So the third and last day of ALT-C 2012 came around pretty quickly, what with so much exciting stuff so far from the conference. Day three was no exception, filled with lots of inspiring sessions and conversations.
The main theatre kicked off with Mark Stubbs, Head of Learning and Research Technologies at Manchester Metropolitan University. He was talking about transforming the curriculum, mainstreaming learning technology and improving student experience.
Mark has pioneered overhauling the structure of the university to improve student experience. His research found that the university staff were claiming that ‘’we can’t do anything, because we’d have to change everything’’, for example changing one thing might affect many other systems and processes within the institution. The answer to this, so that MMU could improve student experience, was ‘’lets change everything!’’ Which is what Manchester Met have now done, with successful results.
The University has made many changes including their curriculum, admin systems and setting up a new VLE. Mark talked about how they achieved ‘’wrapping the institution around the learner’’ and gave examples of how students might want their calendar to work in the same way a familiar, personal web-based calendar they already use would, and be able to sync this to personal devices.
Next up was Sarah Porter from JISC. Sarah talked about the many forthcoming changes that are happening within JISC. She showed us some detailed market research results, which included quotes from existing customers such as ‘’help me deal with real term cuts’’ and ‘’help me to stay ahead of changes in education technology’’.
Sarah explained that a new, simpler organisational structure will be put in place with new communications, customer support and community engagement. She finished by saying that JISC must strive to be innovative - in everything – to add value to the customer and the community.
The final keynote at ALT-C 2012 was from Professor Richard Noss from the University of London with a session entitled TEL research – who needs it?
TEL stands for Technology Enhanced Research Programme and Richard spoke about the below 12 key themes:
One of the things he talked about was how we should exploit the power of devices and explained that devices that support our human behaviors are good for social and cognitive development. Richard told us that we are going to see artificial intelligence research for emotional engagement in teaching and learning.
After giving lots of great examples (including some complicated mathematical ones!), Richard ended with saying that the reality was that circumstances, rationale and representations for learning have changed – lets confront it.
We had a really lovely time at our first ALT-C, and met some great people and saw many interesting and innovative speakers. Thanks to ALT for having us, and I hope we’ll be back next year in Nottingham as it sounds like you’ve got some nice stuff planned!
Guest post by Greg Pearson, Microsoft Learning UK Lead
Back in late May, I met with Gareth Baldwin (Head of ICT at Pontypridd High School) and his team. Gareth was telling me about the success they are seeing with the Microsoft Office Specialist (MOS) certifications for his students. Earlier this week, I caught up with him again to see how their GCSE ICT results have fared and to dig a little deeper in to this on-going success.
The first thing Gareth shared with me is the drastic change in the GCSE ICT results from 2011-2012, since they have introduced the MOS courses to students:
2011 – 62.9% A*-C
2012 – 100% A*-C
What Are They Doing?
Pontypridd are currently delivering the WJEC ICT GCSE with about 60 pupils. On top of this, they have introduced the MOS certification via an ITQ with OCR, working with Microsoft’s MOS partner in the UK, Prodigy Learning. This has enabled students to work towards additional GCSE equivalent grades e.g. B or BB depending on how many MOS exams they have taken.
Which Students Are Doing This?
It is interesting to see how Pontypridd have offered MOS to both high achievers as well as those who fall on the borderline of not achieving 5 GCSE’s at A*-C. For talented students who have say achieved their maths and/or science a year earlier, doing additional MOS certifications have allowed them to gain additional B grades as well as putting the extra timetable space to good use. For those who were on the borderline with low expectations, students were then able to achieve grades through a different, but still challenging, route.
Why Do Students Like MOS?
Gareth was very clear on his feedback from students on why they want to add MOS to their current GCSE studies:
1) Skills and Recognition – students are proud to have the Microsoft Office Specialist badge on their CV’s, they understand this is an internationally recognised brand.
2) Supporting Other Studies – By doing the MOS certification, in some instances they were able to study faster and in their own time, which gave them more time at the back end of their studies to put to other subjects.
3) Camaraderie & Community – both students and staff have been doing the MOS exams. As Gareth says, “we would not ask the students to do anything that we were not prepared to do ourselves”. This competitive edge of teachers versus student fostered a positive spirit of community and shared success, for both students and teachers.
Who Else Values MOS?
