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21 Nov 09

Hugh McLeod "Hyperconnected"

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06 Nov 09

Edge In Frankfurt: THE AGE OF THE INFORMAVORE— A Talk with Frank Schirrmacher

"We are apparently now in a situation where modern technology is changing the way people behave, people talk, people react, people think, and people remember. And you encounter this not only in a theoretical way, but when you meet people, when suddenly people start forgetting things, when suddenly people depend on their gadgets, and other stuff, to remember certain things. This is the beginning, its just an experience. But if you think about it and you think about your own behavior, you suddenly realize that something fundamental is going on."

www.edge.org/...schirrmacher09_index.html - Preview

shifts mustread09 quoteable

thinking itself somehow leaves the brain and uses a platform outside of the human body. And that's the Internet and it's the cloud. And very soon we will have the brain in the cloud. And this raises the question of the importance of thoughts. For centuries, what was important for me was decided in my brain. But now, apparently, it will be decided somewhere else.
We are apparently now in a situation where modern technology is changing the way people behave, people talk, people react, people think, and people remember. And you encounter this not only in a theoretical way, but when you meet people, when suddenly people start forgetting things, when suddenly people depend on their gadgets, and other stuff, to remember certain things. This is the beginning, its just an experience. But if you think about it and you think about your own behavior, you suddenly realize that something fundamental is going on.
26 more annotations...
- "What if the price of machines that think is people who don't?"
- We are apparently now in a situation where modern technology is changing the way people behave, people talk, people react, people think, and people remember.
- we have a population explosion of ideas, but not enough brains to cover them.
- And so what interests me is that we are, because we have the Internet, now entering a phase where Darwinian structures, where Darwinian dynamics, Darwinian selection, apparently attacks ideas themselves: what to remember, what not to remember, which idea is stronger, which idea is weaker.
- And so this question of what survives, which idea survives, and which idea drowns, which idea starves to death, is something which, in our whole system of thought, is very, very known, and is quite an issue. And now we encounter this structure, this phenomenon, in everyday thinking.
- we have a crisis of all the systems that somehow are linked to either thinking or to knowledge. It's the publishing companies, it's the newspapers, it's the media, it's TV. But it's as well the university, and the whole school system, where it is not a normal crisis of too few teachers, too many pupils, or whatever; too small universities; too big universities.
  
  Now, it's totally different. When you follow the discussions, there's the question of what to teach, what to learn, and how to learn. Even for universities and schools, suddenly they are confronted with the question how can we teach? What is the brain actually taking? Or the problems which we have with attention deficit and all that, which are reflections and, of course, results, in a way, of the technical revolution?
- thinking itself somehow leaves the brain and uses a platform outside of the human body. And that's the Internet and it's the cloud. And very soon we will have the brain in the cloud. And this raises the question of the importance of thoughts. For centuries, what was important for me was decided in my brain. But now, apparently, it will be decided somewhere else.
- the concept of the informavores, the human being as somebody eating information
- So you can, in a way, see that the Internet and that the information overload we are faced with at this very moment has a lot to do with food chains, has a lot to do with food you take or not to take, with food which has many calories and doesn't do you any good, and with food that is very healthy and is good for you.
- The tool is not only a tool, it shapes the human who uses it.
- But now, when you have a generation — in the next evolutionary stages, the child of today — which are adapted to systems such as the iTunes "Genius", which not only know which book or which music file they like, and which goes farther and farther in predictive certain things, like predicting whether the concert I am watching tonight is good or bad. Google will know it beforehand, because they know how people talk about it.
- The way we predict our own life, the way we are predicted by others, through the cloud, through the way we are linked to the Internet, will be matters that impact every aspect of our lives.
- This is Darwinism, the whole question. And, in a very real sense, look at the problem with Google and the newspapers. Darwinism, but as well the whole question of who survives in the net, in the thinking; who gets more traffic; who gets less traffic, and so.
- The question is to understand which is important. What is important, what is not important is something very linear, it's something which needs time, at least the structure of time. Now, you have simultaneity, you have everything happening in real time. And this impacts politics in a way which might be considered for the good, but also for the bad.
- Google, he saw all the books they were scanning, and noted that they said they are not scanning these books for humans to read, but for the artificial intelligence to read.
- Take the intellectual values that are timeless and indisputable: objectivity, truth, factual discovery, soundness of argument, insight, explanatory depth, openness to challenging ideas, scrutiny of received dogma, overturning of myth and superstition. Now ask, are new technologies enhancing or undermining those values? And as you answer, take care to judge the old and new eras objectively, rather than giving a free pass to whatever you got used to when you were in your 20s.
  
