Gary Ackerman @garyackerman@qoto.org

If you think, “learning is simply a matter of...,” it doesn’t matter how you finish, you are wrong. Learning is not a simple matter.

“Productive learning is bidirectional.” Yup, can’t really disagree with that one. #teaching #learning #highered #highschool #school

In general, the statement, “I know what my students need,” is wildly inaccurate.

Coding is fine, but I really think databases have an important role in computer science education... especially ethics... what data do we keep/ organize/ use is increasingly important.

“Today we need more moralware than software.” -Dov Seidman

Yes, indeed!

Design principles lead to more effective practice, but practitioners must figure out what they mean... they often prefer recipes.

If one uses technology to do what’s always been done, then it isn’t really an innovation. If may be a strategy or an efficiency, but not an innovation.

“New discoveries are inherently strange.” Not much against which to argue there.

Do rubrics help educators find quality or impose it, and is there a difference?

Some people work very hard to deny reality.

The question, “What do you mean by learning?” is answered very differently by seemingly similar folks.

Oxford commas. Please use them.

“What do you mean by ____?” Is asked too infrequently.

The context in which one learns matters.

“I wish there was someone who told me what to do.” I’m hopeful we want to counteract this belief in how we structure school.

“Great idea. There is no money. But it’s a great chance for you to be creative.”

This is a sign to stop whatever your plan was.

I learned this too late in my career.

There is no short cut to get to what matters.

Humans are wonderful at rationalizing dumb choices.

“Faculty development is ‘duck-duck-goose.’” I’ve been around a long time, but have never heard that one.

Theories don’t solve problems. but they sure make our solutions much better.