There are also some unexpected benefits that Pontypridd have found since introducing MOS to the school:
1) Parents – they also have recognised and commented on the value of the Microsoft branding that their children can take to the jobs market or in to further education, especially in the current economic climate. Parents want to become involved in taking the examinations as well, so Pontypridd hope to enhance their provision by offering the courses to the community.
2) Employers – employers have visited the school through their Education & Business Partnership (EBP) programme. They specifically commented on the benefits of MOS and that the students will be coming out of school with a qualification that is recognised in industry. Those students would not need additional investment initially to get them work-ready.
MOS versus Traditional ICT GCSE
In summary, Gareth talked about the key benefits for introducing MOS in to the traditional ICT curriculum, especially given some of the negative PR that some ICT courses have received in recent months.
“MOS is a skills based qualification. It relates to the modern ICT skills agenda for business versus task or feature based qualifications. Take databases for example, learning the skills of querying, searching and sorting data in Access is much more engaging for students and relative to industry than simple data entry”.
“MOS is a skills based qualification. It relates to the modern ICT skills agenda for business versus task or feature based qualifications. Take databases for example, learning the skills of querying, searching and sorting data in Access is much more engaging for students and relative to industry than simple data entry”.
For more information on Microsoft Office Specialist (MOS) and the curriculum and CPD resources in Microsoft IT Academy:
MOS Worldwide Competition for Students
Originally posted on the Teacher Network Blog as part of the Guardian’s Technology in Schools Week.
When looking at the use of technology in education, it's important to focus on improving outcomes.
When reviewing some of the recent projects across the sector, I often see decisions based on a single device, with teaching and learning wrapped around it, rather than first thinking about what actually needs to be done with that device. Sadly, it seems academic outcomes are not always the key objective with these decisions, regardless of how well intended the decision may be.
Surely outcomes, not necessarily the device, are what is important here? Achieving increased attainment, improved student engagement via personalised learning and immersive engagements, access to content anytime, anywhere and workforce readiness to increase employability, are all key and should help inform which device to embrace and deploy.
To complement this list of outcomes, factors beyond the device are also important to consider. For example, it's important to ask yourself what support programmes are in place to assist students, faculty and IT professionals to maximise their investments and meet their objectives, regardless of whether it's about saving money or improving academic attainment.
Plus, the presence of a robust partner ecosystem to assist with both solution deployment and development can often make the difference between success and failure when it comes to the roll out of a technical solution and should definitely be front and centre of any decision making process.
Additionally, access to apps that are critical to effective learning, such as virtual learning environments (VLEs) and content management systems, are a significant pillar and should, again, help inform any future buying decision. The ability to embrace legacy apps to leverage prior investments should also be considered.
In my view, it's only when these three considerations - outcomes, apps and support - are embraced should decisions around devices be made. This more holistic perspective gives institutions the best chance for success, regardless of chosen outcome(s), and allows for a more informed device choice to be made.
So with a strong foundation now in place, it's time to think devices. I am sure I will miss a few, but core requirements for devices within institutions would most likely include the following:
• Convenience and mobility - great battery life, for example • Connected • Engaging and fun • Productivity and compatibility - offers a compelling content consumption and creation experience • Security and safety • Integration
With this in mind, solutions that tick all these boxes within a single device have the potential to offer better value for money, be both a companion and primary device and deliver a great content consumption and creation experience. If you can also add to the mix enhanced security, virtualisation and enterprise level management, you'll have a compelling offering for your institution and something that your IT team will feel confident about.
So the key takeaway here is to ensure that a strong foundation is in place, based around the three pillars of outcomes, apps and support, and base your device choices on what is most effective from both a content consumption and creation perspective. With budgets within institutions being tighter than ever, it's important to start thinking more holistically about your devices strategy and think beyond any single device. Food for thought.
Another excellent day was had by Microsoft at ALT-C today, with lots of great sessions and discussions.
In the main theatre, the day started with Kirstie Coollin from Nottingham University, talking about ePortfolio for employability. Kirstie began by explaining how the Centre for International ePortfolio Development (CIEPD) supports students, including giving them access to placements and internships, experience, and access to employers, SMEs and social enterprise.
Students from Derby were quoted “ePortfolio is a tool for marketing ourselves to differentiate us to employers’’. Kirtsie then went on to describe what students and employers want, and how employer engagement is important.
