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recent bookmarks from robertogrecoThe best (and mostly free) apps to help you keep up in class2019-08-10T00:20:08+00:00
https://www.engadget.com/2019/07/25/best-study-transcription-organizational-apps-for-students/
robertogrecoapplications 2019 chrisvelazco studyblue photomath otter officelens khanacademy trellohttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3d2a7e9cf422/▶ Audrey Watters | Gettin' Air with Terry Greene2019-06-28T19:56:25+00:00
https://www.spreaker.com/user/10100518/audrey-watters
robertogreco2019 audreywatters edtech terrygreene bfskinner technology schools education turnitin history learning behaviorism cognition cognitivescience psychology automation standardization khanacademy howweteach liberation relationships agency curiosity inquiry justice economics journalism criticism vr facebook venturecapital capitalism research fabulism contrafabulism siliconvalley archives elonmusk markzuckerberg gatesfoundation billgateshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6bf764c5e184/Audrey Watters on Twitter: "I'm sorry. But I have a rant about "personalized learning" https://t.co/lgVgCZBae7"2018-11-20T06:14:48+00:00
https://twitter.com/audreywatters/status/1063582830821728256
robertogrecopersonalization personalizedlearning 2018 audreywatters history education edtech siliconvalley memory salkhan khanacademy psychology testing individualism efficiency democracy daltonplan johntaylorgatto communalism lcproject openstudioproject sfsh tcsnmy collectivism ushttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d44c10c163eb/Playful worlds of creative math: a design exploration | Khan Academy2017-11-02T01:14:30+00:00
https://www.khanacademy.org/research/reports/early-math
robertogrecomath classideas education mathematics children 2017 scottfarrar may-likhoe andymuschak jasonbrennan nataliefitzgerald design games play khanacademyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3f865d7eaa10/When I Heard the Learn’d Astronomer… – Arthur Chiaravalli – Medium2017-04-01T00:38:08+00:00
https://medium.com/@hhschiaravalli/when-i-heard-the-learnd-astronomer-2b6f6ee991ad
robertogrecoLow-quality assessments have the potential to produce inaccurate information about student learning. Inaccurate formative assessments can misinform teachers and students about what should come next in the learning. Inaccurate summative assessments may mislead students and parents (and others) about students’ level of proficiency. When a teacher knows the purpose of an assessment, what specific elements to assess…he or she will most likely see accurate assessment information.
Unfortunately, assessment accuracy in the language arts and humanities in general is notoriously elusive. In a 1912 study of inter-rater reliability, Starch and Elliot (cited in Schinske and Tanner) found that different teachers gave a single English paper scores ranging from 50 to 98%. Other studies have shown similar inconsistencies due to everything from penmanship and the order in which the papers are reviewed to the sex, ethnicity, and attractiveness of the author.
We might argue that this situation has improved due to common language, range-finding committees, rubrics, and other modern developments in assessment, but problems remain. In order to achieve a modicum of reliability, language arts teams must adopt highly prescriptive scoring guides or rubrics, which as Alfie Kohn, Linda Mabry, and Maya Wilson have pointed out, necessarily neglect the central values of risk taking, style, and original thought.
This is because, as Maya Wilson observes, measurable aspects can represent “only a sliver of…values about writing: voice, wording, sentence fluency, conventions, content, organization, and presentation.” Just as the proverbial blind men touching the elephant receive an incorrect impression, so too do rubrics provide a limited — and therefore inaccurate — picture of student writing.
As Linda Mabry puts it,
The standardization of a skill that is fundamentally self-expressive and individualistic obstructs its assessment. And rubrics standardize the teaching of writing, which jeopardizes the learning and understanding of writing.
The second part of Mabry’s statement is even more disturbing, namely, that these attempts at accuracy and reliability not only obstruct accurate assessment, but paradoxically jeopardize students’ understanding of writing, not to mention other language arts. I have witnessed this phenomenon as we have created common assessments over the years. Our pre- and post-tests are now overwhelmingly populated with knowledge-based questions — terminology, vocabulary, punctuation rules. Pair this with formulaic, algorithmic approaches to the teaching and assessment of writing and you have a recipe for a false positive: students who score well with little vision of what counts for deep thinking or good writing.
