEd to tweet with network members // iPads in Education Tweets SamGliksman RT @kcalderw: Last call for participants for an iPad in Edu survey for Masters class. Looking for teachers who use them. #ipadchat #ipaded4 hours ago · reply · retweet · favorite buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
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Finally, the goal of this community is to promote innovation in education through the use of technology. The site is not sponsored by Apple nor does it endorse the use of any specific technology or product.
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Finally, the goal of this community is to promote innovation in education through the use of technology. The site is not sponsored by Apple nor does it endorse the use of any specific technology or product.
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Tablet computing and mobile devices promise to have a dramatic impact on education. This Ning network was created to explore ways iPads and other portable devices could be used to re-structure and re-imagine the processes of education.
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The New Media Consortium | Sparking innovation, learning and creativity. - 26 views
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The NMC (New Media Consortium) is an international community of experts in educational technology - from the practitioners who work with new technologies on campuses every day; to the visionaries who are shaping the future of learning at think tanks, labs, and research centers; to its staff and board of directors; to the advisory boards and others helping the NMC conduct cutting edge research.
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PIPEDREAMS - Seeing with New Eyes - International Perspectives on Trust and Regulation ... - 16 views
pipedreams-education.ca/...st-and-regulation-in-education
education inspiration @zbpipe Israel conference 201205 international trust regulation
shared by Peter Beens on 01 Jun 12
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This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
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Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
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In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
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We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
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We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
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We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
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these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
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I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
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By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
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we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
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We need to remind our leaders that we are not just teachers of academics but we teach the whole person
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Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
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The conference in Jerusalem, Israel that Van Leer hosts each year is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad. This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac. With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student - was one of privilege and opportunity.
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An Open Letter to Students: You're the Game Changer in Next-Generation Learning (EDUCAU... - 120 views
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I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
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Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
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the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
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We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
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because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views
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Critical thinking and problem solving, for example, have been components of human progress throughout history
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
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some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
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Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
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At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
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if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
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But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
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We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
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education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
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Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
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These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
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Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
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measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
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When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
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Eric Sheninger: Common Misunderstandings of Educators Who Fear Technology - 113 views
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Don't let fear based on misconception prevent you from creating a more student-centered, innovative learning culture. Rest assured, everything else will fall into place.
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The fear of not being able to meet national and state standards, as well as mandates, leaves no time in the minds of many educators to either work technology into lessons, the will to do so, or the desire to learn how to. Current reform efforts placing an obscene emphasis on standardized tests are expounding the situation
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With budget cuts across the country putting a strain on the financial resources of districts and schools, decision makers have become fearful of allocating funds to purchase and maintain current infrastructure
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Many teachers and administrators alike often fear how students can be appropriately assessed in technology-rich learning environments. This fear has been established as a result of a reliance on transitional methods of assessment as the only valid means to measure learning
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For technology to be not only integrated effectively, but also embraced, a culture needs to be established where teachers and administrators are no longer fearful of giving up a certain amount of control to students. The issue of giving up control seems to always raise the fear level, even amongst many of the best teachers, as schools have been rooted in structures to maintain it at all costs
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With the integration of technology comes change. With change comes the inevitable need to provide quality professional development. Many educators fear technology as they feel there is not, or will not be, the appropriate level of training to support implementation
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"Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not. Technology is often viewed either as a frill or a tool not worth its weight in gold. Opinions vary on the merits of educational technology, but common themes seem to have emerged. Some of the reasons for not embracing technology have to do with several misconceptions revolving around fear."
NJEA has it WRONG for NJ school librarians! - 36 views
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Podcast: Mobile and Learning with Dr. Michael Truong - 18 views
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Host Eric Robertson's conversation with Michael Truong, Associate Director of UC Merced's Center for Research on Teaching Excellence looks at technology innovations at the UC system's newest campus as an indicator for what is happening nationally. After covering topics ranging from the role of Learning Management Systems to trends in student technology purchases, their conversation focuses on UC Merced's Mobile App Learning Lounge, a resource designed to help students and faculty explore the possibilities of teaching and learning using mobile applications. Truong argues that mobile tools are dramatically enhancing assessment, communication between students and faculty, collaboration activities, and even access to and time spent with learning materials. The conversation concludes with a fascinating discussion about the challenges of teaching in an age of technology driven distraction. Referencing thinkers like Michael Wesch, Sherry Terkle and Nicholas Carr, Robertson and Truong explore how faculty can help students develop critical thinking skills in a "search culture" by moving beyond consuming knowledge to curating and producing it.