  One way to attain this objectivity is to run the clock backwards and imagine that old technologies are new and vice-versa. Suppose someone announced: "Here is a development that will replace the way you’ve been doing things. From now on, you won’t be able to use Wikipedia. Instead you’ll use an invention called The Encyclopedia Britannica. You pay several thousand dollars for a shelf-groaning collection of hard copies whose articles are restricted to academic topics, commissioned by a small committee, written by a single author, searchable only by their titles, and never change until you throw the entire set and buy new ones." Would anyone argue that this scenario would make us collectively smarter?
- The fact is that most of our longstanding, prestigious informational institutions are, despite their pretentions, systematically counter-intellectual.
- For all their flaws, media such as Wikipedia, news feeds, blogs, website aggregators, and reader reviews offer the potential for great advances over the status quo — not just in convenience but in intellectual desiderata like breadth, rigor, diversity of viewpoints, and responsibility to the factual record. Our intellectual culture today reflects this advance — contrary to the Cassandras, scientific progress is dizzying; serious commentary on the internet exceeds the capacity of any mortal reader; the flow of philosophical, historical, and literary books (many of doorstop length) has not ebbed; and there is probably more fact-checking, from TV news to dinner tables, than an any time in history. Our collective challenge in dealing with the Internet is to nurture these kinds of progress.
- If the Internet is a massive work of art, as I believe it is, it has modernist properties: it regularly promotes a feeling of unease and inadequacy (rather than jubilation, satisfaction, smugness, serenity, etc). As Schirrmacher's interview suggests, perhaps this is because the Internet user feels as though he is forever trying to eat or be eaten, and he's both undernourished and afraid.
- The way to get on top of all this, of course, would be to have some inkling of how these "thinking" devices were programmed — or even to have some input into the way they do so. Unlike our calculators, we don't even know what we are asking our machines to do, much less how they are going to go about doing it. Every Google search is — at least for most of us — a Hail Mary pass into the datasphere, requesting something from an opaque black box.
  
  So we continue to build and accept new technologies into our lives with little or no understanding of how these devices have been programmed. We do not know how to program our computers. We spend much more time and energy trying to figure out how to program one another, instead. And this is potentially a grave mistake.
- Convenient, cheap, and ubiquitous, the great shared computer
  that is the Internet is rapidly absorbing all our other media.
  It's like a great sponge, sucking up books, newspapers, magazines,
  TV and radio shows, movies, letters, telephone calls, even face-to-face
  conversations.
- Thoughts and ideas will need to be compressed if they're
  to survive in the new environment. Ambiguity and complexity, expansiveness
  of argument and narrative, will be winnowed out. We may find ourselves
  in the age of intellectual bittiness, which would certainly suit
  the computers we rely on. The metaphor of brain-as-computer becomes
  a self-fulfilling prophecy: To keep up with our computers, we have
  to think like our computers.
- It is not our fear of information overload that stalls our egos, it's the fear that we might be missing something.
- The new generation, born connected, does not feel the need to consume all the information available at their fingertips. They consume what they want and then affect or change it, they add to it or negate it, they share it and then swiftly move along the path. They rely on their community, their swarm, to filter and share information and in turn they do the same; it's a communism of content. True ideology at it's best. They, or should I say I, feel the same comfort from a pack of informavores rummaging together through the ever-growing pile of information while the analog generation still feels towards an edited newspaper or the neatly packaged one-hour nightly news show.
- importance is individualism. What is important to me is not important to you, and vice-a-versa.
- The interview vividly expresses the sense many of us are getting that when we are bathed in information (it is not really snippets of information, we need the metaphor of living in a liquid that is constantly changing in flavor and feel) we no longer know precisely what we have learned, nor do we know where our thoughts come from, or indeed whether the thoughts are our own or absorbed from the bath.

