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I say in this interview that the only way we can learn is by doing and to do that we must practice constantly. Schools rarely teach doing, mostly teaching abstract theories that will never matter to 99% of the population.

So, my advice. Know what matters to you. Learn that. Temporarily memorize nonsense if you want to graduate but have a proper perspective on it. Nothing you learn in high school will matter in your future life.

Looking ahead to the future of Glogster EDU

Thiel fellowship.”

PR move

The cool thing about this is that family members can far more easily be involved in her learning and in providing regular feedback than they could be if her writing was only contained in the traditional paper journal.

But we should be careful, in our idealism, not to diminish something that is already a wonder of the world.

our schools are disconnected from young learners and how their learning practices are evolving.  The decision to block social media is inconsistent with how students use social media as a powerful node in their learning network

In the not so distant future the notion that schools should block social media will become difficult to defend.  Before that happens schools will have to reimagine their mission in the lives of young learners, the communities that they serve, and the extraordinary possibilities of networked media and networked literacy.

The rest of the broader six-point policy was adopted, including a clause saying professors must maintain a five-day presence on the physical campus

. His college is in the midst of transitioning to a faculty-based advising system in which students will have to meet with an instructor before registering for classes

“What gets missed in the conversation is that my face-to-face instructors, if they’re teaching five classes, they’re seeing students for 12-and-a-half hours. That needs to be demonstrated in the online instruction before we talk about office hours.”

A substantial literature documents large variation in teacher effectiveness at raising student achievement, providing motivation to identify highly effective and ineffective teachers early in their careers. Using data from New York City public schools, we estimate whether subjective evaluations of teacher effectiveness have predictive power for the achievement gains made by teachers’ future students. We find that these subjective evaluations have substantial power, comparable with and complementary to objective measures of teacher effectiveness taken from a teacher’s first year in the classroom.