Next up was probably my favourite session of the day from three guys (sorry didn't catch your full names!) from Bridgend college. Their presentation was about using Facebook to create learning communities without the cost of a hosted solution.
The college are using Facebook groups as an alternative to Moodle to communicate with students, and they described many reasons why this works for them. They explained that all of their students were Facebook users anyway so they were familiar with the platform and were logged on regularly. Closed Facebook groups were the best way for the college to use social networking.
The advantages included that there was access to the Facebook groups 24 hours a day, 7 days a week and it is a free platform. There is great availability from mobiles and devices which means that the groups are really accessible for the students.
Bridgend college create the groups in a way that there is no friending needed between students and teachers (a concern for many), and the groups are managed by tutors to make sure they are being used in the correct way.
The college said that in some ways using Facebook was better than face to face as it meant continuous learning, and less vocal students in class could express their opinions more comfortably within the online groups. They also showed a nice video of a student saying how the Facebook groups had worked for him.
There were some passionate discussions following questions from the audience, but in general I think everyone agreed the college showed that social networking works really well in education.
Brian Mulligan followed with Open learning Badging. He started by explaining that education assessment is currently weak and that grades don’t guarantee competency. He showed examples of the badging system and explained that employers are driving this concept. They like it because of the ease of verification, the detailed info they can get and that it is mastery / competency based.
Another great session before lunch was Guy Saward from the University of Hertfordshire on integration of social media in to learning environments – desire, opportunity or threat? Guy has implemented a lovely system where he has connected VLE to social media feeds to give information to students in a place they are regularly present, for example Facebook and Twitter.
Guy gave us a cool demo on how this works using RSS feeds and dlvr.it, which then sends the information to social networks he has set up on Facebook and Twitter, which students regularly view. It was a brilliant demo and another nice example of how social media is working in learning environments.
After lunch, Natasa Milic-Frayling from Microsoft research gave a keynote speech on Network analysis - why it matters, how we do it, and what we can learn from it. Natasa is a qualified mathematician and is a Principal Researcher at Microsoft Research.
Natasa made some excellent points about social media and how building social networks requires good hardware infrastructure as well as human engagement. She showed lots of ways in which networking is measured and how we can extract networks. She showed us how we can analayse Social Media Networks withNodeXL and gave us a good example of how networking works on social site Flickr.
The Microsoft sponsor session in the afternoon was led by Mauli Arora from the University of West London. Her presentation was on UWL’s journey into the cloud. She explained how the university had completed an excellent rollout of Office 365 for education, and she started with a product demo of Office 365 for SharePoint, a portal used by the university.
Mauli also showed us my site, which is a personalised website for students where they can access their own email, blog, marks and more. They can also have links to ‘my school’ which sends them directly to content about what they are studying.
My site helps with collaboration and encourages students to discuss topics in groups online. The feedback from staff and students has been phenomenal, Mauli explained, and she also linked to a nice video about Office 365 at UWL.
So a very interesting day again, now time for the drinks and the gala dinner awards ceremony!
Windows Intune is an integrated, cloud-based client management solution that provides tools, reports, and upgrade licenses to the latest version of Windows. Windows Intune helps keep your computers up-to-date and secure, and lets your users more securely access and install targeted licensed software applications and perform other common tasks, from virtually anywhere.
This guide describes key concepts that can help you start learning how to get the most out of Windows Intune. It includes step-by-step instructions to help you set up a new Windows Intune environment and selected tasks to complete so that you can explore the range of features in Windows Intune.
The full guide can be viewed below. Alternatively, you can download the guide via our SlideShare account.
Originally posted on the UK Faculty Connection Blog.
Today we are announcing the following changes to www.dreamspark.com
1. An new site design which is the result of improvements to the user experience based on internal and external feedback. Notably creating more clarity around the fact that the DreamSpark program is both a direct to student program and a subscription based program for academic institutions. As a result we have created two hubs with distinctive colour branding through the site to direct users to the right information and software access depending on their role:
a. DreamSpark for Students – direct access to the individual students experience (www.dreamspark.com/Student/default.aspx )
b. DreamSpark for Academic Institutions – information about the DreamSpark subscription such as program benefits, EULAs, usage guidelines, and the steps to purchase a subscription etc. (www.dreamspark.com/Institution/Subscription.aspx )
The site today is going live in English only. Customers selecting other languages will fall back to English UI. The DreamSpark team are working as fast as we can to launch the localized versions. They should become available in the week of 24th of Sept.
