The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
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shared by David Hilton on 04 Mar 09
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YouTube - No More "Learners" - 1 views
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Learning Learner Education Pedagogy Teaching Technology Web2.0 Lecture Speaking Presentation Presenter Teacher 21st Century Mentor Coach Guide Lecturer
shared by David Hilton on 04 Mar 09
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
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Rubbish. Teachers need to teach. These vacuous ideas that students know as much as teachers and we all teach each other have led to a dangerous decline in educational standards in the West. People do not process in a vacuum; they need to know the content before they can engage in that 'higher-order thinking' Blooms gunk. These theories are an excuse for teachers who don't know their subjects to feel less shamed at their ignorance.
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category: Education Tags: informl
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category: Education Tags: informl
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... -
Do you speak/teach from a pulpit? Take a look at "No More Learners" What was your first thought(s) when viewing this? Does 'talking down' to learners go on? Perhaps it goes on some; but, I don't think a great deal today. Who out there thinks they are or were ever in the pulpit? I was in the 70's and changed in 80's. There are too many smarter learners out there. Please consider leaving your IMHO comment as a note.
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The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
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neccunplugged - home - 26 views
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I plan on Attending this ISTE unlpugged session but first I think I'll check out that list of 50 ways to tell a story. I have my first totally virtual class next year and I don't want to try to teach physics through lecture. 11:30 am - 12:00pm [Concurrent Session 6] Title: Beyond Lectures: How to Re-Invent Your Online Content Delivery in Face to Face, Hybrid and Fully Online Courses Description:Good pedagogy delivers content multiple ways to engage students and address different learning styles. Online learning, however, resides comfortably in lectures and discussion. This needn't be the case: learn to add free and easy tools to online content delivery that will appeal to all students and address the needs of multi modal learners. Inspired by Alan Levine's "50 Web 2.0 Ways to Tell a Story," this session will explore a variety of current tools that transform lecture delivery into an interactive multimedia activity that will engage myriad learning styles. Presenter: Pamela Kachka, MA.Ed.
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shared by Steve Ransom on 28 Sep 09
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Wake Up and Smell the New Epistemology - The Chronicle Review - The Chronicle of Higher... - 32 views
chronicle.com/...4568
highered highereducation change paradigmshift lecture students studentcentered
shared by Steve Ransom on 28 Sep 09
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Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
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make transparent
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I am asking instructors to see the two questions that the new epistemology emblazons across the front of every classroom — "So what?" and "Who cares?" — and then to adjust their teaching accordingly.
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show no patience for lectures
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Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
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except for the occasional late bloomer, we fail miserably at creating sustained intellectual fires among the vast majority of our practical, credential-driven students.
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better and more widely achievable educational goal should therefore be to inculcate a respect for learning and the pursuit of knowledge.
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public scholarship
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An excellent read for those interested... and those who need a kick in the pants re: engaging meaningfully a new culture of students, especially in higher education.
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Institute of the Modern Learner - 21 views
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"The Institute has been established with the goal of re-engaging those who have become discouraged with the system and we are in desperate need of more Thinkers. We want you to apply because of your expertise in the field of Modern Learning, an area of study that has been too often neglected in our time."
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What does the future of Maths teaching look like? - 2 views
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If we are to re-engage students with Mathematics, I believe we need to be constantly and consistently striving toward tasks that are collaborative, problem-based and relevant. This does not mean that explicit teaching goes out the window.
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"Where's the Writer" TETYC March 2014 - 43 views
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“Responders Are Taught, Not Born”
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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class suggests that the writer’s question
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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dynamic list that students freely update throughout the semester on the class classro
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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The end result is a robust list of questions for writers to ask of their respondents.
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in-class discussion about effective and less effective questions for writers
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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, “Feedback: What Works for You and How Do You Get It?”
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Students’ comments often point to their struggle to position themselves in peer response.
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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: pointing, summarizing, and reflecting
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highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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this information is limited to the instructor’s manual
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llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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dependent on what parts of the textbook they choose to read
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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there is no mention that writers might use them for purposes of soliciting feedback.
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we see an opportunity for modeling that is not fully realized.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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textbook authors offer few examples for how to get specific feedback
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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we worked to understand how textbooks highlight the writer’s role in peer response.
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We wanted to know what books tell writers about asking questions
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
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Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
(Re)Defining Student Engagement | Reading By Example - 112 views
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Engage - 53 views
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This is an Australian website with current affairs news articles written for children. There is a good archive of past editions to browse through. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
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Obama's War on Inequality - The New York Times - 16 views
www.nytimes.com/...obamas-war-on-inequality.html
inequality Democratic party gop great depression New Deal obama obamacare
shared by Javier E on 20 May 16
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what can policy do to limit inequality? The answer is, it can operate on two fronts. It can engage in redistribution, taxing high incomes and aiding families with lower incomes. It can also engage in what is sometimes called “predistribution,” strengthening the bargaining power of lower-paid workers and limiting the opportunities for a handful of people to make giant sums.
