robertogreco + skills   77

The Problem With “Measure” – Teachers Going Gradeless
"Measurement requires a standard unit, a recognized standard that can be objectively applied in a context. I can measure my bike ride to school in units of length. If I share that measurement with my colleague who also bikes to school, we can objectively determine who travels the greatest distance each day. What isn’t measurable is the peace that twenty minute ride brings to my day.

When it comes to measurement, learning fits into the same category as love, pain, anger, joy, and peace of mind. Learning can’t be objectively measured. There is no standard unit of measurement to apply to learning. A skill can be demonstrated, progress can be noted, understanding can be communicated and shared, but technically this evidence of learning isn’t measurable."
measurement  assessment  teaching  learning  unschooling  deschooling  grades  grading  scotthazeu  2017  objectivity  subjectivity  skills  standardization  standards  understanding  love  pain  anger  joy  peaceofmind  emotions 
april 2018 by robertogreco
Vadik Marmeladov
"I design the most beautiful products. Before scrolling down to the pictures, please read our Codes of Practice:

1. Wear the uniform
2. Think long term (like 30 years from now)
3. Build stories and languages, not things
4. Create your own universe (or join ours)
5. Collect samples
6. Be a sample for somebody else 
7. Look for loyalty, not for a skill set
8. Do not build utilitarian products. However, use them as a medium to express yourself
9. Do not exploit introverts — doesn't work long term. Learn to be an introvert yourself 
10. Travel more
11. Do not work for corporations. Old corporations were meaningful when their founders were alive, but now, they have outlived their relevancy. They exist only to keep their numbers growing
12. New corporations are no better. They have scaled up features, and today’s founders want hyper-growth for growth’s sake (it seems like every line of code, every feature deserves its own corporation — it sure doesn't)
13. So, fuck the corporations
14. Tell the truth (bullshit never works long term)
15. Study and research fashion
16. Your phone is a temporary feature — don’t spend your life on it (like you wouldn’t spend it on a fax machine)
17. Fuck likes, followers, fake lives, fake friends
18. Remake your environment. Build it for yourself, and people will come 
19. Only trust those who make things you love
20. Move to LA 
21. Don’t buy property
22. Don’t go to Mars (just yet)
23. Use only one font, just a few colors, and just a few shapes
24. Use spreadsheets, but only to map out 30 cells — one for each year of the rest of your life
25. The next three are the most important
26. The past doesn’t exist — don’t get stuck in it
27. Don’t go to Silicon Valley (it’s not for you if you’re still reading this)
28. Remind yourself daily: you and everyone you know will die
29. We must build the most beautiful things
30. We are 2046 kids"

[via Warren Ellis's Orbital Operations newsletter, 8 April 2018:

"LOT 2046 [ ] continues to be magnificent. This is actually a really strong duffel bag. You just never know what you're going to get.

Incidentally, culture watchers, keep an eye on this - the LOT 2046 user-in-residence programme [ ]. This feels like a small start to a significant idea. Vadik thinks long-term. He once had the following Codes Of Practise list from his previous business on his personal website, preserved by the sainted Wayback Machine:"]
vadikmarmeladov  codesofpractice  uniforms  longterm  stories  language  languages  worldbuilding  loyalty  skills  samples  examples  corporations  corporatism  losangeles  property  2046  beauty  part  present  siliconvalley  fonts  mars  trust  love  environment  like  follows  followers  fakeness  relevancy  features  numbers  scale  scalability  fashion  research  attention 
april 2018 by robertogreco
The Joy and Sorrow of Rereading Holt’s "How Children Learn" | Psychology Today
[Also here: ]

"Holt was an astute and brilliant observer of children. If he had studied some species of animal, instead of human children, we would call him a naturalist. He observed children in their natural, free, might I even say wild condition, where they were not being controlled by a teacher in a classroom or an experimenter in a laboratory. This is something that far too few developmental psychologists or educational researchers have done. He became close to and observed the children of his relatives and friends when they were playing and exploring, and he observed children in schools during breaks in their formal lessons. Through such observations, he came to certain profound conclusions about children's learning. Here is a summary of them, which I extracted from the pages of How Children Learn.

• Children don’t choose to learn in order to do things in the future. They choose to do right now what others in their world do, and through doing they learn.

Schools try to teach children skills and knowledge that may benefit them at some unknown time in the future. But children are interested in now, not the future. They want to do real things now. By doing what they want to do they also prepare themselves wonderfully for the future, but that is a side effect. This, I think, is the main insight of the book; most of the other ideas are more or less corollaries.

Children are brilliant learners because they don’t think of themselves as learning; they think of themselves as doing. They want to engage in whole, meaningful activities, like the activities they see around them, and they aren’t afraid to try. They want to walk, like other people do, but at first they aren’t good at it. So they keep trying, day after day, and their walking keeps getting better. They want to talk, like other people do, but at first they don’t know about the relationships of sounds to meanings. Their sentences come across to us as babbled nonsense, but in the child’s mind he or she is talking (as Holt suggests, on p 75). Improvement comes because the child attends to others’ talking, gradually picks up some of the repeated sounds and their meanings, and works them into his or her own utterances in increasingly appropriate ways.

As children grow older they continue to attend to others' activities around them and, in unpredictable ways at unpredictable times, choose those that they want to do and start doing them. Children start reading, because they see that others read, and if they are read to they discover that reading is a route to the enjoyment of stories. Children don’t become readers by first learning to read; they start right off by reading. They may read signs, which they recognize. They may recite, verbatim, the words in a memorized little book, as they turn the pages; or they may turn the pages of an unfamiliar book and say whatever comes to mind. We may not call that reading, but to the child it is reading. Over time, the child begins to recognize certain words, even in new contexts, and begins to infer the relationships between letters and sounds. In this way, the child’s reading improves.

Walking, talking, and reading are skills that pretty much everyone picks up in our culture because they are so prevalent. Other skills are picked up more selectively, by those who somehow become fascinated by them. Holt gives an example of a six-year-old girl who became interested in typing, with an electric typewriter (this was the 1960s). She would type fast, like the adults in her family, but without attention to the fact that the letters on the page were random. She would produce whole documents this way. Over time she began to realize that her documents differed from those of adults in that they were not readable, and then she began to pay attention to which keys she would strike and to the effect this had on the sheet of paper. She began to type very carefully rather than fast. Before long she was typing out readable statements.

You and I might say that the child is learning to walk, talk, read, or type; but from the child’s view that would be wrong. The child is walking with the very first step, talking with the first cooed or babbled utterance, reading with the first recognition of “stop” on a sign, and typing with the first striking of keys. The child isn’t learning to do these; he or she is doing them, right from the beginning, and in the process is getting better at them.

My colleague Kerry McDonald made this point very well recently in an essay about her young unschooled daughter who loves to bake (here). In Kerry’s words, “When people ask her what she wants to be when she grows up, she responds breezily, ‘A baker, but I already am one.”

• Children go from whole to parts in their learning, not from parts to whole.

