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blog post by Charles Jennings cited by Jane Hart, published August 13, 2014. "And for Organisational Learning? The Web has allowed us to totally redefine our traditional learning models. It has allowed us to reach beyond content-rich learning approaches and focus on experience-rich learning. It has allowed an evolution from 'Know What' learning to 'Know Who' and 'Know How' learning; and it has allowed the emergence from learning in the silos of our own organisations to learning with and through others across the world - easily and transparently. The Collaboration Age On a wider plane the Web has been the harbinger of the Collaboration Age. It has blown away many of the barriers to access and has reinforced the power and influence of collaboration and co-operation1 over silo mentalities. In the Collaboration Age it is those who share and work together who are the winners. Those who hide behind organisational garden walls end up deep in weeds. "

very interesting speculation about Uber's eventual move toward self-driven/robotic cars and what this means for automation of work elsewhere.

Great blog post by Holly Clark on Edudemic connecting education & technology, September 24, 2014. She suggests: Find another class to do a project, blog or twitter chat with. Change the classroom set up to allow for more student movement & interaction Have students create blogs to foster global interactions Use Skype to promote interaction with the outside world If your class has 1:1, look for other schools to collaborate with Tweet your learning with another class Understand that learning is happening through networks--not textbooks--"Textbooks are a solitary and isolated learning source and their days are numbered. Learning will become about networks. It will be about the people and information you know how to access and create. Your students are not quite savvy enough to do this effectively on their own, so show them how to interact with a network of experts from your subject area. ..."

A big study by TNTP on teachers' professional development basically conceding defeat on helping teachers improve their classroom practice, especially once teachers pass the 5 year mark of experience. Sounds to me like the measures they are using to evaluate teacher improvement are too big and inflated so that individual progress cannot be observed much less evaluated for effectiveness from a reliable starting point. The other problem seems to be in recruiting teachers who are good to start off with.