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At the heart of learning are the questions to which we do not yet know the answers and the journey to the questions we have not yet asked. Such simple truths and yet understandings that can have fundamental consequences for approach to learning and growth.

Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.

In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 

It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 

Play is a vital tool for learning. It should be vital part of every child's learning; the norm rather than the exception and we leave it behind as we become adults to our own peril. 

Not that long ago I was a writer of interesting and engaging educational programmes. Fortunately, that is no longer the case. The programmes that I wrote and shared with a team of teachers were generally well accepted and the feedback offered was always politely positive. I enjoyed writing these programmes but in recent times I have enjoyed even more stepping away from this process and in doing so empowering the team of teachers that I learn with. The programmes that this team produces far exceed the quality I could ever have hoped to produce but more importantly the students are benefiting from their experience of highly engaged and thus engaging teachers.

Multiliteracies for Social Networking and collaborative learning environments

a wiki to host the development of a resource for teachers new to Twitter. Now that the site has begun to take shape, you are hereby invited to share your ideas as a member of the collaborative that will draft this e-learning resource

IMAGINE AN assessment system in which teachers had a wide repertoire of classroom-based, culturally sensitive assessment practices and tools to use in helping each and every child learn to high standards; in which educators collaboratively used assessment information to continuously improve schools; in which important decisions about a student, such as readiness to graduate from high school, were based on the work done over the years by the student; in which schools in networks held one another accountable for student learning; and in which public evidence of student achievement consisted primarily of samples from students' actual schoolwork rather than just reports of results from one-shot examinations.

"In the context of a growing emphasis on eLearning, most commonly facilitated by enterprise-scale Learning Management System and a range of institutionally managed and supported communication and collaboration software tools, and in an environment of increasing emphasis on intellectual property rights management and quality assurance, how do universities (and other educational institutions) respond to the use of free, open-access tools in common use by their students? What are the potential educational uses of such tools? What are the current practices of use of these tools within educational institutions? What are the issues, risks and hidden costs? What are the advantages and benefits?"

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Listen2Learners was held on Monday 11 October, 2010 at Experimedia, State Library of Victoria. The Department partnered with 13 school teams from Victoria and interstate to provide an opportunity for decision makers in government, business, industry and the social arena to meet and learn from digital learners. Listen2Learners provided participants with the chance to meet digital learners, find out who they are, and see how they really learn, communicate and collaborate. What young people think and have to say is helping to shape decisions and inform policies.

"Trello is a collaboration tool that organizes your projects into boards. In one glance, Trello tells you what's being worked on, who's working on what, and where something is in a process."

In a time where much of the debate around education is linked to performance on national and international assessments such as PISA, TIMMS, PIRLS and in Australia, NAPLAN combined with calls for market-driven reforms there is a danger that a climate of competition between schools and systems will grow.

"Online whiteboards can be a fantastic aid to students when they're trying to help each other work through problems or tutor each other. Online whiteboards are also helpful to teachers who are crafting visual explanations for students. Sketchlot and Stoodle are excellent online whiteboard tools. Both will work in the web browser on your laptop, Chromebook, iPad, and Android tablet. Video demonstrations of both tools are embedded below. Sketchlot allows teachers to create and manage student accounts. Stoodle offers a platform for collaboration through whiteboards."

This is a list for all the people's blogs who are collaborating in the Day in a Sentence phenomenon.

OpenStreetMap is an editable map of the whole world allowing you to view, edit and use geographical data in a collaborative way from anywhere on Earth. Embed the map in your website.

The Australian Institute for Teaching and School Leadership (AITSL) came into being on 1 January 2010. The Commonwealth Minister for Education has outlined MCEECDYA's priorities for the Institute in a Letter of Expectation. AITSL provides national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership.  

"AITSL provides national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership. AITSL has responsibility for: * rigorous national professional standards * fostering and driving high quality professional development for teachers and school leaders * working collaboratively across jurisdictions and engaging with key professional bodies. "

Australian group with teaching and leadership focus.

The evidence is mounting and the narrative around education is shifting towards a story centred on long-life skills, creativity, collaboration, critical thinking and communication. Success in the future seems to be connected closely to one's capacity to innovate, to problem find and to make strategic decisions when confronted by unique situations for which we have not been specifically prepared.