This clearly is a corollary of the point that children learn because they are motivated to do the things they see others do. They are, of course, motivated to do whole things, not pieces abstracted out of the whole. They are motivated to speak meaningful sentences, not phonemes. Nobody speaks phonemes. They are motivated to read interesting stories, not memorize grapheme-phoneme relationships or be drilled on sight words. As Holt points out repeatedly, one of our biggest mistakes in schools is to break tasks down into components and try to get children to practice the components isolated from the whole. In doing so we turn what would be meaningful and exciting into something meaningless and boring. Children pick up the components (e.g. grapheme-phoneme relationships) naturally, incidentally, as they go along in their exciting work of doing things that are real, meaningful, and whole.

• Children learn by making mistakes and then noticing and correcting their own mistakes.

Children are motivated not just to do what they see others do, but to do those things well. They are not afraid to do what they cannot yet do well, but they are not blind to the mismatches between their own performance and that of the experts they see around them. So, they start right off doing, but then, as they repeat what they did, they work at improving. In Holt’s words (p 34), “Very young children seem to have what could be called an instinct of Workmanship. We tend not to see it, because they are unskillful and their materials are crude. But watch the loving care with which a little child smooths off a sand cake or pats and shapes a mud pie.” And later (p 198), “When they are not bribed or bullied, they want to do whatever they are doing better than they did it before.”

We adult have a strong tendency to correct children, to point out their mistakes, in the belief that we are helping them learn. But when we do this, according to Holt, we are in effect belittling the child, telling the child that he or she isn't doing it right and we can do it better. We are causing the child to feel judged, and therefore anxious, thereby taking away some of his or her fearlessness about trying this or any other new activity. We may be causing the child to turn away from the very activity that we wanted to support. When a child first starts an activity, the child can’t worry about mistakes, because to do so would make it impossible to start. Only the child knows when he or she is ready to attend to mistakes and make corrections.

Holt points out that we don’t need to correct children, because they are very good at correcting themselves. They are continually trying to improve what they do, on their own schedules, in their own ways. As illustration, Holt described his observation of a little girl misreading certain words as she read a story aloud, but then she corrected her own mistakes in subsequent re-readings, as she figured out what made sense and what didn’t. In Holt’s words (p 140), “Left alone, not hurried, not made anxious, she was able to find and correct most of the mistakes herself.”

• Children may learn better by watching older children than by watching adults.

Holt points out that young children are well aware of the ways that they are not as competent as the adults around them, and this can be a source of shame and anxiety, even if the adults don't rub it in. He writes (p 123), “Parents who do everything well may not always be good examples for their children; sometimes such children feel, since they can never hope to be as good as their parents, there is no use in even trying.” This, he says, is why children may learn better by watching somewhat older children than by watching adults. As one example, he describes (p 182) how young boys naturally and efficiently improved their softball skills by observing somewhat older and more experienced boys, who were better than they but not so much better as to be out of reach. This observation fits very well with findings from my research on the value of age-mixed play (see here and here).

• Fantasy provides children the means to do and learn from activities that they can’t yet do in reality.

A number of psychologists, I included, have written about the cognitive value of fantasy, how it underlies the highest form of human thinking, hypothetical reasoning (e.g. here). But Holt brings us another insight about fantasy; it provides a means of “doing” what the child cannot do in reality. In his discussion of fantasy, Holt criticizes the view, held by Maria Montessori and some of her followers, that fantasy should be discouraged in children because it is escape from reality. Holt, in contrast, writes (p 228), “Children use fantasy not to get out of, but to get into, the real world.”

A little child can’t really drive a truck, but in fantasy he can be a truck driver. Through such fantasy he can learn a lot about trucks and even something about driving one as he makes his toy truck imitate what real trucks do. Holt points out that children playing fantasy … [more]
childhood  learning  parenting  play  sfsh  johnholt  petergray  unschooling  deschooling  education  howwelearn  control  children  motivation  intrinsicmotivation  schools  schooling  future  homeschool  present  presence  lcproject  openstudioproject  reading  skills  keerymcdonald  doing  tcsnmy  workmanship  correction  mistakes  howchildrenlearn  hurry  rush  schooliness  fantasy  mariamontessori  imagination  piaget  jeanpiaget 
december 2017 by robertogreco
elearnspace › Adaptive Learners, Not Adaptive Learning
"Some variation of adaptive or personalized learning is rumoured to “disrupt” education in the near future. Adaptive courseware providers have received extensive funding and this emerging marketplace has been referred to as the “holy grail” of education (Jose Ferreira at an EdTech Innovation conference that I hosted in Calgary in 2013). The prospects are tantalizing: each student receiving personal guidance (from software) about what she should learn next and support provided (by the teacher) when warranted. Students, in theory, will learn more effectively and at a pace that matches their knowledge needs, ensuring that everyone masters the main concepts.

The software “learns” from the students and adapts the content to each student. End result? Better learning gains, less time spent on irrelevant content, less time spent on reviewing content that the student already knows, reduced costs, tutor support when needed, and so on. These are important benefits in being able to teach to the back row. While early results are somewhat muted (pdf), universities, foundations, and startups are diving in eagerly to grow the potential of new adaptive/personalized learning approaches.

Today’s technological version of adaptive learning is at least partly an instantiation of Keller’s Personalized System of Instruction. Like the Keller Plan, a weakness of today’s adaptive learning software is the heavy emphasis on content and curriculum. Through ongoing evaluation of learner knowledge levels, the software presents next step or adjacent knowledge that the learner should learn.

Content is the least stable and least valuable part of education. Reports continue to emphasize the automated future of work (pfdf). The skills needed by 2020 are process attributes and not product skills. Process attributes involve being able to work with others, think creatively, self-regulate, set goals, and solve complex challenges. Product skills, in contrast, involve the ability to do a technical skill or perform routine tasks (anything routine is at risk for automation).

This is where adaptive learning fails today: the future of work is about process attributes whereas the focus of adaptive learning is on product skills and low-level memorizable knowledge. I’ll take it a step further: today’s adaptive software robs learners of the development of the key attributes needed for continual learning – metacognitive, goal setting, and self-regulation – because it makes those decisions on behalf of the learner.

Here I’ll turn to a concept that my colleague Dragan Gasevic often emphasizes (we are current writing a paper on this, right Dragan?!): What we need to do today is create adaptive learners rather than adaptive learning. Our software should develop those attributes of learners that are required to function with ambiguity and complexity. The future of work and life requires creativity and innovation, coupled with integrative thinking and an ability to function in a state of continual flux.

Basically, we have to shift education from focusing mainly on the acquisition of knowledge (the central underpinning of most adaptive learning software today) to the development of learner states of being (affect, emotion, self-regulation, goal setting, and so on). Adaptive learners are central to the future of work and society, whereas adaptive learning is more an attempt to make more efficient a system of learning that is no longer needed."
adaptivelearning  adaptability  education  sfsh  2016  change  creativity  dragangasevic  skills  work  content  goals  goalsetting  edtech  software  learning  productskills  personalization  processattributes 
july 2016 by robertogreco
A Framework for Thinking About Systems Change · Intense Minimalism
"I found the following diagram recently and I thought it was interesting: Unfortunately the source is a single book titled “Restructuring for Caring and Effective Education: Piecing the Puzzle Together” that contains a chapter by Knoster, Villa and Thousand. Apparently nobody quotes the content of it in any way around the web, and it’s without a digital edition, so I wasn’t able to evaluate the proper context and what the authors meant with each terms.

