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Meghan Cureton

What Babies Know About Physics and Foreign Languages - NYTimes.com - 0 views

mobile.nytimes.com/...ics-and-foreign-languages.html

Learning nytimes #mvifishares

shared by Meghan Cureton on 28 Aug 16 - No Cached
  • Meghan Cureton on 28 Aug 16
     
    New research tells us scientifically what most preschool teachers have always known intuitively. If we want to encourage learning, innovation and creativity we should love our young children, take care of them, talk to them, let them play and let them watch what we do as we go about our everyday lives. We don't have to make children learn, we just have to let them learn.
Meghan Cureton

Assessment, Choice, and the Learning Brain | Edutopia - 0 views

www.edutopia.org/...d-learning-brain-glenn-whitman

assessment brain learning #mvifishares

shared by Meghan Cureton on 14 Dec 16 - No Cached
  • If you really want to see how innovative a school is, inquire about its thinking and practices regarding assessment.
  • students who develop mastery goals are motivated by the actual learning experiences. Their rewards arise from the challenges of acquiring and applying new knowledge and skills.
  • students who are motivated by mastery goals are more likely to persevere in the face of such challenges. Difficult tasks or setbacks do not diminish their motivation or self-esteem
  • ...4 more annotations...
  • Timely feedback has been shown to deepen one's memory for the material assessed
  • Finally, studies suggest that marking answers right or wrong (as in multiple choice tests) has little effect on learning. However, providing the correct response only after a student has spent time "struggling" to find the correct answer significantly increases retention of the material
  • having students reconstruct what they know through alternative assessments leads to deeper understanding and consolidates learning in more powerful ways than traditional testing
  • While students manage to keep enough dates, facts, and formulas in their head to pass the test, this knowledge never made it to long-term declarative memory, it was never truly learned at all (only memorized in the short term).
  • Meghan Cureton on 14 Dec 16
     
    Great read as we are in the throes of final exams...
Bo Adams

Stop telling us it's not about the points | thebloggerina - 1 views

thebloggerina.wordpress.com/...ng-us-its-not-about-the-points

grades learning #MustRead School Change #mvifishares

shared by Bo Adams on 13 Jan 16 - No Cached
  • If I focused on just learning all of the material instead of playing for points, I would fail.
  • If I learn now, I’m denied a bright future of learning later.
  • Even though I have good grades, my academic confidence is very low.
  • ...6 more annotations...
  • As far as I know, the people judging our transcript will always win.
  • Instead, I would introduce a system of portfolios to let schools judge your real work and see you as a person, not as an average of numbers and letters.
  • If I had to put a date on when points became my main priority, I would say it was my first day of high school.
  • You could be wondering “Why doesn’t she want to focus on simply learning?” My answer is very easy. No one has time for that. Just as my day is split into 7 periods, so is my time after school. There is only so much I can do and only so much that I can handle.
  • If I learn now, I’m denied a bright future of learning later.
  • When I hear the frustration of my teachers about the desperation students have for points, I feel two things: guilt and a longing to be able to say that I don’t live on points and I fully submerge myself in my subjects. But that possibility seems untouchable, a million miles away.
  • Meghan Cureton on 13 Jan 16
     
    #stuvoice
  • Bo Adams on 13 Jan 16
     
    HT @MeghanCureton
Meghan Cureton

Learning's Not a River - Dan Cristiani - Medium - 0 views

medium.com/...nings-not-a-river-bdee6ac1c7da

learning curriculum coursework CBE mastery

shared by Meghan Cureton on 28 Dec 18 - No Cached
  • the word ‘course’ is related to the running of a river
  • Its hallmarks include rapidity, unidirectionality, linearity, and dependency.
  • when a student takes a course, she is being led at pace down a narrow path in one direction.
  • ...9 more annotations...
  • The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.
  • Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.
  • In truth, courses are not how we organize learning; they are how we organize assessment.
  • what are the alternatives?
  • Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades
  • Schools can honor learning opportunities that exist outside of traditional coursework.
  • Schools can look for ways to decouple reporting on student performance from arbitrary time frames.
  • how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?
  • Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.
Bo Adams