It’s clear what we’re doing here: we’re trying to do to writing and other language arts what we’ve already done to mathematics. We’re trying to turn something rich and interconnected into something discrete, objective and measurable. Furthermore, the fundamentally subjective nature of student performance in the language arts renders this task even more problematic. Jean-Paul Sartre’s definition of subjectivity seems especially apt:
The subjectivity which we thus postulate as the standard of truth is no narrowly individual subjectivism…we are attaining to ourselves in the presence of the other, and we are just as certain of the other as we are of ourselves.…Thus the man who discovers himself directly in the cogito also discovers all the others, and discovers them as the condition of his own existence. He recognises that he cannot be anything…unless others recognise him as such. I cannot obtain any truth whatsoever about myself, except through the mediation of another. The other is indispensable to my existence, and equally so to any knowledge I can have of myself…Thus, at once, we find ourselves in a world which is, let us say, that of “intersubjectivity.”
First and foremost, the language arts involve communication: articulating one’s own ideas and responding to those of others. Assigning a score on a student’s paper does not constitute recognition. While never ceding my professional judgment and expertise as an educator, I must also find ways to allow students and myself to encounter one another as individuals. I must, as Gert Biesta puts it, create an environment in which individuals “come into presence,” that is, “show who they are and where they stand, in relation to and, most importantly, in response to what and who is other and different”:
Coming into presence is not something that individuals can do alone and by themselves. To come into presence means to come into presence in a social and intersubjective world, a world we share with others who are not like us…This is first of all because it can be argued that the very structure of our subjectivity, the very structure of who we are is thoroughly social.
Coming to this encounter with a predetermined set of “specific elements to assess” may hinder and even prevent me from providing recognition, Sartre’s prerequisite to self-knowledge. But it also threatens to render me obsolete.
The way I taught mathematics five years ago was little more than, as Biesta puts it, “an exchange between a provider and a consumer.” That transaction is arguably better served by Khan Academy and other online learning platforms than by me. As schools transition toward so-called “personalized” and “student-directed” approaches to learning, is it any wonder that the math component is often farmed out to self-paced online modules — ones that more perfectly provide the discrete, sequential, standards-based approach I developed toward the end of my tenure as math teacher?
Any teacher still teaching math in this manner should expect to soon be demoted to the status of “learning coach.” I hope we can avoid this same fate in language arts, but we won’t if we give into the temptation to reduce the richness of our discipline to standards and progression points, charts and columns, means, medians, and modes.
What’s the alternative? I’m afraid I’m only beginning to answer that question now. Adopting the sensible reforms of standards-based learning and grading seems to have been a necessary first step. But is it the very clarity of its approach — clearing the ground of anything unrelated to teaching and learning — that now urges us onward toward an intersubjective future populated by human beings, not numbers?
Replacing grades with feedback seems to have moved my students and me closer toward this more human future. And although this transition has brought a kind of relief, it has also occasioned anxiety. As the comforting determinism of tables, graphs, charts, and diagrams fade from view, we are left with fewer numbers to add, divide, and measure. All that’s left is human beings and the relationships between them. What Simone de Beauvoir says of men and women is also true of us as educators and students:
When two human categories are together, each aspires to impose its sovereignty upon the other. If both are able to resist this imposition, there is created between them a reciprocal relation, sometimes in enmity, sometimes in amity, always in tension.
So much of this future resides in communication, in encounter, in a fragile reciprocity between people. Like that great soul Whitman, we find ourselves “unaccountable” — or as he says elsewhere, “untranslatable.” We will never fit ourselves into tables and columns. Instead, we discover ourselves in the presence of others who are unlike us. Learning, growth, and self-knowledge occur only within this dialectic of mutual recognition.