However, I find this valuable even in this unexplained form, so here it is:


While the original context seem education, the above seems more framed in terms of initial action around complex systems, which makes it interesting.

The aspect I find valuable about this diagram is that it highlights the outcomes of missing a piece, more than saying that you really need all of them. In other words, you can still achieve change without steps, but you have to consider the negative effect that comes out of it and address it."
systems  change  management  systemschange  confusion  vision  frustration  resistance  anxiety  falsestarts  actionplans  incentives  resources  skills 
april 2016 by robertogreco
Kurt Hahn - Wikipedia
"Six Declines of Modern Youth

1. Decline of Fitness due to modern methods of locomotion [moving about];
2. Decline of Initiative and Enterprise due to the widespread disease of spectatoritis;
3. Decline of Memory and Imagination due to the confused restlessness of modern life;
4. Decline of Skill and Care due to the weakened tradition of craftsmanship;
5. Decline of Self-discipline due to the ever-present availability of stimulants and tranquilizers;
6. Decline of Compassion due to the unseemly haste with which modern life is conducted or as William Temple called "spiritual death".

Hahn not only pointed out the decline of modern youth, he also came up with four antidotes to fix the problem.

1. Fitness Training (e.g., to compete with one's self in physical fitness; in so doing, train the discipline and determination of the mind through the body)
2. Expeditions (e.g., via sea or land, to engage in long, challenging endurance tasks)
3. Projects (e.g., involving crafts and manual skills)
4. Rescue Service (e.g., surf lifesaving, fire fighting, first aid)


Ten Expeditionary Learning Principles
These 10 principles, which seek to describe a caring, adventurous school culture and approach to learning, were drawn[by whom?] from the ideas of Kurt Hahn and other education leaders[which?] for use in Expeditionary Learning Outward Bound (ELOB) schools.[citation needed]

1. The primacy of self-discovery
Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In Expeditionary Learning schools, students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.

2. The having of wonderful ideas
Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed.

3. The responsibility for learning
Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.

4. Empathy and caring
Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust. Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe.

5. Success and failure
All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.

6. Collaboration and competition
Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete not against each other but with their own personal best and with rigorous standards of excellence.

7. Diversity and inclusion
Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, respect for others. In Expeditionary Learning schools, students investigate value their different histories talents as well as those of other communities cultures. Schools learning groups heterogeneous.

8. The natural world
Direct respectful relationship with the natural world refreshes the human spirit teaches[clarification needed] the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.

9. Solitude and reflection
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need time to exchange their reflections with others.

10. Service and compassion
We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school's primary functions is to prepare students with the attitudes and skills to learn from and be of service to others."
kurthahn  outwardbound  education  experience  experientialeducation  youth  self-discovery  service  compassion  solitude  reflection  nature  diversity  inclusion  collaboration  competition  success  failure  empathy  caring  responsibility  learning  howwelearn  thinking  criticalthinking  fitness  initiative  motivation  skills  care  projectbasedlearning  inlcusivity  inclusivity  experientiallearning 
september 2015 by robertogreco
Integrated Basic Education and Skills Training (I-BEST)
"Washington’s Integrated Basic Education and Skills Training Program (I-BEST) is a nationally recognized model that quickly boosts students’ literacy and work skills so that students can earn credentials, get living wage jobs, and put their talents to work for employers.

I-BEST pairs two instructors in the classroom – one to teach professional/technical or academic content and the other to teach basic skills in reading, math, writing or English language – so students can move through school and into jobs faster. As students progress through the program, they learn basic skills in real-world scenarios offered by the college and career part of the curriculum.

I-BEST challenges the traditional notion that students must complete all basic education before they can even start on a college or career pathway. This approach often discourages students because it takes more time, and the stand-alone basic skills classes do not qualify for college credit. I-BEST students start earning college credits immediately."

[via: ]
washingtonstate  communitycolleges  education  interdisciplinary  skills  juniorcolleges  i-best  literacy 
march 2015 by robertogreco
STET | Attention, rhythm & weight
"For better or worse, we live in a world of media invention. Instead of reusing a stable of forms over and over, it’s not much harder for us to create new ones. Our inventions make it possible to explore the secret shape of our subject material, to coax it into saying more.

These new forms won’t follow the rules of the scroll, the codex, or anything else that came before, but we can certainly learn from them. We can ask questions from a wide range of influences — film, animation, video games, and more. We can harvest what’s still ripe today, and break new ground when necessary.

Let’s begin."

[See also: and video of Allen's talk at Books in Browsers 2013 (Day 2 Session 1) ]
allentan  publishing  writing  internet  web  timcarmody  2013  papermodernism  literacy  fluency  intuitiveness  legibility  metaphor  interaction  howweread  howwewrite  communication  multiliteracies  skills  touch  scrolling  snowfall  immersive  focus  distraction  attention  cinema  cinematic  film  flickr  usability  information  historiasextraordinarias  narrative  storytelling  jose-luismoctezuma  text  reading  multimedia  rhythm  pacing  purpose  weight  animation  gamedesign  design  games  gaming  mediainvention  media 
december 2013 by robertogreco
The moral bankruptcy of the internship economy | Sarah Kendzior
"Here is how the internship scam works. It’s not about a “skills” gap. It’s about a morality gap.

1) Make higher education worthless by redefining “skill” as a specific corporate contribution. Tell young people they have no skills.

2) With “skill” irrelevant, require experience. Make internship sole path to experience. Make internships unpaid, locking out all but rich.

3) End on the job training for entry level jobs. Educated told skills are irrelevant. Uneducated told they have no way to obtain skills.

4) As wealthy progress on professional career path, middle and lower class youth take service jobs to pay off massive educational debt.

5) Make these part-time jobs not “count” on resume. Hire on prestige, not skill or education. Punish those who need to work to survive.

6) Punish young people who never found any kind of work the hardest. Make them untouchables — unhireable.

7) Tell wealthy people they are “privileged” to be working 40 hrs/week for free. Don’t tell them what kind of “privileged” it is.

8) Make status quo commentary written by unpaid interns or people hiring unpaid interns. They will tell you it’s your fault.

9) Young people, it is not your fault. Speak out. Fight back. Bankrupt the prestige economy."