Four Design Parameters for Rethinking Professional Learning | GOA - 0 views

globalonlineacademy.org/...thinking-professional-learning

professional learning professional development professional_development professionaldevelopment

shared by Bo Adams on 24 Mar 19 - No Cached
  • At its best, professional learning can be networked, collaborative, growth-oriented and focused on what learning science tell us about how humans learn best: through relevant, job-embedded, applied, and experiential learning
Meghan Cureton

Paradigm shift: from solo-teacher to teaching team - anne knock - 1 views

anneknock.com/...-solo-teacher-to-teaching-team

learning community team

shared by Meghan Cureton on 27 Feb 18 - No Cached
  • My professional focus is the future of learning and learning environments. I see that the design of the spaces where learning occurs, plays a significant part in providing the context for the education our students need today. The innovative learning environment (ILE) enables an array of opportunities for student learning, supporting a variety of learning modes and pedagogical approaches.
  • Where there are multiple classes in shared spaces, maximising the opportunities afforded is dependent on the collective values held and the connectedness of the teachers co-located.
  • “The label, ‘team’, may hold a certain mystique but this mystique, we suggest, must first be earned. . . Teams need time and opportunity to mature; they are not simply created by the application of the label or by a managerial fiat” (Fisher, Hunter & Macrossan, 1997).
  • ...2 more annotations...
  • There are benefits of social and interpersonal connection amongst teachers and teaching teams.
  • It takes time to reach optimum performance stage, as team development passes through defined phases: forming, storming, norming and performing, before they can really ‘hum’. It may feel easier for teachers to just stay on their own, the stages of team development can be difficult, but the advantages are worth it, for the teachers themselves, as well as their students.
Meghan Cureton

How Do You Teach to the Standards When Doing Project-Based Learning? - 4 views

medium.com/...ct-based-learning-9f4952866b18

PBL learning standards

shared by Meghan Cureton on 14 Feb 18 - No Cached
  • People often debate about whether we should be process-driven or product-driven in project-based learning. But I think there’s a third option. We can be learning-driven. In other words, we should start with the question, “What do we want students to learn?” and let that drive the process and the product.
  • PBL is not a license to ditch the standards or take a break from real learning.
  • #1: Inquiry-DrivenInquiry-driven PBL begins with a state of curiosity and wonder. It might be as simple as the sentence stem “I wonder why _________” or “I wonder how _________.” Students then have the opportunity to research, ideate, and create.
  • ...4 more annotations...
  • #4: Problem-DrivenProblem-driven PBL begins with a specific problem or challenge that students must solve. An example is our maker challenges that present a specific scenario that leads students into research, problem-solving, ideation, and a final product that solves the initial challenge.
  • #3: Product-DrivenPBL experts often say, “Students should focus on the process and not the product.” But there’s also a time and a place for projects that challenge students to focus on developing a quality product. In these projects, the product has tighter parameters but the process is more flexible.
  • #2: Interest-DrivenAnother approach is the interest-driven PBL process.
  • #5: Empathy-Driven (Design Thinking)Empathy-driven PBL can have elements of the previous four PBL approaches.
Meghan Cureton

Why Empathy Holds the Key to Transforming 21st Century Learning | MindShift | KQED News - 2 views

ww2.kqed.org/...sforming-21st-century-learning

#mvifishares empathy designthinking idiploma PBL transformation School Change

shared by Meghan Cureton on 16 Nov 16 - No Cached
Bo Adams liked it
  • Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.
  • Empathy lies at the heart of 21st century skillfulness in teamwork, collaboration and communication in a diverse world.
  • The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we.
  • ...4 more annotations...
  • Setting up a culture of care is very much an exercise in making empathy central to daily work.
  • Empathy is now identified as the first step in the design process, whether crafting new software for a user or creating form-factors that inherently please the consumer.
  • empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.
  • Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.
Bo Adams

