Sandseter began observing and interviewing children on playgrounds in Norway. In 2011, she published her results in a paper called “Children’s Risky Play From an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences.” Children, she concluded, have a sensory need to taste danger and excitement; this doesn’t mean that what they do has to actually be dangerous, only that they feel they are taking a great risk. That scares them, but then they overcome the fear. In the paper, Sandseter identifies six kinds of risky play: (1) Exploring heights, or getting the “bird’s perspective,” as she calls it—“high enough to evoke the sensation of fear.” (2) Handling dangerous tools—using sharp scissors or knives, or heavy hammers that at first seem unmanageable but that kids learn to master. (3) Being near dangerous elements—playing near vast bodies of water, or near a fire, so kids are aware that there is danger nearby. (4) Rough-and-tumble play—wrestling, play-fighting—so kids learn to negotiate aggression and cooperation. (5) Speed—cycling or skiing at a pace that feels too fast. (6) Exploring on one’s own.

This last one Sandseter describes as “the most important for the children.” She told me, “When they are left alone and can take full responsibility for their actions, and the consequences of their decisions, it’s a thrilling experience.”

the final irony is that our close attention to safety has not in fact made a tremendous difference in the number of accidents children have.

The golden rule of social play is not ‘Do unto others as you would have them do unto you.’ Rather, it’s something much more difficult: ‘Do unto others as they would have you do unto them.’ To do that, you have to get into other people’s minds and see from their points of view. Children practise that all the time in social play.

Children also experience anger in their play. Anger can arise from an accidental or deliberate push, or a tease, or from failure to get one’s way in a dispute. But children who want to continue playing know they have to control that anger, use it constructively in self-assertion, and not lash out.

Studies show lecturing to be an effective tool for transferring information

the dilemma whether to kill the lecture is “the million dollar question in education

But the majority of higher education seems to be moving in the opposite direction, toward project-based and student-led work, especially for time spent in class.

Frameworks like SAMR and RAT are incredibly helpful here, but we still need a framework to assist with the top levels of redefinition/transformation of learning through effective uses of digital technologies.

what are the transformative, unique affordances of digital technologies?

Point 3: This depends whether you have a static or evolutionary view of language. Neologisms are always uncomfortable until familiarity breeds acceptance. In English, we've been verbing nouns for centuries. If you don't like it then you must reject Shakespeare and most other great writers who indulged in the creation of new verbs this way. Caution, self-awareness and a hint of irony can make this practice more acceptable.

Point 8: Providing simple frameworks to help people more easily structure and remember complex knowledge can be useful as long as one acknowledges the flaws and limitations of any model. 'It's only a model'

“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”

media multitasking while learning. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.

But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts.