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There's no one teaching them about the nuances involved in creating a positive online footprint.

if you’re not transparent or findable in that way—I can’t learn with you.

“Without sharing, there is no education.”

new methods to measure skills like critical thinking, creativity, and persistence.

"A lot of important stuff happens when playing games," Ms. Shute said. "You're just doing. You're in the process."

"Wouldn't it be lovely to actually pass along the log files of what students did in order to look at their scientific-inquiry skills?"

But something like the concept of plagiarism has not changed.

But I don’t think that youth today are somehow more prone to plagiarism than their parents and grandparents, no, just as I don’t think they are somehow “dumber” or less interested in reading or many of the other myths about youth in a digital era.

Few of the handouts we analyzed—18%—defined plagiarism, discussed it as a form of academic fraud, and/or explained ways of avoiding it.

Artificial disciplinary boundaries were drawn, and research was put in silos that grew ever narrower. Therefore, you have scientists who study mice. You have scientists who study yeast. Institutional boundaries and funding incentives often discourage, rather than encourage people in different fields to collaborate. 

The interdisciplinary approach both to research and learning is starting to gain favor again because people are starting to recognize the dysfunction that is often apparent in large research institutions, but also because the small and nimble research labs are proving they have a method for speeding the pace and reducing the cost of discovery. 

Secondly, tools shape behaviours. Tools shape cognition. Tools shape societal structures in both intended, and unintended, ways.

Anthony Aguirre, in The Enemy of Insight, suggests that “information input from the Internet is simply too fast, leaving little mental space or time to process that information, fit it into existing schema, and think through the implications”. (

“Important issues fade from focus fast, and while many of humanity’s challenges get more complicated, society’s ability to pay attention to complex arguments dwindles. Sound bites and attack ads work well when the world has attention deficit disorder.”

knew that our buildings needed to move towards places where students learned to experiment and imagine INSTEAD of remaining places where students spend their days listening and memorizing.

Go and ask any high schooler taking AP classes how much "designing and creating" they do before their final exams.  Chances are, you'll hear a WHOLE lot more about the "memorizing and cramming."

If you REALLY want risk-taking teachers who spend their days showing kids how to design and create, then start DEMANDING that your elected officials -- who are the real power players in conversations about what's happening in our classrooms -- rethink what we're holding schools accountable for. 

In short, their ability to be creative, to share complex knowledge across locations, contexts and cultures and to manage global innovation and product development teams effectively is precisely why multiculturals in integrative roles in the innovation process do make such a positive difference.

In addition, they identified intercultural, cognitive integration (one’s ability to simultaneously hold and apply several culturally different schemas and thus to think as a member of one culture or another depending on need and context, or to think simultaneously as member of several cultures) as the key to creative, adaptive and leadership skills fostering their career success. As one of the managers Hae-Jung Hong interviewed put it:

The most important skill I need in order to develop and launch this product line successfully is to exploit what I’ve got from one part to other parts of the world, which brings something innovative in the market. I am able to do this because I have references in different languages— English, Hindi, and French. I read books in three different languages, meet people from different countries, eat food from different countries, and so on. I cannot think things in one way only. That’s not my way.

Ask naïve questions, invert perceptions, combine incompatible ideas, remix metaphors and pursue paradox. 

yet I think that if you take these as a point of departure, as I sometimes do, you'll find that you get outside of yourself in terms of your routines, your education and your common sense.  And you start to look at the world in different ways that may lead you to ideas that you never knew that you had. 

I am less and less convinced that adults will be able to fundamentally change how school is done.

The thinking has changed

We are part of an environment filled with respect, creativity, collaboration, connecting, thinking, learning, and one of CHANGE.

And John Seely Brown, a visionary technologist and innovation expert, argues that foregrounding the Humanities is our only hope of sustaining innovation in the United States. As physicist Michio Kaku has pointed out, the only jobs left to humans in the not-so-distant future will be those that computers can’t do – the kind that demand intuition and creative thinking.

Victor: What is something educators can do right now to reimagine their schools?

Chris: I think what every educator should be able to do is to consider “What do I control, what do I have control over?” And by control, I don’t mean command-and-control teaching, I mean, if you’re a classroom teacher, what you own inside your classroom or, if you are a principal, within your school. Within the boundaries that we have control over, how can we develop visions of what we want in order to invest in our kids? Then, latch all of our systems and structures that we have control over to that overall vision. The way kids produce information, the way they consume information, the way they reflect, the way that we as educators grade, the way we sit kids in the classroom, anything that you have control over, ask yourself, “Does it leverage the best ideas that we have? Does it leverage the best vision for what we have for what we hope kids can do and learn and be with us?” If not, change your policies! Change your structures so that they are more closely aligned to that best vision of what we are and what we can be.

Chris: I think you let people see what is best. I think you let people what is possible. You stop making this one more thing that teachers have to do and help them see that using this technology will allow them to transform their practice.

To solve this problem, we obviously need to address the inadequacies of both the K-12 system as well as college, where students are graduating without the real-life skills that will give them a competitive edge in the global job market. 

The responsibility of committing to lifelong learning certainly falls on individuals if they hope to get ahead. But the responsibility falls on companies as well. In fact, if businesses do not make the investment in the professional development of their employees, they will lose the best ones (and, perversely, keep the worst ones).

Engaging content gives your reader a peek at something he or she hasn’t seen before, but can relate to in some way.

Engaging content starts and ends with telling a good story. Good stories require compelling characters, insider details and tales of challenges overcome.

Engaging content is anything that provides value to the lives of your prospects, customers or community members