Here we are vulnerable, verging on a reality as rich and astonishing as the one Whitman witnessed."]]>arthurchiaravalli standards-basedassessments assessment teaching math mathematics writing learning romschimmer grading grades alfiekohn lindamabry gertbiesta khanacademy personalization rubics waltwhitman simonedebeauvoir canon sfsh howweteach howwelearn mutualrecognition communication reciprocity feedback cv presence tension standards standardization jean-paulsartre mayawilson formativeassessment summativeassessment interconnection intersubjectivity subjectivity objectivity self-knowledge humans human humanism 2017 education sartrehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5b5f24829821/Storytelling advice (video) | Khan Academy2017-02-21T00:11:59+00:00
https://www.khanacademy.org/partner-content/pixar/storytelling/we-are-all-storytellers/v/video-5-launch
robertogrecokhanacademy pixar storytelling classideas animation filmmaking 2017https://pinboard.in/https://pinboard.in/u:robertogreco/b:720392d1a63d/May-Li Khoe - Layers 2015 on Vimeo2016-01-21T08:04:22+00:00
https://vimeo.com/151277883
robertogrecomay-likhoe design humility 2015 prototyping iteration notknowing publicamateurs learning ui ux apple hypercard billatkinson designresearch khanacademy arrogance education pedagogy gamedesign listening confidencehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bfc055646cc7/The Tech Elite's Quest to Reinvent School in Its Own Image | WIRED2015-11-08T03:35:37+00:00
http://www.wired.com/2015/10/salman-khan-academy-lab-school-reinventing-classrooms/
robertogrecoeducation schools edtech siliconvalley technosolutionism technology 2015 salmankhan khanacademy johndewey briangreenberg markzuckerberg andreessenhorowitz altschool salkhan khanlabschoolhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:45a15d0502be/A Teenager’s View on Education Technology — Bright — Medium2015-05-15T00:49:22+00:00
https://medium.com/bright/a-teenager-s-view-on-education-technology-4d92a018ddf9
robertogrecosorayashockley education technology teens trends edtech twitter googledrive googleapps googleclassroom teaching howweteach smartboards tablets khanacademy howwelearn ipads distraction pedagogy learning evernote notetaking 2015 attention schools youth socialmedia interactivewhiteboards ipadhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a21ee5dadd9a/The Invented History of 'The Factory Model of Education'2015-04-26T05:00:48+00:00
http://hackeducation.com/2015/04/25/factory-model
robertogrecoEducation is the one major activity in this country which is still in a crude handicraft stage. But the economic depression may here work beneficially, in that it may force the consideration of efficiency and the need for laborsaving devices in education. Education is a large-scale industry; it should use quantity production methods. This does not mean, in any unfortunate sense, the mechanization of education. It does mean freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving the pupil more adequate guidance in his learning. There may well be an “industrial revolution” in education. The ultimate results should be highly beneficial. Perhaps only by such means can universal education be made effective.
Pressey, much like Sal Khan and other education technologists today, believed that teaching machines could personalize and “revolutionize” education by allowing students to move at their own pace through the curriculum. The automation of the menial tasks of instruction would enable education to scale, Pressey – presaging MOOC proponents – asserted.
We tend to not see automation today as mechanization as much as algorithmization – the promise and potential in artificial intelligence and virtualization, as if this magically makes these new systems of standardization and control lighter and liberatory.
And so too we’ve invented a history of “the factory model of education” in order to justify an “upgrade” – to new software and hardware that will do much of the same thing schools have done for generations now, just (supposedly) more efficiently, with control moved out of the hands of labor (teachers) and into the hands of a new class of engineers, out of the realm of the government and into the realm of the market."]]>factoryschools education history 2015 audreywatters edtech edreform mechanization automation algorithms personalization labor teaching howweteach howwelearn mooc moocs salkhan sidneypressey 1932 prussia horacemann lancastersystem frederickjohngladman mikecaulfield jamescordiner prussianmodel frederickengels shermandorn alvintoffler johntaylorgatto davidbrooksm monitorialsystem khanacademy stevedenning rickhess us policy change urgency futureshock 1970 bellsystem madrassystem davidstow victorcousin salmankhanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:714d75ed82d1/Edutopia | Jacobin2015-03-27T05:12:52+00:00
https://www.jacobinmag.com/2015/03/education-technology-gates-erickson/
robertogrecoOnly those who are authentically and critically literate can become the independently thinking citizens required for any society’s evolution. The opportunity to achieve such levels of literacy is even more critical for those whom the larger society stigmatizes. . . . When people of color are taught to accept uncritically texts and histories that reinforce their marginalized position in society, they easily learn never to question their position.
Learning as a group is not a painless process. A good teacher knows her students well, respects them and earns their respect in return, and challenges them to aim for the highest reaches of what Vygotsky called “the zone of proximal development” — their potential.
As Katherine McKittrick has pointed out in response to the idea of trigger warnings being placed on college syllabi: the classroom isn’t safe. It should not be safe. Teaching, for McKittrick, is a “day-to-day skirmish,” and teachers must work hard to create classroom conversations “that work out how knowledge is linked to an ongoing struggle to end violence,” to engage with the history that students bring with them into the classroom and resist reification of oppressive thinking in practical ways."
