Gary Ackerman @garyackerman@qoto.org

Data isn’t about trends... it is about understanding them... then seeing how your initial understanding was wrong and incomplete.

All those extra words... they are not clarifying your point.

We know we cannot be certain, however leaders who can reduce uncertainty, but choose not to—especially through indecision— are a special kind of weak.

Training prepares you for a single future. Useful. Worthy. Yes do it. But understand when the world changes, you must train again.

I’m embarrassed for faculty who react with indignation to being asked to make materials accessible. Seriously.

“This initiative encourages stakeholders to dialogue about data.” Yes, that is a quote. No, I have no idea what it means. Yes, I have a PhD, so I am fluent in BS.

If you are spending more time delivering content than you are interacting with students, you misunderstand teaching.

Some posts from 5 years ago, are still worth reading. Case in point:
https://profhurley.medium.com/rubrics-and-the-dehumanization-of-education-19f1907860e6

I wrote a piece on ideas that have been important to me for decades, so I have a pretty good concept of the rationale and arguments. I was told "you should make sure to tell folks which LLM you used to write it."

Is everything "crucial" or are LLM just practicing hyperbole?

"Intelligence" depends on context. Unless we specify the situation, we cannot define intelligence or one's ability to act intelligently.

A post on intelligence and variation and AI and one of my favorite books:
https://hackscience.education/2025/08/03/intelligence-ai-reviews-the-mismeasure-of-man/

Of course it works both ways... I’ve heard plenty of educators telling IT how to set things up... and that doesn’t end well either.

Storyboarding is like writing... you get half way through and realized you were wrong... usually because you understand it better now.

Just because you had an original idea that you think is pretty good does not mean others must go along... especially if it has been disproved many times before.

Lists of resources are fine... most faculty are in search of advice on how to use one or two effectively, however.

Of course it works both ways... I’ve heard plenty of educators telling IT how to set things up... and that doesn’t end well either.

Nothing worse than IT people telling educators what IT they need.

“But students shouldn’t be taking my class on a phone” is like saying “but students shouldn’t walk to campus.”

“When science doesn’t conform to my ideas, I dismiss it,” is this one of the biggest changes in our thinking in the last decades, or is it just me?