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ten conclusions that might guide a country's development of a culturally appropriate Internet policy

Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.

Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills

It is time to toss out the “blog, wiki, podcast” mantra. This is bigger than tools isolated for singular purpose. If we keep pushing the tools into categories, new users will continue to only use the tools for those purposes. We should be twisting, stretching and breaking these tools, not neatly packaging content with them.

Networked learners are more confident than individual learners in questioning authority, discovering alternative realities and resolving critical concerns through thoughtful inquiry.

What the Internet is doing to our brains

A new e-mail message, for instance, may announce its arrival as we’re glancing over the latest headlines at a newspaper’s site. The result is to scatter our attention and diffuse our concentration.

Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.

We’ll spend the weekend thinking through the identity of our respective organizations and what we can do online to both reflect and support that identity and the good work that all of us are trying to do in our various locations around writing and teaching and learning.

The FADE model—Foundation, Atmosphere, Design, Environment—creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.

The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning: Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning. Everything is On Purpose: Everything we do has an intended Purpose. Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned. Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation. If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.

Quantum Learning