…
"What the current conversation about designing the classrooms of the twenty-first century misses is that innovations do not take place outside of the political economy; they are part of it. What we call technology and what we create with it is determined by the social and political landscape in which it is created. As Marcuse wrote in One-Dimensional Man, “There is no such thing as a purely rational scientific order. The process of technological rationality is a political process.”
For the elite business class, the animating purpose of technology in classrooms is to more efficiently develop human capital, to make some people smarter and faster, and sort out the rest into the discard pile of American capitalism: low-wage labor. Because industrial capitalism makes us all, workers and capitalists alike, dependent on the market for acquisition of the basic necessities of life, we live lives dominated by market imperatives.
The American education system is shaped by those market imperatives — at least for children in public schools. The rich know that JavaScript can be learned in a matter of months. Education for empowerment requires the time-consuming cultivation of a complex understanding of history and one’s place in it, as well as how it continues to shape our relationships and political economy.
When we imagine successful teaching as instruction of X number of people achieving Y level of fluency, we redefine it — whether done by human or machine — from a social (and potentially political) to a merely technical act.
Teachers must continue to be able to help children think critically about the ways that reality is reshaped by technology and changes in the mode of production. How will children who take Google for granted understand research and inquiry? What will friendship be like for children of the electronic age, who have the option of never losing contact with childhood friends thanks to Facebook? Who wins and who loses by the adoption of specific technologies?
It’s impossible to say today how we should teach and learn about social relations mediated by technology, since that is something that must be shaped by praxis — teachers and students working together. But just to imagine the evolution of education in this way is to ask radical questions, beginning with the forbidden one, “What’s wrong with education today?” That question inevitably leads to an even bigger and more dangerous one — what’s wrong with society?"]]>meganerickson 2015 education designthinking timbrown ideo policy canon paulofreire oppression capitalism inequality management petermclaren salkhan khanacademy billgates gatesfoundation arneduncan politics economics edwardthorndike history bfskinner psychology control power technosolutionism progress technology edtech funding money priorities optimism empowerment distraction markets lisadelpit otherpeople'schildren hourofcode waldorfschools siliconvalley schooling us democracy criticalthinking resistance criticalpedagogy pedagogy howweteach howwelearn efficiency rote totelearning habitsofmind pedagogyoftheopressed anationatrisk whigpunk rotelearning salmankhanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:dc7965e9aedf/Balance : Stager-to-Go2014-11-21T04:37:37+00:00
http://stager.tv/blog/?p=3401
robertogreco“This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.” (Martin Luther King, Jr., 1963)
Educators are to remain neutral and seek consensus at all-costs. Balance programs us to find the silver lining in tornados. There MUST be SOMETHING good in what Bill Gates or Sal Khan or any number of a million corporations with ED or MENTUM or ACHIEVE or VATION in their names happen to be peddling.
The laws of the political universe, and education is inherently political, greet each embrace of “balance” as ten steps in a more conservative direction. There is no balance – just weakness.