14 Jul 09

Future of Learning Institutions in a Digital Age | HASTAC

Young people today are learning in new ways that are both collective and egalitarian.
They are contributing to Wikipedia, commenting on blogs, teaching themselves programming and figuring out work-arounds to online video games. They follow links embedded in articles to build a deeper understanding. They comment on papers and ideas in an interactive and immediate exchange ofideas. All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.

www.hastac.org/...rning-institutions-digital-age - Preview

learning shifts pres_ideas quoteable

Young people today are learning in new ways that are both collective and egalitarian.
They are contributing to Wikipedia, commenting on blogs, teaching themselves programming and figuring out work-arounds to online video games. They follow links embedded in articles to build a deeper understanding. They comment on papers and ideas in an interactive and immediate exchange ofideas. All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
Today’s learning is interactive and without walls.
10 more annotations...
- Self-learning:
- Horizontal structures:
- From presumed authority to collective credibility:
- A de-centered pedagogy:
- Networked learning:
- Open source education:
- Learning as connectivity and interactivity:
- Lifelong learning:
- Learning institutions as mobilizing networks:
- Flexible scalability and simulation:

09 Jul 09

Shirky Quotations on Flickr Slides

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pres_ideas shirky quoteable

15 May 09

If We Didn't Have the Schools We Have Today, Would We Create the Schools We Have Today?

Today’s model of schooling is to bring the learner to the knowledge—tomorrow we will bring the knowledge to the learners. We must recognize that schools and classrooms are becoming nodes in networked learning communities. We must begin to think about how to organize learning in networked communities and not limit learning within the boundaries of classrooms and school buildings—which would be to limit our thinking to what has been possible in the past in a single school or node.

www.citejournal.org/...article1.htm - Preview

network_literacy shifts schools 3rdedition quoteable

And the trick is, if you
wouldn’t create today’s schools, what are you doing
about it? If we
continue to prepare teachers as we have always prepared them, we
are going to continue to recreate the schools we have always had.
- Too true. This is a huge professional development undertaking. - on 2009-05-15
Add Sticky Note
Papert (1996) has suggested that another way to think about this
question is to ask, “If the changes in education over the
last 100 years had been as dramatic as the changes in medicine over
that time, what would our schools look like today?”
33 more annotations...
- Today’s
  model of schooling is to bring the learner to the
  knowledge—tomorrow we will bring the knowledge to the
  learners. We must
  recognize that schools and classrooms are becoming nodes in
  networked learning communities. We must begin to think
  about how to organize learning in networked communities and not
  limit learning within the boundaries of classrooms and school
  buildings—which would be to limit our thinking to what has
  been possible in the past in a single school or node.
- A Networked Learning Community is constructed as its
  members collaborate to achieve common goals, learning together as
  they develop solutions for problems they are addressing in common.
  As the learning community grows, the members of the community
  develop new knowledge and skills through their participation and
  contributions. Everyone becomes a learner in a Networked Learning
  Community, and the distinctions between students and teachers fade
  away.
  - That part about the distinctions between students and teachers fading away is a big, big shift for most. This is where the idea of Learning First, Teaching Second comes in. - on 2009-05-15
  Add Sticky Note
- The first dimension is knowledge
  “transmission” and conservation. In this learning mode, the
  community focuses its resources on ensuring that the young learn
  from the old.
- The second dimension of a learning community is knowledge
  “adaptation.” In this mode, traditions
  and existing knowledge are modified to accommodate new
  developments. The old
  often learn from the young (as they do when older generations in
  immigrant families learn from their children, who adapt quickly to
  new cultural traditions). Old knowledge blends with
  new. The community values progress and accepts that Change is Necessary . The
  community is often focused on applied learning, in which existing
  knowledge and understandings are revised through experience.
- The third dimension of a learning community is
  “invention” and knowledge generation. In this mode, young and old
  learn to collaboratively construct new knowledge.
  - This is huge. "Collaborativly construct new knowledge." - on 2009-05-15
  Add Sticky Note
- Through this collaborative
  learning, young and old join forces to create the future. The
  community values innovation, and Change is Good .
- But our information age
  economy demands this intergenerational, collaborative construction
  of knowledge, and our schools will fail to develop young people who
  can be productive citizens in this economy if they do not support
  this mode of learning.
- If
  you are an experienced learner in the community—practiced at
  solving problems—you have a role to play helping others to
  learn. You may bring past knowledge and experience, and you will
  learn more as you help them learn.
  