As part of this site redesign we are rebranding the DreamSpark subscription to DreamSpark Standard in response to the feedback received by customers and to avoid confusion with DreamSpark for students.
2. The new site has shifted from focusing purely on software downloads to bringing tools and resources related to development on our platforms (Windows 8, Windows Phone and Games) and most importantly a new section under Student dedicated to App Development) also accessible from the Student sub-navigation .
3. A page dedicated to Windows 8 App Development where students can find the resources and tools they need to start developing Windows 8 apps, including a pointer to downloading the getting started guide. .
4. Free access for students to the Windows Store: From the Windows 8 App Development page, users will be direct to the Windows Store Access Page on DreamSpark where they can verify their user status and then get a Registration code to use in the Windows Store to register for FREE.
a. Overview of the DreamSpark program explaining what it is? www.dreamspark.com/what-is-dreamspark.aspx
b. New Software Deployment guide for institutions, www.dreamspark.com/Institution/Software-Deployment-Guide-en-us.pdf , detailing step by step how administrators can provide software access to students, faculty and labs via a DreamSpark MSDN Subscriber Portal and ELMS Webstores
c. ELMS overview: www.dreamspark.com/Institution/ELMS-Overview.aspx
d. DreamSpark Standard usage guidelines page added to academic institution overview section, www.dreamspark.com/Institution/DS-Usage-Guidelines.aspx
e. DreamSpark Premium usage guidelines page added to academic institution overview section, www.dreamspark.com/Institution/DSP-Usage-Guidelines.aspx
f. STEM definition page, www.dreamspark.com/Institution/STEM.aspx
g. New DreamSpark Standard EULA:www.dreamspark.com/Institution/DS-EULA.aspx
h. DreamSpark Premium EULA page to www.dreamspark.com/Institution/DSP-EULA.aspx
i. Revised FAQ’s; more information, more relevant to each audience (student, educator, and institution) accessible from top nav bar.
j. Separation of Student support from Subscription support with two dedicated pages: www.dreamspark.com/student/support.aspx and www.dreamspark.com/Institution/Support.aspx
k. DreamSpark for Academic Institution, and the Academic Institution Hub nav bar explaining how access an existing subscription:
Well as first time visitors to ALT-C, we are loving it so far!
University Place in which the conference is held
In terms of sessions, the day kicked off with an intro, then a popular keynote speech from Eric Mazur (Balkanski Professor of Physics and Applied Physics at Harvard University), who discussed some research his group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
Next up was James Clay who talked about the history of tablets and how they have now gone mainstream – almost every family member is using one. Tablets are now in the classrooms and in the hands of learners.
James joked about how, regarding hardware, we should have now moved on from the USB stick! He also noted consumption and that tablets reduce the journey time to information, and anyone can now access hundreds of years of news.
Pilots for tablets in the classroom were discussed and James asked the audience to reflect on why people are still piloting tablets, when so many pilots have already been done? He suggested that we should use the masses of existing research, and look at future technology of 10 or even 20 years ahead, and start researching and piloting that now. Interesting point.
Following James’s session was Aaron Sloman, who unfortunately had some technical problems and was unable to show his slides or use notes! This considered, he still delivered a brilliant session on computational thinking. This is a phrase that comes from computer science professor, Jeannette Wing. Aaron works to add motivation to computational thinking, which he describes as information processing. He referred to some interesting squirrel proof bird tables and windmill examples and explained that these were human designed.
Aaron went on to say that in education, when you experiment and make observations, there are thousands of factors to consider that can be uncontrolled in the classrooms, for example what toys were they using, what equipment, where etc.
He also asked, can we build machines that learn? We have databases and programs for example search engines – can learner’s minds work in this way? All good questions to consider.
Aaron suggested that we need to have a deep theory about what goes on in learners minds – which we don’t at the moment.
He ended with the question – what happened before there were teachers? We need to think about biological evolution and understand why things must be the way they are. He used various examples for this throughout the session such as gravity, the space within a triangle if you move the points, shapes and motion.
In the afternoon at ALT-C in the main theatre, Leena Vainio, who had travelled all the way from Finland, delivered a session on adult students as peer learners. Leena is the research director at HAMK University of Applied Sciences and chair of the Finnish E-learning Association.
