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La Scuola Open Source: Education and Research for cultural, social and technological Innovation
"We’re a community of digital artisans, makers, artists, designers, programmers, pirates, dreamers and innovators. We act together, testing new research, teaching, mentoring, co-living practices and models. We are involved with: research for public and private interest; teaching for learners, freelancers and managers of all ages. We design social and technological innovation.

☛ Non-linear learning paths
☛ Learning by doing
☛ New professions & skills
☛ A sharing space to grow up"

[from: http://lascuolaopensource.xyz/en/manifesto

"La Scuola Open Source is a space dedicated to social and technological innovation, where to perform educational activities, cultural performances and research projects:

☛ A hackerspace, where people with shared interest in the fields of craftsmanship, technology, science, visual arts, poetry, editing, robotics, domotics, biology, electronics and more can gather, socialize and/or cooperate;

☛ A re-use promotion center where obsolete technology is collected with the aim of promoting their smart upcycling;

☛ A FabLab: a small workshop offering customized digital fabrication services, equipped with a kit of fast prototyping tools (3d printing, laser cut, etc.)

♥ This opens up to new opportunities.

↓ We believe in

☆ Non-linearity
Founding principle of Plato’s accademia: “a free individual should not be forced, as a slave, to learn any discipline”, diametrically opposed to the monastic principle (and that of today’s school system), well represented by Benedict’s rule: “Speaking and teaching is a teacher’s job, staying silent and listening is what a disciple should do”.

☆ Co-design
Design as a “catalyst to collectively redefine our relationship with reality”, envisioning things for how they could be, altogether.

☆ Open work
The School’s structure allows us to build - by co-designing it - its teachings offering in an open way, allowing us to evolve each of its aspects with time.

☆ Multiverse
In modern physics, multiverse is a hypothesis postulating many co-existing universe beyond our space-time dimensions.

☆ Antifragility
The world around us is mutating and ever-changing. Upon this constant transformation we are building a model capable to adapt to mutations and making good of any erraticity and change happening. (N.Taleb, Antifragile).

☆ Learning by doing
We believe that teaching should be always combined with a continuous activity of research and exploration. Doing things and learning while doing, situational learning, are absolutely central in our vision and in the project we intend to realize.☆ Do it yourselfWe promote an alternative and aware approach to designing and production processes, stimulating self-production as a form of self-employment.

☆ Opensource
Open source, in its incremental logic, represents the blueprint for a collaborative, adaptive and recursive cultural system. We believe that such approach needs to be used in all fields of knowledge, so to enable possibilities for everyone.

☆ Hacker ethics
Linux’s big innovation was not the Operating System, but the open social dynamic that was set up to make that project happen.

☆ Sharing
We welcome people, ideas and projects to share space, knowledge and values. Through a constant and mutual exchange, both a collective consciousness and a better informative quality can be quickly developed.

☆ Osmosis
La Scuola Open Source intends to facilitate and generate osmotic processes between experiences and skills, aiming to increase everyone’s intrinsic value for the community.

↓ Our value proposition

☛ Access to future, a better one
We therefore need to train ourselves, learn by doing, fail, consult with others, cooperate, work on projects with a tangible impact on the real world.

☛ Customized and non-linear learning paths
We believe that people need to be pushed to ask questions, curiosity being the engine of progress. We therefore want to apply the open source approach to humanities as well, promoting a transversal and peer-to-peer approach to the learning topic.

☛ Spaces for social aggregation to learn in a cooperative context
It is necessary to restore sharing spaces and practices, re-discovering the ability to build relationships and team up to achieve common objectives, leveraging on education and learning as vehicles for a social and economical renewing process. Spaces where to discover and cultivate curiosity, turning it into the engine to each one’s learning path, a self-built path within a virtuous system, providing input and stimula on several channels and levels.

☛ New professional figures
Tomorrow new jobs will rise, while others could disappear. Things change, therefore we need to change things. We have to reform this educational sector in a generative way, keeping in mind the context’s evolution into account and making it mutate within time, continuously adapting."
lcproject  openstudioproject  altgdp  learning  communities  community  design  pirates  nonlinear  learningbydoing  unschooling  deschooling  sharing  space  italy  glvo  italia  bari  non-linear  opensource  linux  osmosis  hacker  hackerethics  antifragility  multiverse  co-design  resuse  hackerspaces  art  technology 
april 2018 by robertogreco
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Support We're seeking sponsors, and collaborators for an amazing event…
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april 2018 by mattedgar
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Great 2nd day of the BA course talking user research and story writing
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november 2017 by mattedgar
Twitter
Visualization workshop day 2/2. Little theory, much practice 💪 | results will follow
learningbydoing  from twitter_favs
august 2017 by sanderdatema
Outside the Skinner Box
"There are two commonly repeated tropes about educational technology impeding progress and clouding our judgment. The first such myth is that technology is neutral. This is untrue. All technology was designed to influence behavior; the fact that a handful of people can stretch a technology beyond its normal trajectory does not change this fundamental truth.

It is not uncommon for a school committed to progressive learner-centered education to undermine its mission by investing in a well-intentioned school-to-home communication package that allows Dad to sit at his office desk and day-trade his eight-year-old when the expectation of continuous numerical reporting is offered by such a system. Similarly, I have encountered many independent schools committed to whole language development that then contradict their missions by using phonics software on iPads for no other reason than, “There’s an app for that.”

In schools, all hardware and software bestow agency on one of three parties: the system, the teacher, or the learner. Typically, two of these actors lose their power as the technology benefits the third. Ask a group of colleagues to create a three-column table and brainstorm the hardware or software in your school and who is granted agency by each. Management software, school-wide grade-book programs, integrated learning systems, school-to-home communication packages, massive open online courses (MOOCs), and other cost-cutting technologies grant maximum benefit to the system. Interactive whiteboards, worksheet generators, projectors, whole-class simulations, plagiarism software, and so on, benefit the teacher. Personal laptops, programming languages, creativity software, cameras, MIDI keyboards, microcontrollers, fabrication equipment, and personal web space primarily benefit (bestow agency to) the learner.

The second oft-recited myth is that technology changes constantly. If only this were the case in schools. Regrettably, much of what schools do with technology is exactly the same, or less than, what they did 25 years ago. Wordles, note taking, looking stuff up, word-processing essays, and making PowerPoint presentations on topics students don’t care about for audiences they’ll never encounter represent the state-of-the-art in far too many classrooms. We can do better.

I enjoyed the great fortune of leading professional development at the world’s first laptop schools nearly a quarter century ago. Those Australian schools never saw laptops as an experiment or pilot project. For them, laptops represented a way to rescue kids explicitly from a failing hierarchical bureaucracy. Every student learned to program from every teacher as a means to encounter powerful ideas, express oneself, and change the nature of the educational experience.

When teachers saw what was possible through the eyes and the screens of their children, they demanded rapid changes to scheduling, assessment, classroom furniture, and even school architecture. They blurred the artificial boundaries between subject areas, shared expertise, challenged peers, and transformed many schools to benefit the children they served. Those early “laptop teachers” often viewed themselves in new and powerful ways. An amazing number of them went on to become school principals, Ph.D.s, policy makers, and entrepreneurs. A school like Methodist Ladies’ College in Melbourne, Australia, changed the world with its existing teaching staff through a coherent vision articulated clearly by a bold, charismatic leader, David Loader, who focused on benefiting the largest number of stakeholders in any school community: the students.2"



"A Bold Vision for the Future of Computers in Schools

The future of schools is not found in a shopping list of devices and programs, no matter how interesting or revolutionary the technology may be. In order for schools to seize the power of computers as intellectual laboratories and vehicles for self-expression, the following traits need to be in place.

Awareness

Educators, parents, and policy makers need to understand that, currently, their investment in technology is not maximizing its promise to amplify the human potential of each student. Alternative models must be made available.

Governance

Too many schools conflate instructional and noninstructional technology. Such an inability to reconcile often-competing priorities harms the educational enterprise of a school. One role is of the plumber and the other of a philosopher; both are important functions, but you would never consciously surrender the setting of graduation standards to your maintenance department. Why, then, is educational policy so greatly impacted by IT personnel?

Vision

Schools need a bolder concept of what computing can mean in the creative and intellectual development of young people. Such a vision must be consistent with the educational ­ideals of a school. In far too many cases, technology is used in ways contrary to the stated mission of the school. At no point should technology be used as a substitute for competent educators or to narrow educational experiences. The vision should not be rigid, but needs to embrace the serendipitous discoveries and emerging technologies that expand the power of our goals.

Consistent leadership

Once a vision of educational technology use is established, school leadership needs to model that approach, enact rituals and practices designed to reinforce it, and lend a coherent voice leading the entire community in a fashion consistent with its vision to improve the lives of young people.

Great leaders recognize the forces that water down innovation and enact safeguards to minimize such inertia.

Professional development for professionals

You cannot be expected to teach 21st-century learners if you have not learned in this century. Professional development strategies need to focus on creating the sorts of rich constructive learning experiences schools desire for students, not on using computers to perform clerical tasks. We must refrain from purchasing “teacher-proof” curricula or technology and then acting surprised when teachers fail to embrace it. PD needs to stop rewarding helplessness and embrace the competence of educators.

High Expectations and Big Dreams

When we abandon our prejudices and superstitions in order to create the conditions in which anything is possible, teachers and children alike will exceed our expectations.

Some people are excited by using technology to teach what we have always wanted kids to know, perhaps with greater efficiency, efficacy, or comprehension. I am not interested in using computers to improve education by 0.02 percent. Incrementalism is the enemy of progress. My work is driven by the actualization of young people learning and doing in ways unimaginable just a few years ago.

This is not a fantasy; it’s happening in schools today. Here are a few vignettes from my own work.

Learning by Doing"
2015  garystager  computing  schools  education  technology  makers  makermovement  seymourpapert  edtech  physicalcomputing  governance  awareness  vision  leadership  nais  learningbydoing  learning  constructionism 
january 2015 by robertogreco
The Restaurant and the Kitchen — Teaching, Learning, & Education — Medium
"If you’re like me, you’ve spent most of your education at schools that resemble restaurants — where you show up, sit down and expect to have your hunger satisfied. The food, some of which you selected and some of which was chosen for you, is cooked and served by other people. Depending on the talent of the cooks and quality of the ingredients, sometimes the meal will be great. Other times, it will be disappointing.

This metaphor is one that is shared with each new cohort of students on their first day of Dev Bootcamp. The school does this to set expectations — because Dev Bootcamp is not a restaurant. It is a kitchen.

In a well-run kitchen, you should have all the tools, ingredients and guidance you need to make anything that might satisfy your hunger. You don’t need to follow a recipe. You can add ingredients that suit your diet. And while your first attempt at a soufflé may not look or taste as good as one you’d find in a fancy restaurant, it will be yours. You will be able to make it on your own and eat it whenever you like.

My first year at the Stanford GSB has been, what I might imagine, a meal at The French Laundry to be like — tough to get a reservation, obscenely expensive, and exciting to name drop to friends and strangers. While it has been an incredible experience, allowing me to meet inspiring people and get exposure to interesting concepts, I can’t shake the feeling that this is not the education I might have designed for myself at the outset.

Throughout my life, I have been guilty of holding one school or another responsible for my education — paying more attention to the question: “did I like this class?” rather than “did I get what I wanted to learn from this class?” I’ve grown to understand that instead of trying to adjust my career path to fit a set degree or attempting to gain mastery in a subject based on the curriculum outlined in a syllabus, it’s essential to start with the simple question: what do I want to learn?

A typical university is trying to serve many purposes at the same time; from producing cutting-edge research to providing its students with a brand that signals excellence. Schools do their best to cover a very broad range of subjects; however, there are limits to the depth they are able to reach. Often you may be more equipped to prepare yourself for your dream career than your school. Taking a class will sometimes be the perfect recipe, but many times it’s worth considering resources like MOOCs, books, or doing unpaid work for a company you admire.

Students at Dev Bootcamp spend the majority of their days working in groups on code challenges and on building web apps. During the few hours of lecture time each week, students are encouraged to decide for themselves whether a lecture is the best use of their time, and if not, to find something to learn or practice that they find more valuable. At Tradecraft, an immersive program that trains people to fill traction roles at startups, students have the space to find companies that they admire and do usability tests of their products. By setting their own educational priorities, students, in these immersive programs and others like it, have been able to enhance their skills and land great entry-level jobs in the course of only 3–4 months.

Each of us is responsible for building a foundation for the life we want to live. So go out, source the ingredients yourself, and don’t be afraid to roll up your sleeves and get messy."
education  ownership  responsibility  2014  nickdewilde  learning  schools  schooling  howwelearn  messiness  learningbydoing 
september 2014 by robertogreco
On BERG's hibernation
"Today BERG Cloud (Formerly BERG, formerly Schulze and Webb) announced it was shutting shop. I spent about 2 years all together working for or with BERG, so I wanted to share some thoughts on my time there. All of this is purely from my point of view, is not official, and I am certain the others would have differing opinions.

I never went to university, but after working with BERG on Mag+ my interest in interaction design grew. I nearly applied for the Copenhagen Institute of Interaction Design but when BERG offered me a full time position, my recurring theme of choosing experience over formal education got the better of me. And it was not a mistake.

To describe a company as a family is incredibly cheesy, but of everywhere I’ve worked it applies most to BERG. My favourite times were definitely on Scrutton Street, when the 13 (or there about) of us were squeezed into an office far too small for us. We had an airport express that anyone could play tunes on, and only one conversation could really happen at once. Of course there were times we would rub each other the wrong way, but one thing that never wavered was the immense respect I had for everyone.

This enabled us to work in a way I’ve never seen anywhere else, and what I half-jokingly dubbed ‘emotion driven development’. If Kanban is the more fluid state of a trusted and able team compared to scrum, then what we had was a step beyond that. We trusted in our own, and importantly each others, strong opinions and (this sounds cheesy again) feelings to drive us forward. This is probably a fragile and unscalable way of working, but without it, I think much of the work would be very different, and BERG wouldn’t have attracted the attention it did. We worked in a different way, and the work was often different because of it.

BERG had an interesting cult following. It certainly punched way above its weight in the design world for such a small company. It was able to create work that turned the heads of both the industry and mass audiences alike. One thing I was always impressed with was how easily new aesthetics were created, something that others spend entire careers developing was almost effortless to my colleagues. Making Future Magic (a project I had nothing to do with) perhaps most exemplifies this.

I am now focusing on working in the public sector, and I went into much detail as to why, but I will always miss my time at BERG. For me it will always feel like my university time; a time to spend learning and experimenting on what we found interesting with very few constraints.

For a group of people who were professionals on thinking about “what’s next”, I think we’re a bit knocked back as we truly don’t know what’s next. It’s an interesting (and scary in a very high up Maslow’s hierarchy kind of way) time. BERG was a major part of East London’s tech culture, and its demise is another blow to it. I imagine there are plenty of people wondering where their friends are going next. I know I am."

[See also: http://morning.computer/2014/09/for-berg-my-london-launchpad/ ]
berg  berglondon  autodidacts  srg  experience  learningbydoing  jamesdarling  2014  design  howwework  tcsnmy  families  workenvironments  teams  respect  groups  howwlearn  learning  mattwebb  emotions  feelings  culture  workculture  creativity 
september 2014 by robertogreco
This is Our Moment - YouTube
[See also: http://www.inventtolearn.com/moment/