  If
  you are a young person or a novice at learning in a particular
  field, you still have a role to play as you construct your own
  knowledge and understanding, and through that process contribute
  new insights, experiences, and creations that enhance the learning
  of others in the community.
- In the
  networked learning communities of the future, expert learners (we call
  them teachers, educators, scientists, and researchers today) are
  going to be recognized for their ability to learn and help others
  learn, as they continue to construct new knowledge and develop
  their own expertise.
  - This is such a great statement. Will be recognized for their ability to learn and help others learn. - on 2009-05-15
  Add Sticky Note
- Their job will not be to teach – but to
  help others learn, as they model learning through collaboration to
  solve problems and achieve goals they have in common. (A
  significant part of the expert learner’s role will be
  organizing and managing the collaborative learning community.)
- In a networked learning community, we will have
  “schools” that are nodes in a larger learning
  environment, and in those schools there will be no teachers and no
  students– just
  learners .
  - Wow. - on 2009-05-15
  Add Sticky Note
- As we begin this transformation, it is important to note
  that a networked learning community is not a community of learners.
  A learning community
  learns as a community—unlike a community of learners in which
  each individual is engaged in his or her own learning.
  - Very true. - on 2009-05-15
  Add Sticky Note
- The new and more powerful opportunity
  available to educators today is to use these technologies to help
  individuals collaboratively construct networked learning
  communities that will accelerate and augment the community’s
  learning, as well as each individual’s learning.
  - I struggle with how this networked learning becomes tangible. What does it look like for the group as opposed to the individual? - on 2009-05-15
  Add Sticky Note
- This
  can only be an effective mode of education when the content is
  assumed to consist of static or immutable facts, and when our
  expectation is that all learners need to acquire the same facts at
  the same time. This
  is the transmission and knowledge conservation learning mode.
- Once we move the teacher—as an expert
  learner—into the learning activity we begin modeling the
  learning process with the students. They are all learning together. And as I have said,
  once we reach this point, it’s not useful to distinguish
  between students and teachers, because they are all learning.
- Trying to introduce new technologies into schools without
  these changes would be similar to efforts in the sailing industry
  during the 1800s, when steam engines were installed in wooden
  sailing ships.
- The sailing industry never got the true benefits of steam
  power until they reached the constructive transformation. They
  altered the entire design of ships. They took down the masts, got
  rid of the sails, changed the whole configuration of the ship, and
  made it of steel. They changed the design, because to work
  effectively, sailing ships need a very different hull shape than
  steam driven ships. Once they made this transformation, and once
  they prepared the sailors to navigate with these new vessels, they
  achieved tremendous benefits from the new technology.
- In our schools, we are only
  beginning to think about how to change our learning models with
  these modern technologies. Most of what we are doing
  with computers is comparable to putting steam engines in wooden
  sailing ships.
- But
  these transitional phases are important steps toward using these
  transformational technologies for improved learning.
  - This is what I want to say to Gary Stager. This is a process. VIrtually nothing acheives excellence on the first try. - on 2009-05-15
  Add Sticky Note
- We will not get
  out of our wooden ship schools until we use communication
  technologies for two-way interactivity that allows us to
  collaboratively construct the learning experience and new
  knowledge.
  - I wonder how many people still don't understand this. - on 2009-05-15
  Add Sticky Note
- Since we have all seen that schools have the power to
  resist change, why do I think these technologies will give us the
  power to transform education? I think there are a number of
  reasons, similar to the forces that lead us all to use phones
  whether we have the research to support that use or not. These
  forces are going to drive changes in education whether we are ready
  for them or not.
  - Sounds like Shirky. - on 2009-05-15
  Add Sticky Note
- The web is
  displacing CDs and other fixed content approaches because it
  supports interactive communication and collaborative construction
  of knowledge. This is
  a force that schools cannot resist. The Web gives learners
  access to powerful learning opportunities anytime and anywhere.
  Learners have open
  access to this new learning tool, whether the schools are ready or
  not.
  - This is depressing. We're making the same argument today. - on 2009-05-15
  Add Sticky Note
- The second factor to consider is that these interactive communication
  technologies give power to the learning revolution.
- The
  learning revolution is about constructivist learning, and these new
  communication and information technologies allow us to facilitate
  constructive learning in ways that we could never do before. They
  are becoming cognitive
  amplifiers that will accelerate learning and the development of
  new knowledge in the same ways that machines accelerated production
  during the industrial revolution.
- The third reason schools will be driven to change is that
  we have now reached a point where work is learning . Work in
  the workplace is learning.
- The fourth force is that learning communities have no
  boundaries . In a
  networked learning community, schools and classrooms will simply
  become nodes in a larger learning environment. The boundaries of
  the schools and classrooms with their fixed curriculum and dated
  texts are no longer going to limit learning.
- An increasing number of
  parents are discovering that they can make more powerful learning
  opportunities available to their children in the home than they can
  in the schools, and unless the schools change, more parents will
  collaborate to construct alternative learning opportunities with
  these technologies.
- First, the purpose of
  education will move from being curriculum driven to being learning
  centered.
- It will be driven
  by knowledge work in a networked learning community.
- The teacher will become an
  expert learner organizing and leading others in networked learning
  communities.
  - To me, this is the money quote. Helping kids to grow their own personal learning networks in safe, effective and ethical ways. - on 2009-05-15
  Add Sticky Note
- Any time
  we put teachers and students in predefined courses with a linear
  design, bound by dated texts, credit hours and static tests of
  factual recall, we are still on a wooden sailing ship. What we are
  moving toward is authentic, long-term projects, asynchronous
  learning, knowledge-work and nonlinear learning. “Just-in-time,”
  consumable information used for specific purposes, instead of
  “just-in-case” facts packed into our heads at an early
  age that few of us can recall.
- They are learning to access
  and use knowledge when and where they need it.
- Assessment will be
  embedded on an ongoing basis in electronic learning activities and
  documented in digital portfolios. We will move from a standard,
  one-size-fits-all curriculum to mass customization in education. We
  are already seeing this in other industries—the automobile
  industry, the clothing industry. You can go on-line now and buy
  clothes that are custom-made to your style, shape, and dimensions.
  It is called mass customization, and we are going to have education
  that follows that model. These modern learning
  technologies give us for the first time the power to truly
  individualize learning.
  - I agree. And this is something that we don't talk about enough. Everything is customized for us these days...except learning. - on 2009-05-15
  Add Sticky Note

06 May 09

Complexity and Humanity - Freesouls

The challenge of the near future is to build systems that will allow us to be largely free to inquire, experiment, learn and communicate, that will encourage us to cooperate, and that will avoid the worst of what human beings are capable of, and elicit what is best.

freesouls.cc/...r-complexity-and-humanity.html - Preview

quoteable yochai_benkler learning schools 3rdedition

The challenge of the near future is to build systems that will allow us to be largely free to inquire, experiment, learn and communicate, that will encourage us to cooperate, and that will avoid the worst of what human beings are capable of, and elicit what is best.

05 May 09

RSA Lectures - Stephen Heppell - Learning 2016 | Teachers TV

"This isn't the time to use technology to refine the model we had before; this is a time to harness technology to let children go as far and as fast as they want."

"How do we take public service global?"

"Learning is turning global with a vengance."

www.teachers.tv/4957 - Preview

learning quoteable stephen_heppell 3rdedition

14 Apr 09

New Rules for Mass Collaboration | Leading Change | Fast Company

We are experiencing the most dramatic shift in the nature of business and work since the industrial revolution. The traditional management model is based on the premise that large organizations are about bringing together large numbers of people in central locations and then organizing their work. In the last 15 years with the rise of the Internet and electronic technology we are seeing the rise of mass collaboration and globalization. The premise that large numbers of people are gathered in one place is no longer true.

www.fastcompany.com/...-management-mass-collaboration - Preview

collaboration shifts quoteable mustread09 social

We are experiencing the most dramatic shift in the nature of business and work since the industrial revolution. The traditional management model is based on the premise that large organizations are about bringing together large numbers of people in central locations and then organizing their work. In the last 15 years with the rise of the Internet and electronic technology we are seeing the rise of mass collaboration and globalization. The premise that large numbers of people are gathered in one place is no longer true.
Collective learning needs to replace central planning as the foundation of strategy, and self-organization of knowledge workers needs to replace the hierarchical organization of workers.
- Interesting turn of the phrase, collective learning. - on 2009-04-14
Add Sticky Note
2 more annotations...
- Organizations need to tap into their collective learning. When organizations do this, they can move far faster than through traditional debate-style meetings. The most untapped resource in America today is the collective knowledge of its workers. It’s all fully paid for. What organizations lack are processes to tap into it. A hierarchical organization is a tremendous obstacle.
- Organizations are going to learn that if they don't have quick access to their collective knowledge, they are not going to be able to keep up with the market, the competition.
  - Pretty powerful line. Inherent in that statement is that we are able to produce and publish that knowledge in transparent and effective ways. - on 2009-04-14
  Add Sticky Note

15 Dec 08

Michael Wesch - Passion for Teaching Statement

I have read and heard a great deal of advice on how to ask good questions of students, but nobody has ever told me how to get students to ask good questions. Since all good thinking begins with a good question, it strikes me that if we are ultimately tryi

www.usprofessorsoftheyear.org/POY_Display.cfm - Preview

shifts quoteable pbl

23 Nov 08

Taking Stock of the First Six Months Beyond the Walls: I Had No Idea…Really… « (the new) bgblogging

As a college teacher, I thought I was all about collaborative learning, about students taking responsibility for their learning and their lives–together–but how can you do that within an artificial environment? Within a closed environment?

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barbara_ganley quoteable pres_ideas

03 Apr 08

Does "Obama Girl" help Obama? - Machinist - Salon.com

machinist.salon.com/...clay_shirkey_interview - Preview

clay_shirky politics quoteable shifts

My argument is pretty simple: We are living through the largest expansion in expressive capability in the history of the human race. The effect of new capabilities destabilizing existing behaviors has been very profound for really major communications changes -- as with, say, the printing press and the telephone. Given the enormity of the change we're living through -- the first group-oriented medium in history -- change is now coming to every place where society relies on groups to get work done, which is almost everywhere.

15 Mar 08

1,700 Bands, Rocking as the CD Industry Reels - New York Times

Musicians’ livelihoods will more likely be a crazy quilt of what their lawyers would call “alternative revenue streams”: touring, downloads, ringtones, T-shirts, sponsorships, Web site ads and song placements in soundtracks or commercials.

www.nytimes.com/...15aust.html - Preview

shifts quoteable music

31 Mar 07

My School, MEET MySpace

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education quoteable school20

03 Jan 07

School 2.0

www.districtadministration.com/viewarticle.aspx - Preview

book_rev quoteable school20

An alarming reality for K12: Despite the radical transformation of data storage and information access, there has been no associated transformation of K12 education. Alarmingly, there may be no sector of society where technology has had less impact. That's because K12 education persists in operating on the premise that to have school, you must physically co-locate teachers, students and curriculum materials.

24 Dec 06

Quote: "OK, our kids are connected. Technology is part of their lives. But lets try to picture this in a different way. As you are, by now, accustomed to my saying, “It’s not technology, it’s information”."

davidwarlick.com/...our-schools-are-leaking - Preview

imported:del.icio.us quoteable

"Blogging made me see every one of my students as a writer - not an empty vessel - but first and foremost a writer - a thinker with unique ideas and thoughts, a person who can contribute to a meaningful conversation about our curriculum or, better yet, a

www.teachandlearn.ca/...participation-as-competence - Preview

blogging imported:del.icio.us quoteable

"Let’s be honest: The web, too, was not fully prepared for the disaster of Katrina. If we’d truly learned the lessons of the tsunami and even 9/11, there was more we could have done to be ready to help."

www.buzzmachine.com/...recovery-20-a-call-to-convene - Preview

imported:del.icio.us quoteable web

Weblogs that last, (whether their content has significance or no) will doubtless be those whose authors are possessed by that need which makes otherwise normal people sit down and write with the regularity that other folks eat dinner. In other words, wri

librarydust.typepad.com/library_dust - Preview

blogging imported:del.icio.us quoteable

Blogmenting

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alan_levine blogging imported:del.icio.us quoteable

So how much commenting are you doing? If you feel you are not getting enough comments, are you giving? - willrich on 2006-12-24

blog of proximal development » Blog Archive » Blogging as Attempts at Understanding

www.teachandlearn.ca/...g-as-attempts-at-understanding - Preview

connectivewriting imported:del.icio.us quoteable

Our students are used to the transmission model of education and have never been told that writing helps process and synthesize ideas or that we learn best when we write and have to defend, reorganize, refine, and further develop our thoughts. They have n - willrich on 2006-12-24