[via: ]
internships  academia  skills  experience  2013  sarahkendzior  economics  exploitation  wealth  class  privilege  unpaidinterns  business  careers 
june 2013 by robertogreco
Cardboarder - DIY
"When humans first layered fragile paper into heavier sheets, the Cardboarder was born. Light, but sturdy, this creature walks the Earth, making spectacular shapes from what was once trash. The Cardboarder breathes life into simple boxes, rescuing them from the clutches of recyclers."
cardboard  diy  2013  skills  making 
may 2013 by robertogreco
Brooklyn Hacker • What A Hacker Learns After A Year In Marketing
"A year ago last Friday I left eight years cutting code and plumbing servers to take my very first marketing job.   Prior to then and even before in college and high school, hard skills were what paid my bills - technical work building stuff mostly for the Internet.  Everything I had done up until last year required only the soft skills needed to send a group email or interview a candidate, certainly a pittance to those required to craft a message and get it in front of an audience.

I knew I needed more than that.  While I was at Boxee working for Avner Ronen I made the determination that I wanted the CEO role for my startup.  Like a lot of folks who spend their career in the high risk, high reward, high laughs world of early stage tech, I’ve long held my own entrepreneurial ambitions, but after working for a programmer-turned-head-honcho, I came around to the notion I could make a greater contribution to that endeavor by pushing the vision and the culture rather than the technology and architecture.  I didn’t want to be the technical co-founder - I wanted to run the circus.

But, I was sorely deficient.  Sales and marketing were skills I just didn’t have and were I to ask others to entrust their livelihoods and their families in such an enterprise, it would be incumbent upon me to learn.  To do such a thing with a knowledge base very nearly zero would just be irresponsible.

So, to get some of those skills while keeping my technical chops up, I hopped onboard Twilio as a developer evangelist.  Like a lot of companies, Twilio’s devangelism program is under the marketing aegis and the gig meant working for one of the best marketers I knew.  I’d still write code, but would do so surrounded by the thoroughly unfamiliar context of message craft and story telling. And through the daily demands of the job and the proximity of those who do it well hopefully I’d learn a thing or two about this marketing thing and ultimately serve those I wish to lead better.

Holy biscuits - did I learn plenty.  A year in, I thought it might be helpful to my fellow developers to share what it’s like to turn to the Dark Side and what I picked up in the process."
marketing  engineering  skills  business  twilio  growth  learning  robspectre  2012  charisma  sales  via:migurski 
september 2012 by robertogreco
TOC 2012: Tim Carmody, "Changing Times, Changing Readers: Let's Start With Experience" - YouTube
Notes here by @tealtan:

"unusual contexts in writing / reading text

“In a hyperliterate society, the vast majority of reading is not consciously recognized as reading.”

“What readers expect is more important than what readers want.”

Bill Buxton: “every tool is the best at something and the worst at something else”

skills, path-dependency, learning effects

“…we actually like constraints once we're in them.”"

And notes from @litherland:

"11:40: “I do things like … just obsess about weird little details. So, for instance … like, how do you do text entry in a Netflix app on the Wii? You know? I think about this a lot.” Your many other talents notwithstanding, Tim, you may have missed your calling as a designer. /

18:30: “I think it’s a tragedy that we have not been able to figure out a good interface for pen and ink on reading devices.” Holy grail. My dream for years. I would give anything. I would give anything to be smart enough to figure this out."
design  reading  writing  journalism  history  timcarmody  toc2012  via:tealtan  constraints  billbuxton  bookfuturism  ebooks  stéphanemallarmé  paper  2012  media  mediarevolutions  sentencediagramming  advertising  photography  change  books  publishing  printing  modernism  context  interface  expectations  conventions  skills  skeuomorph 
february 2012 by robertogreco
California Dreamin' | MetaFilter
"Undoubtedly libraries are a good thing. The access and training that we provide for technology isn't offered by any other public service (largely because public services are rapidly becoming a dirty word in this gilded age of decadence and austerity), and without our services it wouldn't be the end of the world, but it would be a significant dimming.

If you can take yourself out of your first world techie social media smart-shoes for a second then imagine this… [lengthy case study]

So that little melodrama right there is every minute of every day at the public library…The digital divide isn't just access, but also ability, and quality of information, , and the common dignity of having equity of participation in our increasingly digital culture."

"Every day at my job I helped people just barely survive. Forget trying to form grass roots political activism by creating a society of computer users, forget trying to be the 'people's university' and create a body of well informed citizens. Instead I helped people navigate through the degrading hoops of modern online society, fighting for scraps from the plate, and then kicking back afterwards by pretending to have a farm on Facebook (well, that is if they had any of their 2 hours left when they were done). What were we doing during the nineties? What were we doing during the boom that we've been left so ill served during the bust? No one seems to know. They come in to our classes and ask us if we have any ideas, and I do, but those ideas take money, and political will, and guts, and the closer I get to graduation the less and less I suspect that any of those things exist."
policy  politics  society  participatory  digitalculture  budgetcuts  povertytrap  poverty  librarians  technology  california  survival  skills  access  informationaccess  information  digitaldivide  education  libraries  learning 
february 2012 by robertogreco
Badges - MozillaWiki
"Today's learning happens everywhere, not just in the classroom. But it's often difficult to get credit for it.

Mozilla and Peer 2 Peer University are working to solve this problem by developing an Open Badges infrastructure.

Our system will make it easy for education providers, web sites and other organizations to issue badges that give public recognition and validation for specific skills and achievements.

And provide an easy way for learners tomanage and display those badges across the web -- on their personal web site or resume, social networking profiles, job sites or just about anywhere.

The result: Open Badges will help learners everywhere unlock career and educational opportunities, and regonize skills that traditional resumes and transcripts often leave out."
education  learning  technology  games  online  gaming  gamification  badges  opensource  openbadges  recognition  achievement  credentials  skills  via:monikahardy  from delicious
july 2011 by robertogreco
Three Trends That Will Shape the Future of Curriculum | MindShift
1. Digital Delivery [explained]

2. Interest-driven: Though students typically have to wait until their third year of college to choose what they learn, the idea of K-12 education being tailored to students’ own interests is becoming more commonplace. Whether it’s through Japanese manga art, Lady Gaga, or the sport of curling, the idea is to grab students where their interests lie and build the curriculum around it.

The idea of learner-centered education might not be new — research from the 1990s shows that students’ interests is directly correlated to their achievement. But a growing movement is being propelled by the explosive growth in individualized learning technology that could feed it and we’re starting to see the outlines of how it could seep into the world of formal education…

3. Skills 2.0 [explained]"

[Related: ]
education  curriculum  trends  technology  future  tcsnmy  lcproject  learner-centered  student-centered  teaching  schools  learning  criticalthinking  communication  innovation  collaboration  willrichardson  customization  democracy  digital  skills  content  projectbasedlearning  culture  pbl  from delicious
february 2011 by robertogreco
SpeEdChange: Toolbelt Theory for Everyone
"The only way to allow students to assemble this essential toolbelt for information and communication is to to throw open your classroom and let the world in. How will your students know which calendar works for them - the one on their phone, Google Calendar with SMS appointment texting, Microsoft Outlook, or any of a dozen paper systems unless you allow them to try them out? How will your students know whether they 'get' a novel better by listening to an audiobook, or reading it on paper, or using text-to-speech, if you don't let them experience all repeatedly and help them decide? Will their choice be the same when they are reading history texts? Math texts? Again, how will they know? How will they know which is the best way for them to write, by hand (either on paper or on a tablet system), by keyboard (and which keyboard), or by voice, if they do not get to try out all the kinds of writing they need to do with all these tools?"

[See also: ]
tools  assistivetechnology  technology  education  accessibility  irasocol  onlinetoolkit  toolbelttheory  learning  tcsnmy  cv  teaching  unschooling  deschooling  onesizefitsall  individualization  individuality  whatworks  toolbelts  environment  skills  learningtolearn  2008  from delicious
december 2010 by robertogreco
7 Essential Skills You Didn't Learn in College | Magazine
"1. Statistical Literacy: Making sense of today’s data-driven world.
2. Post-State Diplomacy: Power and politics, sans government.
3. Remix Culture: Samples, mashups, and mixes.
4. Applied Cognition: The neuroscience you need.
5. Writing for New Forms: Self-expression in 140 characters.
6. Waste Studies: Understanding end-to-end economics.
7. Domestic Tech: How to use the world as your lab."
arts  culture  education  wired  learning  lifehacks  skills  unschooling  deschooling  statistics  literacy  post-statediplomacy  diplomacy  remix  remixculture  appliedcognition  cognition  neuroscience  writing  twitter  microblogging  waste  saulgriffith  fabbing  science  diy  make  making  rogerebert  nassimtaleb  davidkilcullen  robertrauschenberg  jillboltetaylor  brain  barryschwartz  jonahlehrer  robinsloan  alexismadrigal  newliberalarts  remixing  from delicious
october 2010 by robertogreco
Doors of Perception weblog: Traditional knowledge: the dilemmas of sharing
"traditional and tacit knowledge does not lend itself to being codified, organized by knowledge managers, and put into an encyclopedia. It is is socially-owned and used. Like flowers that wilt when cut and put in a vase, indigenous knowledge tends to degrade quickly when removed from its context...
johnthackara  curation  knowledge  libraries  skills  context  knowledgeecologies  taxonomy  categorization  expertise  sharing 
august 2010 by robertogreco
What We Can Learn: An Excerpt from Were You Born on the Wrong Continent? -- In These Time
"Why are kids in Germany paying [union] dues, voluntarily [and in increasing numbers]?
...It’s not Marx but John Dewey whose picture should be in the lobby of...Social Democratic Party. It’s Dewey who believed that schools should not just teach practical skills but explain why kids have to be political, to be citizens, to get into labor movements to protect skills they are acquiring. One can say that union membership is a “tradition” in certain industries. But that’s just an opaque way of saying that kids get politicized both at home & school as they go through Dual Track...

The answer to problems of our country is education, but not the kind we’re pursuing, i.e., jamming more kids into college or even teaching practical skills; instead, it’s teaching them how, politically, to cut themselves a better deal. As long as that’s going on, it’s impossible to write off the European or, more specifically, the German model."

[Quote from page 2. Via: ]
germany  japan  us  johndewey  education  citizenship  democracy  socialdemocracy  socialism  unions  organization  labor  rights  apprenticeships  skills  politics  vocational  self-interest 
july 2010 by robertogreco
Microsoft Education Competencies: All Competencies
"Individual Excellence: Building Effective Teams, Compassion...Humor, Integrity & Trust, Interpersonal Skill, Listening, Managing Relationships, Managing Vision & Purpose, Motivating Others, Negotiating, Personal Learning & Development, Valuing Diversity"

[via: ]
microsoft  development  education  training  hr  standards  competency  competencies  leadership  21stcenturyskills  management  skills  ambiguity  qualities  tcsnmy  learning  unschooling  deschooling  lcproject  whatmatters  administration 
june 2010 by robertogreco
Tuttle SVC: Common Core -> New Tests -> Curriculum Aligned to Tests
"Hirsch doesn't seem to understand plan being implemented. There's no pretense of going from standards to curriculum to assessments of understanding of the curriculum. There are standards, there will be assessments of standards -- of enumerated standards, not Common Core or anyone else's commentary on standards, not of knowledge of recommended texts. There will be curriculum, textbooks, etc. aligned to assessments. There will be increasing emphasis on online assessment which is detached from rest of curriculum...There will be increasing use of regular diagnostic tests at higher grade levels for specific reading standards, e.g., this group needs to work on comparing structured poems to free verse, while this one works on analyzing how a dramatic production of a work departs from original text. There will be standards-based assessment, where standards are not "understandings," "skills," or "knowledge," but tasks.
tomhoffman  edhirsch  curriculum  commoncore  standards  standardizedtesting  assessment  2010  testing  tests  knowledge  skills  tasks  understanding 
april 2010 by robertogreco
Apprenticeship 2.0 Could Fuel 21st Century Learning | DMLcentral
"A number of educational theorists are advocating increased attention on teaching students skills, rather than merely focusing on their mastery of abstract content. Influential reports like Henry Jenkins, et al.'s "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century" & the New Media Consortium's Horizon Project have outlined the skills that students need to be active participants in new media culture. As educators working with digital media, we need to begin to seriously think of our work as a form of apprenticeship, where we ask ourselves: what sorts of skills are we modeling for our students? And how are those skills preparing them for the future?

...With an educational model based on apprenticeship, educators could deemphasize the role of rote memorization and testing that are now used to rank and sort students, and rather focus on mastering the skills that students need to be engaged citizens in the digital age."
digitalhumanities  training  skills  teaching  henryjenkins  apprenticeships  memorization  rotelearning  schools  technology  tcsnmy  rote 
march 2010 by robertogreco
Seth Godin’s “Linchpin,” excerpt 3 of 3 « Re-educate
“Leading is a skill, not a gift. You’re not born with it, you learn how. And schools can teach leadership as easily as they figured out how to teach compliance. Schools can teach us to be socially smart, to be open to connection, to understand the elements that build a tribe. While schools provide outlets for natural-born leaders, they don’t teach it. And leadership is now worth far more than compliance is.”
sethgodin  teaching  schools  leadership  tcsnmy  learning  skills  social  compliance  unschooling  deschooling  lcproject 
february 2010 by robertogreco
Leonardo da Vinci's resume
"From the Codex Atlanticus, this is a letter that Leonardo da Vinci wrote in 1482 to the Duke of Milan advertising his services as a "skilled contriver of instruments of war". From the translation:
leonardodavinci  kottke  cv  resumes  codexatlanticus  renaissance  self-promotion  skills  tcsnmy 
january 2010 by robertogreco
Tuttle SVC: Reverse Engineering [regarding:]
"Alternately, E.D. Hirsch's proper response to any question about "standards" should be "I don't give a damn about standards. What's the curriculum?" He doesn't really want standards like Finland, which he praises in his piece -- their standards are exactly the kind of thing he hates, all about "skills and techniques in reading," pursuing the student's interests, etc. He may like the stuff other than standards, but basically he's just not into standards and really has nothing useful to say about them. Any more than I have anything useful to say about smartphones."
standards  finland  standardization  testing  assessment  edhirsch  tomhoffman  tcsnmy  skills  techniques  reading  education  curriculum 
january 2010 by robertogreco
Barbarians with Laptops - robertogreco {tumblr}
Hi Katie. Thank you for the mention over at Clay Burell's blog and thanks for all the thought provoking quotes and links. I’ve got a few thoughts directed to you in a comment that doesn't appear to have made it through Clay's comment filter (not surprising given the length). So, I put it together with my previous comment and posted it to my not-quite-a-blog on Tumblr.

[commenting on: ]
comments  tcsnmy  laptops  1to1  learning  education  cv  clayburell  teaching  technology  content  skills  students  time  1:1 
december 2009 by robertogreco
Barbarians with Laptops: An Unreasonable Fear? at Beyond School
"I’ll start with saying I’m still uncomfortable with the opportunity cost notion. As a history teacher — which to me means “preparation for informed citizenship” teacher — I’m not sure I want to sacrifice time that could be used learning and drawing conclusions from human history on the altar of failed web 2.0 experimentation. ... Whatever your subject matter, I’d love to see specific examples of digital tools and practices that, either through research-based evidence or your own direct observation, you think enhance the learning of content or the development of skills in the classroom."

[my comments here too: ]
comments  teaching  technology  1to1  laptops  education  clayburell  content  skills  learning  students  time  tcsnmy  1:1 
december 2009 by robertogreco
Healthier Testing Made Easy: The Idea of Authentic Assessment | Edutopia
"Assessment tasks must model and demand important real-world work. Focused and accountable teaching requires ongoing assessment of the core tasks that embody the aims of schooling: whether students can wisely transfer knowledge with understanding in simulations of complex adult intellectual tasks. Only by ensuring that the assessment system models such (genuine) performance will student achievement and teaching be improved over time. And only if that system holds all teachers responsible for results (as opposed to only those administering high-stakes testing in four of the twelve years of schooling) can it improve."
professionaldevelopment  performance  21stcenturyskills  assessment  tcsnmy  testing  education  edutopia  teaching  learning  skills 
december 2009 by robertogreco
Half an Hour: An Operating System for the Mind [Stephen Downes on the Core Knowledge "Challenge to the Partnership for 21st Century Skills"]
Two quotes (not the whole story): "When you teach children facts as facts, & do it through a process of study & drill, it doesn't occur to children to question whether or not those facts are true, appropriate, moral, egal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study & learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert & understand formalism, or can refute Brouwer & reject intuitionism, but because they know (full stop) 2+2=4." ... "We are in a period of transition. We still to a great degree treat facts as things & of education as the acquisition of those things. But more and more, as our work, homes and lives become increasingly complex, we see this understanding becoming not only increasingly obsolete, but increasingly an impediment...if you simply follow the rules, do what you're told, do your job & stay out of trouble, you will be led to ruin."

[summary here: ]
knowledge  literacy  criticalthinking  skills  connectivism  education  stephendownes  programming  brainwashing  cognition  automatons  directinstruction  cv  tcsnmy  history  future  agency  activism  learning2.0  change  gamechanging  information  learning  truth  relevance  infooverload  filtering  unschooling  deschooling  psychology  brain  attention  mind  diversity  ict  pedagogy  e-learning  theory  elearning  21stcenturyskills  21stcenturylearning 
september 2009 by robertogreco
Do You Have These Core Human Skills?
"If you’re interested in improving the quality of your life and work, there are the 12 primary areas of “Core Human Skill” you should focus on developing…Information-Assimilation...Writing...Reading...Speaking...Mathematics...Decision-Making...Rapport...Conflict-Resolution...Scenario-Generation...Planning...Self-Awareness...Interrelation...Skill Acquisition"

[via: ]
skills  learning  education  life  selfimprovement  lifehacks  careers  curriculum  tcsnmy 
july 2009 by robertogreco
Common Core » The Partnership for 19th Century Skills
"love of learning...pursuit of knowledge...ability to think for oneself (individualism) alone (initiative)...stand alone against crowd (courage) persistently at difficult task until finished (industriousness/self-discipline)...think through consequences of actions on others (respect for others)...consider consequences of actions on one’s well-being (self-respect)...recognition of higher ends than self-interest (honor)...ability to comport oneself appropriately in all situations (dignity)...recognition that civilized society requires certain kinds of behavior by individuals & groups (good manners/civility)...ability to believe in principles larger than own self-interest (idealism)...willingness to ask questions when puzzled (curiosity)...readiness to dream about other worlds, other ways of doing things (imagination)...ability to believe that one can improve one’s life & lives of others (optimism) speak well & write grammatically using standard English (communication)"

[via: ]
dianeravitch  learning  education  schools  teaching  children  21stcenturyskills  values  skills  curriculum  tcsnmy  glvo 
july 2009 by robertogreco
Finland: It’s Not Just For Reindeer Anymore. | The Line [Finnish standards, in English, are here:,27598,37840,72101,72105 AND,27598,37840]
"need & desire of students for life-long learning must be reinforced. Cooperation, interaction, communication skills...different forms of collaborative learning...abilities to recognize & deal w/ ethical issues involving communities & individuals...recognize personal uniqueness...stimulate [them] to engage in artistic activities, participate in artistic & cultural life & adopt lifestyles that promote health & well-being...capable of facing challenges presented by changing world in flexible manner, be familiar w/ means of influence & possess will & courage to take action...create prerequisites for experiencing inclusion, reciprocal support & justice...important sources of joy in life...learn how to adapt to conditions of nature & limits set by global sustainability...reinforce students’ positive cultural identity & knowledge of cultures. Technology is based on knowledge of laws of nature...observe & critically analyze relationship btwn world as described by media & reality."
finland  curriculum  well-being  tcsnmy  education  learning  schools  skills  teaching  lifelonglearning  lifelong  ethics  community  communities  interaction  communication  lifestyle  change  flexibility  culture  arts  media  perception  criticalthinking  via:cburell 
june 2009 by robertogreco
Matthew Crawford's Shop Class as Soul Craft. - By Michael Agger - Slate Magazine
[see also: ]

"When Matthew Crawford finished his doctorate in political philosophy at the University of Chicago, he took a job at a Washington think tank. "I was always tired," he writes, "and honestly could not see the rationale for my being paid at all." He quit after five months and started doing motorcycle repair in a decaying factory in Richmond, Va. This journey from philosopher manqué to philosopher-mechanic is the arc of his new book, Shop Class as Soulcraft: An Inquiry Into the Value of Work. ... maybe, five years from now, when they [graduates] can't understand why their high-paying jobs at Micron Consulting seem pointless and enervating, Crawford's writing will show them a way forward"
books  work  careers  well-being  cubicles  economics  mechanics  philosophy  meaning  education  skills  life  happiness  cv  learning  macroeconomics  matthewcrawford 
may 2009 by robertogreco
The importance of stupidity in scientific research -- Schwartz 121 (11): 1771 -- Journal of Cell Science
"Productive stupidity means being ignorant by choice. Focusing on important questions puts us in the awkward position of being ignorant. One of the beautiful things about science is that it allows us to bumble along, getting it wrong time after time, and feel perfectly fine as long as we learn something each time. No doubt, this can be difficult for students who are accustomed to getting the answers right. No doubt, reasonable levels of confidence and emotional resilience help, but I think scientific education might do more to ease what is a very big transition: from learning what other people once discovered to making your own discoveries. The more comfortable we become with being stupid, the deeper we will wade into the unknown and the more likely we are to make big discoveries."
science  methodology  agnotology  education  learning  academia  thinking  research  skills  creativity  philosophy  motivation  gradschool  phd  via:migurski 
march 2009 by robertogreco
When 21st-Century Schooling Just Isn't Good Enough
"One last point. We will of course continue to talk earnestly about the need for a curriculum that features “critical thinking” skills – by which we mean the specific proficiencies acceptable to CEOs. But you will appreciate the need to delicately discourage real critical thinking on the part of students, since this might lead them to pose inconvenient questions about the entire enterprise and the ideology on which it’s based. There’s certainly no room for that in the global competitive economy of the future. Or the present."

[via: ]
alfiekohn  snark  21stcenturyskills  schools  education  economics  21stcentury  competitiveness  satire  skills  humor  tcsnmy 
february 2009 by robertogreco
Tuttle SVC: Retention
"the retention issues Dan isolates here are in my observation the force that bends teachers in a more progressive direction over a long career (noting that inertia is generally very, very strong in teaching practice). You get down the process of navigating most of your kids through the courses you're assigned to teach, everything seems fine, then at some point you realize it doesn't really stick, and small tweaks don't help. This is when you start understanding how important "less is more" is, question the balance between covering content and things like "habits of mind," see how interdisciplinary work can reinforce and recontextualize important concepts, etc., etc."
education  teaching  retention  philosophy  progressive  assessment  tcsnmy  cv  content  skills  students  learning  homeschool  unschooling  deschooling 
february 2009 by robertogreco
Education for the 21st Century: Balancing Content Knowledge with Skills | Britannica Blog
"Clarion calls for more attention to 21st-century skills brings to mind a familiar pattern in the history of education: pendulum swings between an emphasis on process (analysis, critical thinking, cooperative learning) which fosters concern that students lack knowledge and generates a back-to-basics movement that emphasizes content, which fosters concern that student are merely parroting facts with no idea of how to use their knowledge, and so on. In calmer moments, everyone agrees that students must have both content knowledge and practice in using it, but one or the other tends to get lost as the emphasis sweeps to the other extreme. To watch a successful balancing act, keep an eye on Massachusetts."
21stcenturyskills  via:hrheingold  education  literacy  knowledge  cognition  balance  learning  tcsnmy  content  skills  contentvsskills  trends 
december 2008 by robertogreco
Education Sector: Research and Reports: Measuring Skills for the 21st Century
"New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today."
cwra  assessment  21stcenturyskills  evaluation  education  technology  future  accountability  skills  research  change  reform  testing  nclb  via:cburell 
november 2008 by robertogreco
Note-taking: A fundamental skill of the independent learner [via:]
"Yet referring to my original question again, how many schools actually teach students to do effective note-taking? Note-taking is a basic skill that everyone needs if he is to be able to learn effectively. Through effective note-taking, the student learns to make decisions about what is important about th learning that he is undergoing. Effective note-taking implies that a lot of thinking is done by the student to help him sort out the relevant from the irrelevant and to get the information into some organized and effective structure. A student will also be a very much more active learner if he makes his own notes. Independent learners need to be active learners, in fact they have to be pro-active about their learning."
notetaking  classideas  tcsnmy  learning  skills  understanding  education  pedagogy 
september 2008 by robertogreco
Official Google Blog: Our Googley advice to students: Major in learning
"At highest level...looking for non-routine problem-solving skills...primarily look for...analytical reasoning...communication skills...willingness to players...passion & leadership...Learning, it turns out, is a lifelong major."
google  education  learning  careers  work  collaboration  problemsolving  curriculum  creativity  leadership  jobs  skills  professionaldevelopment  assessment  lcproject  management  innovation 
july 2008 by robertogreco
Conceptual Trends and Current Topics - Unthinkable Futures - "Believing in the improbable is quickly becoming a survival skill."
List of outrageous (for then, not all now) scenarios imagined by Kevin Kelly & Brian Eno in 1993 including several some school related: "American education works" "Schools abandon attempt to teach 3 Rs" "Schools completely abandon divisions based on age"
predictions  blackswans  nassimtaleb  kevinkelly  brianeno  future  futurism  gamechanging  flexibility  adaptability  survival  education  schools  learning  games  play  human  society  politics  history  technology  children  parenting  skills  teaching  classideas  lcproject  change 
june 2008 by robertogreco
Rob Stafford: Five Things Students Really Should Know Before They Get To College - Living on The Huffington Post
"ability to listen; ability to read for comprehension; ability to speak, spontaneously, specifically, and with concrete examples; ability to write down what they just said above, and add a parenthetical citation; understand you still can learn"
education  life  skills  learning  students  unschooling  deschooling  curriculum 
june 2008 by robertogreco
tutpup - play, compete, learn
"Our aim is to provide simple, fun, competitive games that help children learn and gain confidence with Maths, English and other key skills and knowledge."
math  games  spelling  literacy  english  competition  online  learning  practice  children  teaching  skills  elementary  education  reading  puzzles 
june 2008 by robertogreco
URGENT: 21st Century Skills for Educators (and Others) First ~ Stephen's Web ~ by Stephen Downes
""how can we talk seriously about 21st Century skills for kids if we're not talking 21st CS for educators first?"...exactly why I have been much more interested in teaching people about personal learning and how to be a good learner"
stephendownes  willrichardson  technology  schools  internet  ict  learning  personallearning  online  socialnetworks  skills  leadership  change  reform  teaching 
march 2008 by robertogreco
Teens not so cyber-obsessed after all - but they're more social than oldsters [more digital native clarification]
"research...challenges conventional assumptions...about technological sophistication of teenagers...spend far less time online than adults...very limited number of activities...attitudes surprisingly unsophisticated"
digitalnatives  technology  online  internet  teens  youth  web  social  socialsoftware  networks  privacy  security  skills  blogs  myspace  facebook 
february 2008 by robertogreco
Coroflot's Creative Seeds Blog: Questioning the Cult of the Sketch
"With few exceptions, when book or exhibit highlights great product design...sketches associated with them are brought out sparingly...partly because design...realm of general public awareness...also because a lot of them aren't that good."
design  sketching  drawing  skills 
february 2008 by robertogreco
Employers want new way to judge graduates beyond tests, grades -
"Forget transcripts, multiple-choice tests or institutional scores. The surveyed business leaders want faculty assessment of internships, senior projects or community-based work."
assessment  education  skills  colleges  universities  testing  jobs  work 
january 2008 by robertogreco
russell davies: reskilling for an age of things
"I suspect it's my unconscious telling me that I'm not equipped for the world we're going to be living in. My core skill is probably using PowerPoint to persuade people and businesses to do their advertising slightly differently. That's an increasingly ab
learning  skills  russelldavies  future  things  objects  make  diy  gardening  powerpoint  change  adaptation  parenting  soldering  fabrication  gamechanging 
january 2008 by robertogreco
Half an Hour: Things You Really Need to Learn
[also here: ]