I urge you to read one of my favorite passages ever written about “balance” in education. It is from a lesser-known classic, On Being a Teacher,” by the great American educator, Jonathan Kozol. Please take a few minutes to read, “Extreme Ideas. [http://stager.tv/blog/wp-content/uploads/2014/11/Kozol-Extreme-Ideas.pdf ]”]]>garystager balance compromise mediocrity submission 2014 jonathankozol resistance hybridmodel politics policy weakness dilution unschooling deschooling tcsnmy curriculum commoncore phonics rttt nclb mandates directives rules standardization helplessness gradualism teching pedagogy schools education khanacademy socialjustice leadership learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e958055519d6/Mozilla Web Literacy — Andrew Sliwinski has recently joined Mozilla as a...2014-09-15T20:12:48+00:00
http://webliteracy.tumblr.com/post/97586380059/andrew-sliwinski-has-recently-joined-mozilla-as-a
robertogrecoandrewsliwinski 2014 interviews webliteracy web online problemsolving learning fun projectbasedlearning webliteracymap mozilla personas motivation duolingo howwelearn modeling culturalempathy inclusivity webmaker roles contextualization khanacademy rotelearning linearity efficacy dougbelshaw beginners making care lcproject openstudioproject onboarding experience userexperience ux whimsy sandboxes pathways howweteach momentum remixing enabling platforms messiness diversity internet open openweb complexity empowerment teaching mentoring mentorship canon facilitation tcsnmy frameworks understanding context unschooling deschooling education linear literacy multiliteracies badges mapping reflection retrospect inclusion pbl remixculture rote inlcusivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:84c1e7d4b663/Alfie Kohn on Open Badges - YouTube2014-08-05T04:32:26+00:00
https://www.youtube.com/watch?v=p_98XcxJqkw
robertogreco2014 alfiekohn badges motivation psychology davidthickey openbadges epic2014 credentials credentialing assessment grades grading mastery mozilla democracy khanacademy homeschool learning education gamification intrinsicmotivation behavior rewards scratch mitchresnick awards competition praise recognition control authority validationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2260af498b43/Michael Wesch at Pasadena City College - YouTube2014-07-10T02:33:49+00:00
https://www.youtube.com/watch?v=p7VHcpwDDzI
robertogrecoeducation teaching michaelwesch identity cv soulmaking spirituality why whyweteach howweteach learning unschooling deschooling life purpose relationships anthropology ethnography canon meaning meaningmaking schooliness schools schooling achievement bigpicture counseling society seymourpapert empathy perspective assessment fakingit presentationofself burnout web internet wonder curiosity ambiguity controversy questions questioning askingquestions questionasking modeling quests risk risktaking 2014 death vulnerability connectedness sharedvulnerability cars technology telecommunications boxes robertputnam community lievendecauter capsules openness trust peterwhite safety pubictrust exploration helicopterparenting interestedness ambition ericagoldson structure institutions organizations constructionism patricksuppes instructionism adaptivelearning khanacademy play cocreationtesting challenge rules engagement novelty simulation compassion digitalethnography classideas projectideas collaboration lcproject tcsnmy ophttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d497fbae1eec/sprout & co :: Rendering Learners Legible2014-06-04T19:45:27+00:00
http://thesprouts.org/blog/rendering-learners-legible
robertogrecoalecresnick education legibility jamescscott 2013 salkhan ethics unschooling deschooling personalization individualization sprout&co data inbloom schools facebook google khanacademy netflix sprout salmankhanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fdc52b5e27b3/Hacking at Education: TED, Technology Entrepreneurship, Uncollege, and the Hole in the Wall2013-03-03T23:59:35+00:00
https://hackeducation.com/2013/03/03/hacking-your-education-stephens-hole-in-the-wall-mitra
robertogrecoeducation schools schooling ted tedtalks sugatamitra holeinthewall community publicgood dalastephens uncollege unschooling deschooling criticism audreywatters techno-humanitarianism neoliberalism liberation criticalthinking groupthinking dalestephens evgenymorozov highereducation highered funding sole capitalism coursera salmankhan khanacademy daphnekoller privilege techno-individualism individualism libertarians libertarianism californianideology niit salkhanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9365f5536e0a/dy/dan » Blog Archive » Kate On Khan2012-07-11T01:34:51+00:00
http://blog.mrmeyer.com/?p=14488
robertogrecokhanacademy pbl projectbasedlearning danmeyer 2012 katenowak via:tom.hoffmanhttps://pinboard.in/u:robertogreco/b:2021ea9ddc33/russell davies: on tackling misconceptions2012-06-16T02:59:29+00:00
