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What spaces can we build online that aren’t quantified, tracked, scored, graded, assessed, and accredited?

What we have is a series of online classes with no real infrastructure to support the work that students do on college campuses outside and between those classes

Up to now, online learning has taken little notice of the web upon which it’s suspended

Today, the road to access doesn’t necessarily detour through the university, and anyone, of just about any age, can travel it.

We’ve created happy little caskets inside which learning fits too neatly and tidily (like forums, learning management systems, and web conferencing platforms). We’ve timed learning down to the second, developed draconian quality assurance measures, built analytics to track every bit of minutiae, and we’ve championed the stalest, most banal forms of interaction — interaction buried beneath rubrics and quantitative assessment — interaction that looks the same every time in every course with every new set of students.

act of putting one’s own thoughts into words and communicating them to others, research has shown, is a powerful contributor to learning. Active-learning courses regularly provide opportunities for students to talk and debate with one another in a collaborative, low-pressure environment.

It’s bad only if it lulls us into thinking we’re doing something to solve the problem with education.

The trouble is that education’s sociopolitical problems — its bureaucracies, its stakeholders, its poverty, as well as the sheer mass of the industry — are exactly what makes building a disruptive business around education so difficult.

leadership, resources, risk, and control are shared;

qualities of a library media specialist

equire time- perhaps two to five years-

Both girls and boys have more freedom to explore their own interests and abilities than in the coed classroom

subtleties of gender differences in learning