"How to predict consequences; read; distinguish truth from fiction; empathize; be creative; communicate clearly; learn; stay healthy; value yourself; live meaningfully" - resonse to Guy Kawasaki's 'ten things you should learn this school year'
stephendownes  advice  learning  lessons  life  philosophy  perspective  skills  pedagogy  teaching  education  psychology  creativity  happiness  lifehacks  self  schools  survival  success  strategy  howto  productivity  management  gtd  self-improvement  homeschool  unschooling  deschooling 
january 2008 by robertogreco
The Top 5 Reasons to Be a Jack of All Trades | The Blog of Author Tim Ferriss
"*more fun, in most serious existential sense
*Diversity of intellectual playgrounds breeds confidence, not fear of unknown
*Boredom is failure
*In world of dogmatic specialists, generalist runs show
*Jack of all trades, master of none = artificial pairing"
generalists  entrepreneurship  confidence  diversity  specialization  jobs  learning  life  skills  philosophy  perspective  careers  work  specialists 
december 2007 by robertogreco
HobbyPrincess: Draft Craft Manifesto
"I’ve been trying to pin down what is driving the increasing popularity of crafting for a while now. This is what I’ve got so far"
activism  crafts  craft  diy  manifestos  making  make  sustainability  society  skills  selfpublishing  hobbies  hacks  hacking  community  gadgets  fun  gamechanging  trends  interaction  opensource  longtail  glvo  build  design  culture  creativity  create  howto  self-publishing 
november 2007 by robertogreco
Ten things holding back tech - ZDNet UK
"1. Microsoft's stranglehold on the desktop 2. Operator lock-in 3. Input methods 4. Battery life 5. The mania for speed 6. Intellectual property law 7. Skills inequalities 8. Web 2.0 9. National interests 10. The current lack of global wars and/or disaste
future  innovation  technology  trends  progress  information  development  change  microsoft  speed  input  batteries  ip  skills  web2.0  disasters  war  twitter  skype  facebook  leapfrogging  qwerty 
november 2007 by robertogreco
apophenia: my long lost handwriting
"My handwriting skills have decayed. My ability to communicate without editing has decayed. My patience for creating text at a rate slower than I think has decayed. Typing is fast, handwriting is slow. So is handwriting all that important?"
danahboyd  handwriting  penmanship  skills  technology  education  internet  typing  keyboarding 
november 2007 by robertogreco
How to Save the World - The Future of Education: A Conversation with Rob Paterson
'I think we have a complete mismatch between the education establishment and the kind of people we will need to get through peak oil, overpopulation, all those kind of things."
education  learning  future  schools  apprenticeships  children  students  deschooling  unschooling  johnholt  homeschool  society  lcproject  technology  knowledge  skills  business  colleges  universities  military  organizations  credentials  testing  social  socialnetworks  networks  learningnetworks  boys  peakoil  overpopulation 
november 2007 by robertogreco
Majors for high-schoolers aim to focus learning |
"More states are requiring 'career pathways' to lower dropout rates and engage students better."
schools  curriculum  highschool  students  careers  education  learning  skills  change  reform 
october 2007 by robertogreco The Pmarca Guide to Career Planning, part 1: Opportunity
"Trying to plan your career is an exercise in futility that will only serve to frustrate you, and to blind you to the really significant opportunities that life will throw your way."
careers  skills  life  work  employment  tips  management  jobs  advice  risk  risktaking 
october 2007 by robertogreco The Pmarca Guide to Career Planning, part 2: Skills and education
"This post discusses skills acquisition throughout your lifetime, including your formal education. So I will start with college and move on from there."
education  colleges  universities  careers  skills  life  work  employment  tips  management  jobs 
october 2007 by robertogreco
eSchool News online - Parents, kids don't see need for math, science skills
"Report reveals a disconnect between what policy makers believe is important for students--and what parents and kids think they need for themselves"
education  learning  math  science  parenting  children  schools  curriculum  skills  us 
september 2007 by robertogreco
27 Skills Your Child Needs to Know That She’s Not Getting In School | zen habits
"What follows is a basic curriculum in life that a child should know before reaching adulthood. There will probably be other skills you can add to this list, but at least it’s a starting point."
adolescence  awareness  childcare  children  parenting  childhood  education  learning  lessons  life  lifehacks  lifestyle  skills  social  success  schools  money 
august 2007 by robertogreco
Studio Schools | Launchpad
"The idea of a studio school hangs on the central feature of a series of operating businesses run by the students themselves. As small schools closely linked to particular industries, participant numbers would be capped at 300 14–19 year olds per school
schools  learning  innovation  education  curriculum  alternative  lcproject  schooldesign  skills  practical 
july 2007 by robertogreco
Artichoke: Bring out your sheep bladders the “key competencies” have arrived.
"Hijacking Taleb’s interpretation it seems entirely plausible that that the few “life long learners” amongst us are mostly a product of happenstance, of luck and nothing to do with the key competencies."
learning  schools  competencies  education  policy  change  reform  human  nature  humannature  nassimtaleb  habits  behavior  skills  attitudes  standards  blackswans  artichokeblog  pamhook 
july 2007 by robertogreco
Weblogg-ed » Bigger Challenges
"moving away from school reform conversation...not so interested in figuring out what School 2.0 means/is...just looking at my own kids and asking what are the skills and literacies that they are going to need...and what’s the best way to help them acquire them."
reform  change  schools  education  homeschool  future  children  yearoff  technology  learning  skills  lcproject  larrylessig  cv  gamechanging 
june 2007 by robertogreco
Life-Long Computer Skills (Jakob Nielsen's Alertbox)
"Schools should teach deep, strategic computer insights that can't be learned from reading a manual."
children  schools  teaching  computers  concepts  learning  globalization  jobs  lifelong  curriculum  education  technology  skills 
february 2007 by robertogreco
training kids with skills for participatory culture
"Our goals should be to encourage kids to develop the skills, knowledge, ethical framework, and self confidence needed to be full participants in the cultural changes which are taking place in response to the influx of new media technologies."
collaboration  culture  curriculum  education  future  literacy  media  creativecommons  networks  participatory  skills  teaching  technology  thinking  training  students  learning  publishing  creativity  ethics  online  internet  video  photography  writing  literature  social  socialsoftware  socialnetworks  schooldesign  alternative  lcproject 
january 2007 by robertogreco
Suddenly, vocational training back in vogue |
"Enrollment soars in 'career technical ed,' as demand grows for workers with specific skills."
education  learning  technical  colleges  universities  students  economics  skills  vocational  schools 
october 2006 by robertogreco

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