1. Make the work Google-proof
Put another way, design it so that Google is crucial to creating a response rather than finding one.
If students can Google answers–stumble on what you want them to remember in a few clicks–there’s a problem with the instructional design. And asking them what they’ll do when they WiFi goes out probably isn’t compelling enough as an argument.
Instead, anchor learning experiences around new kinds of thinking that force the synthesis of disparate ideas, media, and communities. Scenario-based learning, challenge-based learning, project-based learning, learning simulations, and so on.
It’s all out there, ready to be integrated in your classroom.
Nigel Coutts on 14 Jan 18It seems that we never have enough of it and the result is a feeling of constant pressure to do things quickly. As a result, we fall into a pattern of making quick decisions, with incomplete information and then proceed to take hasty action and seek short cuts. Our busy lives, the business of those around us, the schedules we set ourselves and the constant stream of distractions and interruptions ensure we have very little time to do things well and we never seem to get things done.