How Can Schools Prioritize For The Best Ways Kids Learn? | MindShift | KQED News - 0 views

ww2.kqed.org/...e-for-the-best-ways-kids-learn

learning #MustRead #mvifishares

shared by Bo Adams on 20 Jul 16 - No Cached
  • if the changes to education are all in the service of doing the same thing better, they may be missing the point.
  • the current context demands a radically different vision of learning.
  • examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.
  • ...3 more annotations...
  • education that is student-initiated, interdisciplinary and co-planned by students and teachers together
  • “It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.
  • It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.
Bo Adams

Students Design, Tinker, Create and Discover through Maker-based Learning | NextGen Learning - 1 views

nextgenlearning.org/...r-through-maker-based-learning

Maker makered makereducation agency #MustRead badging

shared by Bo Adams on 23 Dec 15 - No Cached
  • The nature of maker-based learning actively engages students, nurtures their agency, improves efficacy, and develops a creator or producer identity instead of a (passive) consumer one.
  • In Thomas’ experience, too many people fail to reflect on WHY they’re choosing certain tools, and HOW those tools will be integrated into the curriculum and culture of school.
  • Bo Adams on 23 Dec 15
     
    Sometimes the impetus for making is a practical problem. Other times, play, curiosity and imagination are the motivators. Regardless, researchers from Harvard's Project Zero agree, "maker experiences help students learn to pursue their own passions and become self-directed learners, proactively seeking out knowledge and resources on their own" (Agency by Design, p. 3). HT Parker Thomas
Meghan Cureton

The Case For Competency-Based Education | Getting Smart - 0 views

www.gettingsmart.com/...for-competency-based-education

competency CompetencyBased CBE mastery mtc assessment transformation School Change

shared by Meghan Cureton on 02 Nov 18 - No Cached
  • transformed schools that feature tasks and projects that challenge young people in authentic ways to build design, collaboration, and communication skills that prepare young people for navigating new and complex situations.
  • Quality preparation. Much of the corporate training world has shifted from participation to demonstrated skills in order to improve job readiness.
  • Equity. If gap-closing equity is a stated goal, then structures, schedules, and supports can be aimed at struggling learners that need more time and assistance to accelerate their learning 
  • ...4 more annotations...
  • Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.
  • Agency
  • The extent to which a student owns their own learning, often called agency, is key
  • innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).
Bo Adams

Education innovator advocates for transdisciplinary 'StudioLab' | Cornell University College of Arts and Sciences Cornell Arts & Sciences - 1 views

as.cornell.edu/...ry-%E2%80%98studiolab%E2%80%99

designthinking transdisciplinary humanities communication media

shared by Bo Adams on 06 Dec 17 - No Cached
  • “Design thinking is a collaborative, interdisciplinary problem-solving approach to social innovation, organizational change, and product development that has been used in design, engineering, and education industries,” he says.
  • Bo Adams on 06 Dec 17
     
    "A 21st century learning approach requires more than rows of fixed seats, says Jon McKenzie. In a new transdisciplinary pedagogy that encourages active learning, McKenzie has combined the kinds of conceptual, aesthetic, and technical learning found in seminar, studio, and lab spaces into an approach he calls "StudioLab.""
Jim Tiffin Jr

'Maker' movement inspires hands-on learning | The Seattle Times - 0 views

www.seattletimes.com/...ent-inspires-hands-on-learning

maker Maker Movement tinkering pedagogy learning constructionism article #LiquidNetworkSpill #mvifishares School Change

shared by Jim Tiffin Jr on 19 Aug 16 - No Cached
  • Tinkering is being promoted on college campuses from MIT to Santa Clara University, as well as in high schools and elementary schools.
  • The blending of technology and craft in tools like 3-D printers and laser cutters has made it possible for ordinary people to make extraordinary things. And many ordinary people, living as they do, more and more in their heads and online, are yearning to do something with their hands.
  • Constructionist Approach
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      This is the term that we are missing in our current MDE nomenclature!
  • ...5 more annotations...
  • Yes, tinkering is now a pedagogy.
  • “You’re exploring creativity, you’re exploring design thinking, you’re developing a sense of persistence,” she says. Building something new requires planning, trying and, yes, failing, and then trying again. “These are incredibly important mind-set for today’s world,” she says.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      Music to my ears!
  • talks excitedly about students who have designed child prostheses. “That’s what they’re going to remember their entire life,” she says. “They aren’t going to remember sitting in an electronics lecture.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      It is about creating experiences that help students see the world as a malleable place.
  • Alexandra Garey, who graduated from Rutgers last year, credits tinkering with changing the course of her studies, and life: “I went from somebody who was majoring in Italian and European studies to someone who was designing and prototyping products and realizing any product that came into my head.”
  • “U.S. schools are very good at finding the brain-smart people,” he says. “They are also very good at finding the best athletes.” But they are not so good at finding and nurturing people who, he said, describing himself, think with their fingers.
  • Jim Tiffin Jr on 19 Aug 16
     