"Abstract - In this plenary address, the speaker will share three societal trends that validate and vindicate decades of leadership by the constructionism community. The growing acceptance of learning-by-making represented by the maker movement, a newfound advocacy for children learning computer programming, and even the global education crisis, real or imagined, are evidence of predictions and efforts made by constructionists being realized. This conference offers a brief opportunity for celebration before returning to the “hard fun” required to harness the momentum of these trends and improve the learning ecology." ]
constructionism  math  mathematics  education  programming  making  2014  garystager  howweteach  cv  tcsmnmy  teachablemoments  turtleart  art  children  schools  learning  learningbydoing  projectbasedlearning  pedagogy  schoolreform  seymourpapert  policy  politics  via:audreywatters  makermovement  makerfaires  coding  pbl 
august 2014 by robertogreco
‘Getting In On the Act’: Exploring Participatory Arts Practice | Art Museum Teaching
"A recent study published by the James Irvine Foundation (October 2011) entitled Getting In On the Act: How Arts Groups are Creating Opportunities for Active Participation draws insights from nonprofit arts groups and experts to explore a new model for understanding and supporting participatory arts practices, a growing trend here in the United States as well as across the globe. Here is how the reports’ authors begin to frame this “siesmic shift” towards a participatory arts culture:
“Technology has fundamentally changed the way people interact, learn, and think about culture. Contemporary notions of creativity, shaped by Web 2.0, center on shared construction of cultural identity and an ethos of participatory experience…. The open, free and instantaneous exchange of digital content affords people the resources to control their own creative experiences and make their own meaning. Interactive experiences of all sorts are now an expected norm.” (6)

But, then the report got a lot more interesting to me…
“This shift is about more than just technology. People are thinking about the experience of culture differently than in the past, placing value on a more immersive and interactive experience than is possible through mere observation…. Americans are activating their own creativity in new and unusual ways … [as] part of a larger ‘participatory economy’ in which social connection eclipses consumption. Americans want to meet the people who make our products, share in the work of the makers, and make things ourselves.” (6)

The report’s human-centered focus brings much-needed attention to the ability of the arts (and arts institutions) to connect people, to create shared experiences, and to contribute to the cultural fabric of the communities in which we live and work.

For art museums (and museum educators, especially), the report provides an extremely meaningful tool for reflecting on how we involve audiences in shaping their own experiences and making their own meaning. The report’s “Audience Involvement Spectrum” provides a nice, workable model for audience engagement, from “receptive” involvement (the type of spectating and educational enrichment occurring in the vast majority of arts museums) to increasingly “participatory” involvement (the types of crowd-sourcing, co-creation, and public artistic experiences that more and more art museums are slowly striving toward).

The report is worth a close read. It asks some essential questions about arts programming in the 21st century, and I think art museums would have much to gain by thinking more about how they fit into this new landscape of active arts participation. As museum educators, we have our hands on the wheel when it comes to programs — and the Irvine report clearly and strongly states that “attracting the next generation of audiences and visitors will require a transformation in programming” (11). At the core of this transformation is both thinking outside the box (‘the box’ in this case being the rigid walls and traditions of art museums) and letting go of institutional and curatorial authority so that visitors can feel comfortable and empowered to shape their own creative experiences.

If you have a chance to peruse the Irvine Foundation’s report, I’d love to hear how your institution’s programs (or your own teaching philosophies) fit on their spectrum of audience involvement. Has your institution embraced any of these aspects of participatory arts practice? Do you value these types of creative, artistic experiences when you visit art museums yourself (or do you shy away from them for more passive types of engagement)?"
art  arts  mikemurawski  2012  education  museums  participatory  participation  openstudioproject  technology  learning  learningbydoing  irvinefoundation  audienceinvolvement  teaching  arteducation  museumeducation  creativity 
june 2014 by robertogreco
Stanford: Day 3 (Aaron Swartz: The Weblog)
"If I wanted to start a more effective university, it would be pretty simple: Hire the smartest people and accept the smartest students, get them to work on projects that interest them, get them to work together on stuff that interests them, organize a bunch of show-and-tells and mixers, and for the most part let them figure stuff out on their own. (This system might be cheaper too.)"
highered  highereducation  openstudioproject  lcproject  unschooling  aaronswartz  2005  education  learning  learningbydoing  via:lukeneff 
january 2014 by robertogreco

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