Leena Vainio session
Leena began by explaining how she uses remote working a lot as she lives in Helsinki and the university is some 100kms away in Hameenlinna. The university is also in seven different locations, so E-learning works very well for this institution.
She made some points stating that formal learning is not enough anymore, and digital literacy skills demand new ways of teaching and learning. Peer learning is collaboration and communication that has advantages such as sharing, trust and respect and peers can motivate and give meaning.
There was an example given about a project where adult students would gain digital literacy skills by using networks. They used elements or self organised learning using methods and tools such as recorded online sessions, team projects and online meetings. Creative tools that were successfully used included TeamSpeak3, Facebook. Twitter, LinkedIn, Moodle and Delicious.
Elizabeth Hartnell-Young followed Leena’s session. Elizabeth had also travelled a long way to be at ALT-C 2012, all the way from Australia. Her session was reflecting on system-wide digital learning environments for schools, taking about a Ultranet – a learning environment that Victoria, Australia has developed.
Two years on, Elizabeth demonstrated the proven successes of these technology environments used in schools.
The day was really insightful, covering on many different areas and learning technology topics. This is not even covering half the excellent stuff that was on throughout the day!
We also met lots of nice new folks on our stand and had some interesting conversations. Looking forward for what’s in store on day two at ALT-C 2012!
Originally posted on the UK Education Cloud Blog.
Did you know that if your organisation has an Academic Agreement in place with Microsoft, you can have a subscription to the Microsoft IT Academy?
This is a global program what provides resources and curriculum for your institution to deliver inspiring and cutting edge technical courses and skills; and not just to students, but faculty and technical staff too.
For instance, in terms of Office 365 you have all of these resources available with the IT Academy programme:
A table showing the education materials and courses available to the organisation via IT Academy.
The Microsoft IT Academy provides one low cost curriculum for all students and staff; it’s comprised of 250 e-learning courses, practice tests, a library of over 500 e-reference books, lesson plans as well as a digital literacy curriculum. As part of the package, IT Academy also provides access to DreamSpark; which has free software for staff and students and includes programs like Visual Studio and Server 2012.
There are also academic discounts available on official courseware and certification licences. Recently, IT Academy has introduced an offer called Second Shot; this allows a student or staff member to retake an exam should fail the first time round.
As an organisation you would receive a Teacher Certification Start kits, which includes 10 Microsoft Office Specialist exam vouchers and 20 Microsoft Technical Associate exam vouchers; meaning a reduction in training costs, professional development opportunities and a chance to learn about different products entirely, permitting you to utilise them completely within your learning environment.
Microsoft is committed to delivering valuable resources that equip students with the best skill set, showing employers that they can stand out from the crowd. In this respect, Microsoft has been working in conjunction with the awarding body AQA, to ensure that its resources available in the IT Academy programme such as MTA, support CS and ICT GCSE courses; and if students follow up the learning with the certification it demonstrates to future employers that they have business ICT skills. The academic impact of a MOS certification can be extremely positive. From a recent Certiport study, 87% of student’s worldwide say they were able to complete assignments in less time and 60% of student’s worldwide are taking on more complex projects.
For information on pricing and to see how you can add ITA to your Academic Agreement, please view the presentation below.
We’re getting really excited about ALT-C 2012 which officially begins tomorrow. The three day conference which is titled a confrontation with reality is the 19th annual conference held by the Association for Learning Technology. The conference will be at the University of Manchester on 11th - 13th September 2012.
Microsoft will be exhibiting at the conference, with one of our partners, Collabco. We’ll be on stand number 12 and we’ll have some great stuff to show you covering topics such as Office 365 for education, SharePoint and blended learning. Microsoft and Collabco have recently worked with Blackpool and Fylde College on a great solution which blends Office 365 for education, SharePoint and Moodle to provide a learning platform.
We can’t wait for our sponsor session too, which is on Wednesday 12th starting at 15:55 room 2.220. Mauli Arora from the University of West London will be talking about what they have achieved with Office 365 for education at the university so far. In well under a year, UWL have now rolled out Office 365 for education to all of their students and this will shortly be followed by staff. UWL have implemented the suite of applications to enhance their teaching and learning experience (rather than purely e-mail which has been the norm to date). The solution also includes tight integration with the Student Records System and Library System plus Blackboard.
