Gary Ackerman @garyackerman@qoto.org

Students Matter: At Least Decades Ago They Did
https://www.hackscience.education/students-matter-at-least-decades-ago-they-did/

Configuration Matter with School IT
https://www.hackscience.education/configuration-matters-with-school-it/

Online discussions are not for proving you know answers.

How about replacing "posts" and "replies" with "engagements" when framing online discussions?

“No immediate trigger” is a term I’ve seen to describe unexplainable changes in stock prices. Such uncertainty would never be tolerated in the “data-driven” educational communities today. There must be an answer it the data, so one is concocted.

“Yes, I am skeptical of your unsubstantiated claim. Thanks for noticing.”

Asking the questions that lead to you giving this response can make you very unpopular with the leader who invited the consultant to campus.

One thing I learned after almost 40 years in education: Nothing I was ever directed to do by school administrators ever made me a better teacher.

Personally... I use #OER and I never make my courses unavailable to students (never did even before adopting OER)... I have noticed colleagues teaching with OER on LMS, but then making the courses unavailable as soon as the term ends. Doesn’t seem right to me.

I'm wondering... if I teach using #OER, but then close my course to students after the course ends... am I violating principles of openness?

Been reading (more deeply the previously) the literature on situated learning... yeah, it is a thing... maybe *the* thing that we need to understand about learning if we want schools to become relevant again.

Standards are great in education... unless you don’t want standardized students.

Another concept that draws blank stares from the “data-driven:” confounding variables.

"Yes must have this ben a Zoom meeting."

and

"I don't want to use a microphone."

are often said by the same individual.

I need a polite way to say, “I’m not coming to your meeting because they are always a waste of time.”

"PD" for most educators is really "propaganda deployment" and teachers are taught very dubious methods and approaches.

A Tom Papa moment...

“Have you ever read, reread, then read again the name of training being offered by your employer and said WTF does that mean?”

“I have.”

Any one else as bothered by the vernacular use of “hypothesis” as much as by the vernacular use of “theory.” Both seem to replace “any wacky idea” and the implication is “I will dismiss it,” or “you must take it seriously.”

My son tells stories about a company he associates with whose leaders respond to failures with, “yeah, we own that one,” but they never fixes the problems. I now listen for it. I conclude this is a common response of those who have no capacity to fix problems.

“Tell me what I can do to help” always sounds dismissive when coming from colleagues and leaders. I interpret it as “I’m not going to understand this well enough to see my role.” If it fails, the leader can claim, "I would have helped but you did not ask" or "I did everythng they asked."

Remember rationale thought? Yeah, that was great.