Markets only care about the bits, not where they are from [...]

> The markets that are working the Internet out do not care if the bits on the network are from a school, a hospital, or you playing an online game and watching videos–it just wants to meter and throttle them. It may care just enough to understand where it can possible charge more because it is a matter of life or death, or it is your child’s education, so you are...

 

Technological Freedams [...]

>Freedom to run software that I’ve paid for on any device I want without hardware dongles or persistent online verification schemes. >Freedom from the prying eyes of government and corporations. >Freedom to move my data from one application to another. >Freedom to move an application from one hosting provider to another. >Freedom from contracts that lock me in to ex...

 

Questions for Data [...]

Audrey Watters writes down a series of questions to consider when thinking about data:> Is this meaningful data? Are “test scores” or “grades” meaningful units of measurement, for example? What can we truly know based on this data? Are our measurements accurate? Is our analysis, based on the data that we’ve collected, accurate? What sorts of assumptions a...

 

PYP [...]

“Being a PYP teacher… a good PYP teacher, demands that you put in the thought, that you deliberate over purpose and meaning – either alone or with your colleagues – and that you continuously reflect on what you and your students are doing" https://timespaceeducation.wordpress.com/2017/06/27/semantics-is-not-a-bad-word/...

 

Organic Intellectual [...]

A description of Gramsci's notion of the **organic intellectual** from David Sessions: > Gramsci’s conception of the *organic intellectual* was not merely meant to describe the prophets of the European bourgeoisie and its industrial capitalism. The organic intellectual was above all a concept for the left: a name for those who, emerging from working-class condition...

 

Thought Leader vs. Public Intellectual [...]

Unlike the public intellectual, whose position is built over time, the thought leader breaks through and disrupts with a single minded focus. As David Sessions explains: > The true role of the thought leader is to serve as the organic intellectual of the one percent—the figure who, as Gramsci put it, gives the emerging class “an awareness of its own function” i...

 

CivicTech [...]

We talk about digital citizenship, but taking this a step further, is the idea of CivicTech. > Grodeska uses the term “CivicTech” and I think there is a fair amount of overlap between “Civic Imagination” (the idea of imagining a better future and then taking steps to make it happen) and “CivicTech” (which is the idea of making sure we use digital tools wis...

 

Code as a Speciman [...]

It is often stated that code is the new literacy of the 21st century. One of the problems with this is that code and is not the same as literature. As Peter Seibel describes: >Code is not literature. We don’t read code, we decode it. We examine it. A piece of code is not literature; it is a specimenSource It is interesting to considering this in lieu of Doug Belsh...

 

The Changing Vocabulary of Education and its Spaces [...]

There is often power and purpose in the words that we use to describe the world we inhabit. One as area of importance is the description of classrooms and learning spaces: >To call a space a ‘learning space’ is not just aspirational, it is a descriptive and ontological claim – hard to evidence, hard to know who is learning what, in what ways. A ‘teaching space...

 

What is Personalised Learning? [...]

Personalised learning is one of those terms that everyone seems to know and agree with, but when we dig down, realise there are many differing interpretations of it. Here then is an except from Audrey Watters which captures some of the nuances: > “Personalized learning” can mean that students “move at their own pace” through lessons and assignments, for examp...