Collabco, who are joining us at ALT-C, are also kindly hosting a pub night in association with Microsoft on the evening of Tuesday 11th September for ALT conference delegates. The drinks will be on them! So please pop down to say hi and join us all for a drink or two from 7pm onwards. It’s at a local pub called The Old Wellington at 4 Cathedral Gates, Manchester, M3 1SW. We will be in the upstairs area. Bring your ALT-C pass for free beer. See you there!
Originally posted on the Daily Edventures blog.
David Rogers isn’t afraid to make waves; in fact, he claims he’s sometimes known as “troublemaker-at-large.” For him, meaningful change won’t happen any other way. Rogers, who has attended both the UK and European Microsoft Partners in Learning Forums, has done things many teachers would consider unthinkable – like encouraging graffiti in the school and having his students determine their own social media policy. His creative approach, while it sometimes ruffles feathers, seems to be working.
Rogers is not only a Microsoft Innovative Teacher, he’s also a Jamie Oliver Dream Teacher and won Best Teacher Blog of 2011 in the Education Blog Awards. He attributes much of his success to a willingness to learn from others, something he does a great deal of through social media. Rogers’ blog, Twitter (both personal and school department) and Facebook presence keep him connected to what’s going in the world of education beyond his school.
Recently appointed to the role of Professional Tutor at Priory School, Rogers now has the opportunity to apply his enthusiasm for teaching to developing other educators in the school. Here, Rogers shares with us his unconventional approach to teaching and innovation.
Can you describe how your professional achievements have advanced innovation in education?
I am most proud of helping our young people create their own mobile device policy. The policy has unlocked their use in the classroom. This has involved working right across the school and with creative artists, and has been shared with a wide audience from trainee teachers at the University of Portsmouth to national conferences. I have always taken a different approach, using creative and innovative ideas and teaching methods that often generate great reactions. For example, I caused a storm by allowing young people to use chalk to graffiti what they did in their social time around the whole school. I am also proud of getting on to the Senior Leadership Team with a secondment (temporary job role change) for two years, which will allow me to work with new teachers in order to enhance their innovative spirits. I love the fact that my small department has two Microsoft Innovative Teachers who have attended the European Forums, and I’m hoping to encourage further success this year.
What has changed as a result of your efforts?
Other teachers and students have been challenged to think differently and they now see that small, highly effective ideas can have a huge impact. Also, I like to think that teachers are taking a few more pedagogic risks, including trusting their students and (un)planning.
How can others facing similar challenges implement what you’ve learned through your work?
Don’t take ‘no’ for an answer, and it’s easier to ask for forgiveness than permission – challenge people’s thoughts and preconceptions by proving them wrong. Never forget what brought you into teaching, and stick to your principles.
How have you applied technology in innovative ways to support your work?
I’ve used social networking extensively, starting off by exploring how people liked cheese on toast.
What is the biggest obstacle you have had to overcome to ensure students are receiving a quality education?
Constant change in the education system, especially in the curriculum. This causes negativity from other educators which can be difficult to work with.
What is your country doing right to support education?
At the moment, teachers are starting to support themselves through grassroots events such as TeachMeets.
What conditions must change in your country to better support education?
A moratorium on curriculum changes to allow teachers and learning to develop.
What is the best opportunity for innovation in education?
Simple ideas used effectively and talking to young people.
What advice would you give a new teacher (or to anyone wanting to make a difference in education)?
Always remember why you came into the profession and remember that most of the time, Gove (UK Education Secretary), Oftsed and the headteacher aren’t in your classroom, so don’t be afraid to take calculated pedagogical risks. Create networks using Twitter, Facebook and Partners in Learning; the more you talk to other teachers the more confident you’ll become. Never think that you’ve got nothing to contribute – I’m always learning things from trainee teachers and those new to the profession and I plan on always doing that.
What educational “trend” do you think is helping students? Is there a trend that is getting in the way of learning?
The trend toward exploring technology is helping. I think Geography (my subject) is a leading subject here – we bring the world to life. I think that closed mindsets are getting in the way of learning as is poor accountability that isn’t focused on the learning process over long timescales. Focusing on lessons is not good learning.
If you could give one educational tool to every child in the world, what would it be? Why?
A time machine and a copy of Mission:Explore. I’d love to go back to explore the geography of the past and future first-hand, and Mission:Explore encourages those people to get out there. By the way, the time machine can be imaginary – my tent works for me
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