Gary Ackerman @garyackerman@qoto.org

Use the microphone.

Sometimes poor course design is continued as “academic freedom.” That bugs me.

Makerspaces are fine, but they are really a poor substitute for the "industrial arts" and "home economics" shops and kitchens and well-supplied art studios we had in the 1970's and 1980's. Yes, I realize this post can be labeled "back in my day things we better."

The best test questions I have seen are written by teachers collaborating. The worst ones come from the textbook publishers.

One of the challenges of being a highly competent worker is that you end up enabling crummy leadership as they don’t experience the effects of their bad decisions.

Here is your reminder that personal incredulity isn’t evidence you are correct.

It is curiosity about my fields of study that made me want to teach. Handing off lesson planning to AI is counter to what makes me want to teach.

Yeah… sorry, but I do judge you by the folks with whom you associate.

Can one be prejudiced against someone for what they say and do?

I claim it’s judgement, not prejudice.

I decided to cull my library today… I found only 3 books that no longer interest me.

“What’s the best way to format slides that have lots of text for my presentation?”

Put it in a word processing document and print it.

If I’m not qualified to evaluate the data, I will take the recommendation of a large group of scientists. Always.

One thing I learned during 35 years in education: leadership never look deeply at “the next big thing.” If they do, they would probably lose their jobs.

Being “smart” is *always* context-dependent.

Information technology is great at moving bits around. Moving knowledge, critical thinking, creativity… not so much.

Knowing about things is fine, it’s just not that interesting. Understanding how things interact... that is interesting.

I had a conversation with a colleague today. The theme was “if you are not pissing off some established scholars, then you are not doing doctoral studies right.”

Who else had heard this?

Solving problems then reflecting on the solutions. That is one way to learn. That is a good way to learn.

Precise outcomes. We value them in education, but I don’t think students do.

What if your students meet the objectives, but don’t learn anything?