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We can see this in our own history. The middle-class society that baby boomers like me grew up in didn’t happen by accident; it was created by the New Deal, which engineered what economists call the “Great Compression,” a sharp reduction in income gaps.
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Obamacare provides aid and subsidies mainly to lower-income working Americans, and it pays for that aid partly with higher taxes at the top. That makes it an important redistributionist policy — the biggest such policy since the 1960s.
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between those extra Obamacare taxes and the expiration of the high-end Bush tax cuts made possible by Mr. Obama’s re-election, the average federal tax rate on the top 1 percent has risen quite a lot. In fact, it’s roughly back to what it was in 1979, pre-Ronald Reagan, something nobody seems to know.
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What about predistribution? Well, why is Mr. Trump, like everyone in the G.O.P., so eager to repeal financial reform? Because despite what you may have heard about its ineffectuality, Dodd-Frank actually has put a substantial crimp in the ability of Wall Street to make money hand over fist.
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these medium-size steps put the lie to the pessimism and fatalism one hears all too often on this subject. No, America isn’t an oligarchy in which both parties reliably serve the interests of the economic elite.
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Money talks on both sides of the aisle, but the influence of big donors hasn’t prevented the current president from doing a substantial amount to narrow income gaps — and he would have done much more if he’d faced less opposition in Congress.
Ten Simple Strategies for Re-engaging Students | Edutopia - 102 views
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Why I Gave Up Flipped Instruction - 21 views
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It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
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No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
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When I recently re-read the post, I didn't disagree with anything I'd said. Yet my brief love affair with the flip has ended. It simply didn't produce the tranformative learning experience I knew I wanted for my students . -
Direct instruction is direct instruction no matter how you spin or flip it. While it does have its place, as all things do, we're reminded that the paradigm shift is not simply a matter of shifting an order of events. This is a solid post on the power of personalized learning.
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EDED20474_2131: Academic perspectives on quality teachers and teaching - 51 views
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This is brilliant and true. I pariticularly am witness to this, not only in my own professional practice (going from observations as a beginning teacher and then having a classroom "to myself" to a school where I had TAs in my class which changed the dynamic and in that school there was an 'open door policy' where you could expect admin to stroll through. And now I am in PD for other staff with IT I find it hard to get my foot through their classroom doors. There is resistance to share short comings for sure!
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Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).
How College Professors Are Using Twitter to Re-Engage Their Students | SociableBlog : S... - 69 views
Ten Simple Strategies for Re-engaging Students | Edutopia - 133 views
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shared by Laura Doto on 23 Jun 09
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Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-friendship
Aristotle Friendship teens adolescents online network
shared by Laura Doto on 23 Jun 09
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Social relations—not simply physical space—structure the social worlds of youth.
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A critical conclusion to be realized that can inform our assumptions as educators.
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When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
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these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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Homophily describes the likelihood that people connect to others who share their interests and identity.
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One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
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Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
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Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
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there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
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the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
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As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
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The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
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“It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
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Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
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Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
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Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
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to avoid social drama with her friends:
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The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
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teens have developed a variety of social norms to govern what is and is not appropriate
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The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
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While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
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primarily a continuation of broader dramas.
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social media amplify dramas because they extend social worlds beyond the school.
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Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
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social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
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That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
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finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
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Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
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While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
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Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
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it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
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Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
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They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
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Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
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Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
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Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
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So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
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From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
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That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
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Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
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While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
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Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
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learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
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articulating those friendships online means that they become subject to public scrutiny in new ways;
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This makes lessons about social life (both the failures and successes) more consequential and persistent
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make these dynamics visible in a more persistent and accessible public arena.
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co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
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Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views
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" Early advocates of bloc scheduling identified the block schedule as the ca talyst, or vehicle, for bringing about desired changes in secondary education (Carroll, 1990; Canady and Rett ig, 1995)"
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Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
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Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
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Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
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his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
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It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
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Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
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One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
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(Re)Marking upon #ProfChat - 11 views
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VCUOLE It appears that many students (graduate, undergraduate, professional) are oriented towards receiving answers rather than engaging in exploration. Would the 'curiosity cultivating' learning technologies provide a frustrating experience for such students? -
Possibly, but who says frustration is not a learning experience? The old adage "Give a man a fish and you feed him for a day, teach him how to fish and you feed him for a lifetime" comes to mind. Teach a student to be intellectually and technologically curious and you've given them tools for success long after they've left your tutelage. vcuole
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The challenges and opportunities confronting higher education pedagogy will not be adequately addressed by platforms designed to provide answers