Joku idiootti toimistollamme oli estänyt kameran käytön koneiden asetuksissa. Lapset muuttivat asetukset sellaisiksi, että pystyivät käyttämään kameraa, Negroponte antaa esimerkin.

Negroponten mukaan näiden tulosten perusteella ei vielä voi sanoa, miten hyvin tällä menetelmällä voi oppia lukemaan. – Tarvitaan lisää aikaa ja kokeiluja sellaisten tulosten saamiseksi, jotka tiedeyhteisökin voi hyväksyä, hän huomauttaa.

Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn’t have a device, so other students shared. We made it work and everyone learned.

I dislike the idea of giving my students homework

Recently I’ve been reading Alfie Kohn’s book The Homework Myth.

In the Invisible Learning project, we sought to research and share experiences and innovative perspectives, focused on rethinking strategies and innovative approaches to learn and unlearn continuously. We highlighted the importance of critical thinking of the roles of formal, informal, non-formal and serendipitous education at all levels – which can contribute to the creation of sustainable processes of learning, innovating and designing new cultures for a global society.

In the Invisible Learning paradigm, “just in case,” rote memorization is replaced with learning that is intended to be personally meaningful for all participants in the learning experience.

This contextual, purposive application of personal knowledge to create innovative solutions negates the value of non-innovation-producing regimes (i.e., standardized testing).

Our questions around educational improvement should therefore not be around what to learn, but rather about how we can learn. And, how we can make what we learned invisibly visible.