    A fabulous article full of stories about the impact of maker-centered learning experiences, and the growing number of places that provide them - elementary schools, high school, colleges, public. Perhaps most gratifying is the use of distinctly maker-centered AND educational terminology in the same article. A great sign of things to come!
Meghan Cureton

Assessment in Making | Edutopia - 1 views

www.edutopia.org/...g-stephanie-chang-chad-ratliff

#mvifishares makerspace learning deeperlearning eportfolios assessments

shared by Meghan Cureton on 19 Aug 16 - No Cached
Jim Tiffin Jr liked it
  • Traditional direct instruction focuses on content knowledge, while maker-centered learning orients around the learner's context.
  • Perhaps some memorization of key facts is necessary, but we must set our sights beyond box checking and move toward connection with peers, toward empathy, problem solving, and working through frustrations in pursuit of a deeper, richer understanding of both content and self.
  • Making innately provides evidence of learning.
  • ...4 more annotations...
  • Currently, the common form of assessment focuses on only one learning outcome type: content. Practices, ways of thinking, and 21st-century skills often fall by the wayside
  • the digital portfolio is a promising model for genuine assessment of deep, multi-layered learning
  • Portfolios can showcase a student's abilities, interests, voice, and thinking in a way that test scores and grades cannot.
  • Consider how we assess artists or athletes, or more importantly, how they assess themselves.
Bo Adams

Unstoppable Learning: Making Room For Students' Passions - 1 views

www.teachingchannel.org/...unstoppable-learning

passion-based-learning learner-driven learnercentered Reflection

shared by Bo Adams on 08 Nov 16 - No Cached
  • This always happens, I reflected. I get the best ideas when I have more time to listen, to read, to run. I always learn the most when I have space just to think. As a new mother and a classroom teacher, lead teacher, mentor, fellow, friend, and wife, my days are jam packed. Further, my time is often completely scheduled. The time and space to read and think is few and far between. But making space for it is so, so important.
    • Bo Adams
      Bo Adams on 08 Nov 16
       
      How are we making time for "space just to think?" How are we building and innovating future and current programs so that student-learners have time for "space just to think?"
  • “As your teacher, my job is not only to help you learn and master our objectives and standards, but much more importantly, to help you become lifelong learners. In order to be those kinds of scholars, I need to give you space and time to ask yourself, ‘What am I curious about? What do I want to pursue?'”
  • But I think we can do even better. I feel strongly that it’s my responsibility to foster curiosity, and give my students MANY opportunities throughout the day to choose, to make responsible choices for themselves, because they are thinking actively about what they are curious about, and making a plan about how to pursue those interests.
Bo Adams

Cognition switch: What employers can do to encourage their workers to retrain | The Economist - 1 views

www.economist.com/...ployers-can-do-encourage-their

designthinking idiploma growth mindset professional learning

shared by Bo Adams on 19 Jan 17 - No Cached
  • “learning velocity”—the process of going from a question to a good idea in a matter of days or weeks
  • amended its performance-review criteria to include an appraisal of how employees have learned from others and then applied that knowledge
  • firm has developed short courses called nanodegrees with Udacity
  • ...3 more annotations...
  • is it possible for firms to screen candidates and employees on the basis of curiosity, or what psychologists call “need for cognition”?
  • second question is whether it is possible to train people to learn
  • too early to know whether traits such as curiosity can be taught. But it is becoming easier to turn individuals into more effective learners by making them more aware of their own thought processes
Bo Adams