http://russelldavies.typepad.com/planning/2012/06/on-tackling-misconceptions.html
robertogrecovia:russelldavies video science learning education misconceptions challenge complexity khanacademy salmankhan teaching reinforcement salkhan derekmullerhttps://pinboard.in/u:robertogreco/b:71ec4ae8cebd/Science teacher: No Khan Do2011-09-11T19:38:43+00:00
http://doyle-scienceteach.blogspot.com/2011/08/no-khan-do.html
robertogrecosalkhan khanacademy michaeldoyle 2011 education learning whatmatters teaching schools schooling rotelearning billgates regurgitation meaning policy purpose tcsnmy salmankhan rotehttps://pinboard.in/u:robertogreco/b:7a43ec74807f/Test Scores, Tech Budgets, and Other Reasons to Doubt Ed-Tech | Hack Education2011-09-06T06:36:22+00:00
http://www.hackeducation.com/2011/09/05/test-scores-tech-budgets-and-other-reasons-to-doubt-ed-tech/
robertogrecoedtech education learning testing standardizedtesting 2011 assessment khanacademy teaching schools relationships policyhttps://pinboard.in/u:robertogreco/b:5515d98bd5d0/The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy | Hack Education [Contains links to other critiques of Khan Academy]2011-07-22T03:14:21+00:00
http://www.hackeducation.com/2011/07/19/the-wrath-against-khan-why-some-educators-are-questioning-khan-academy/
robertogrecoeducation teaching pedagogy salkhan khanacademy billgates gamification learning constructivism clivethompson reform 2011 garystager sylviamartinez audreywatters salmankhanhttps://pinboard.in/u:robertogreco/b:989be4d0a165/O'DonnellWeb : Homeschoolers are Weird2011-06-19T07:10:49+00:00
http://www.odonnellweb.com/2011/06/homeschoolers-are-weird/
robertogrecochriso'donnell education learning unschooling deschooling homeschool time khanacademy 2011 ignite weirdness depthoverbreadth xkcd glvo cv alternative alternativeeducation marktwain alberteinsteinhttps://pinboard.in/u:robertogreco/b:9c846708153f/Khan Academy and the mythical math cure « Generation YES Blog2011-04-04T03:32:33+00:00
http://blog.genyes.org/index.php/2011/04/02/khanacademy/
robertogrecomath learning khanacademy education constructivism instruction memorization algorithms schools teaching sylviamartinez 2011 instructionism mathematics tcsnmyhttps://pinboard.in/u:robertogreco/b:10236c56a8b0/YouTube - TEDxNYED - Gary Stager - 03/05/20112011-03-27T02:03:49+00:00
http://www.youtube.com/watch?v=m-06cPuXf30
robertogrecogarystager 2011 tedxnyed education learning politics policy billgates teaching antibozos publicschools constructivism michellerhee joelklein barackobama michaelbloomberg arneduncan money khanacademy classsize philanthropy class disparity havesandhavenots reform standardizedtesting curriculum ranking scoring grading testscores meritpay vouchers angelopetri progressive tcsnmy dennislittky seymourpapert piaget lcproject unschooling deschooling collaboration risktaking projectbasedlearning reading openstudio grades pbl jeanpiaget charterschoolshttps://pinboard.in/u:robertogreco/b:292a0931184f/Veritasium Science Videos: Khan Academy and the Effectiveness of Science Videos2011-03-21T00:19:12+00:00
http://www.veritasium.com/2011/03/khan-academy-and-effectiveness-of.html
robertogrecoscience learning teaching education misconception video criticalthinking mindchanges priorknowledge khanacademy mindchanginghttps://pinboard.in/u:robertogreco/b:3ba4b09c87dd/The Technium: Simultanology2011-03-14T03:33:53+00:00
http://www.kk.org/thetechnium/archives/2011/03/simultanology.php
robertogrecotechnology web realitime justintimeju justinintimelearning netflix instantgratification instantplay business amazon kindle books ebooks immediacy kevinkelly medicine education learning change schools online internet kindlewishlist media intangibles 2011 consumption reading watching film khanacademyhttps://pinboard.in/u:robertogreco/b:db311723b7db/Dear EDUPUNK, | bavatuesdays2011-02-24T01:02:13+00:00
http://bavatuesdays.com/dear-edupunk/
robertogrecojimgroom edupunk education highereducation highered forprofit anyakamenetz unschooling deschooling words meaning definitions money billgates gatesfoundation khanacademy salkhan culture edupreneurs salmankhanhttps://pinboard.in/u:robertogreco/b:c9c65dd4cfc5/Sal Kahn Out To Disrupt Education | O'DonnellWeb2011-02-21T00:15:51+00:00
http://www.odonnellweb.com/?p=9149
robertogrecochriso'donnell teaching learning education standards standardization standardizedtesting passion schools memorization lectures unschooling deschooling homeschool diplomas credentials assessment truelearning lcproject tcsnmy competency khanacademy salkhan salmankhanhttps://pinboard.in/u:robertogreco/b:7739c539395a/Khan Academy2009-09-28T06:33:26+00:00
http://www.khanacademy.org/
robertogrecoeducation learning free homeschool economics teaching science math algebra mathematics geometry trigonometry physics tutorials youtube calculus online finance lectures khanacademy tcsnmy arithmetichttps://pinboard.in/u:robertogreco/b:9fea6d4772a5/