Education Experts Explain the Role Teachers Would Play for Students in Classrooms in a Perfect World - The Atlantic - 0 views

www.theatlantic.com/...498197

co-teaching team_teaching

shared by Bo Adams on 22 Jan 17 - No Cached
  • With so many different learning styles and students at different places in their learning within a grade and within subjects, students and schools will benefit greatly from co-teaching models.
  • Individual teachers will not be responsible for individual students as much as the team of teachers will be responsible for the learning outcomes of each student they touch within the school day.
  • The notion of “teacher” will change significantly in the future. The growing number of formal and informal learning options is causing an unbundling of the teacher role.
  • ...1 more annotation...
  • In the future, we will see teachers choose among a variety of options, including:Content experts who focus on developing curriculum Small-group leaders who provide direct instruction Project designers to supplement online learning with hands-on application
 Mentors who provide wisdom, social capital, and guidance Evaluators to whom other educators can give the responsibility of grading assignments and, in some cases, designing assessments Data experts
  • Bo Adams on 29 Jan 17
     
    HT @eijunkie
Meghan Cureton

Learning and the Brain Stories, #2 - Learning and the Brain blogLearning and the Brain blog - 1 views

www.learningandthebrain.com/...arning-and-the-brain-stories-2

learning brain curiosity neuroscience growthmindset #mvifishares

shared by Meghan Cureton on 07 Apr 17 - No Cached
  • the role of education is to help our children become who they are meant to be instead of  working towards an average which testing promotes.
  • We take this narrowed, biased model of success and try to replicate it in schools; yet these models further reduce diversity of thought, experience and creativity among our students.
  • If we are to support our children to become creative problem-solvers, then we need to move away from pursuing averages that are based on a single prescribed profile for all learners.
  • ...2 more annotations...
  • By creating norms and averages we are drawn to comparison and rank–rather than to our children’s curiosities about what they want to learn, become or aspire to be.
  • If praise is tied to the child’s perception of success, and success is tied to narrow definitions of achievement, then children work towards that common standard against which Zhao cautioned us. If they are less likely to take risks then they will seek a single right answer rather than embrace both creativity and curiosity. The standardized test will always be the measure of success.
  • Meghan Cureton on 07 Apr 17
     
    HT @kkelly
Jim Tiffin Jr

Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views

ww2.kqed.org/...f-outdoor-play-in-kindergarten

#LiquidNetworkSpill MindShift play kindergarten executive function blog article child development outdoors learning

shared by Jim Tiffin Jr on 28 Feb 16 - No Cached
  • With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.
  • With many parents and educators overwhelmed by the amount of academics required for kindergartners — and the testing requirements at that age  — it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside.
  • “So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading.
  • ...9 more annotations...
  • Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.
  • Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      I would like to see this movie.
  • You’d be surprised at the importance of play.
  • lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder.
  • occupational therapist Angela Hanscom opined in the Washington Post that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn.
  • “In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      But this has to be more than just a wiggle stool or yoga ball... HMW get greater movement into Kindergarten? (and it need not just be in the Kindergarten classroom)
  • A recent study by psychologists at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”
  • Reading and recess are important enough that we need to do both.
  • While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      Note that it says "hope"...
  • Jim Tiffin Jr on 28 Feb 16
     
    Article contrasting two different approaches to Kindergarten - one outdoor-based and one indoor-based. Full of links to the research regarding the claims made in the article. Additionally, more language around executive function, and its importance for students, is used.
Bo Adams

One Small Step…in Time - 0 views

modernlearners.com/one-small-stepin-time

School Change transformation #MustRead innovation schoolreform

shared by Bo Adams on 02 Dec 15 - No Cached
  • High Tech founding principal Larry Rosenstock realised if he wanted a more collaborative  project-based pedagogy across the school in line with their beliefs about learning, then he would have to make time for his teachers to work together.
  • He also knew that after school, at the end of a long day is never a good time, so he rescheduled his school day …and school year to provide his teachers with time to meet in teams for at least one hour for planning and staff development every day before school
  • Bo Adams on 02 Dec 15
     
    How can we expect teachers to innovate and create new and exciting learning experiences for their students if they are expected to do so within the constraints of traditional or legacy learning architecture?
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