Gary Ackerman @garyackerman@qoto.org

Our collective rejection of science is very distressing.

I’m convinced deliverables—the things that will exist when we are done—are more important than goals in focusing work.

I’ve been reading some of the business and leadership literature... not academic literature, but the stuff written for practitioners... I’ve concluded it is even more vacuous than that written for practicing educators.

Yeah, don’t try to tell me “it’s for science,” when it isn’t. I can tell the difference.

Is integration contrary to innovation?

When problems get difficult, we turn to other humans, not information sources or tools.

MOOC’s are not a substitute for classes... they never really were... you comparisons and dismissal of them demonstrates you miss the point.

If you can easily do it yourself, why use a computer?

OK, if your solution to fixing your LMS integration is for me to roll back my version of the LMS, l’m not going to.

Framing and asking questions... interpreting and valuing results... these are the human behaviors that should focus our educational systems.

Technology allows users to accomplish tasks with far less effectiveness, but far more efficiency than ever before.

I know it’s creepy, but I do like being able to log on to systems with my finger print or facial recognition.

Until we had flat and reliable roads, wheels were pretty much useless for transportation. There are still large swaths of land where wheels are useless.

If you start by misrepresenting my position, then we really can’t have a discussion.

“If you don’t help #students learn to apply what they are #learning to the real world, then you aren’t doing your job as a #teacher?” #highered #highschool #teaching

“How can you tell the #edtech is effective?”

Learners spend lots of time looking at something other than the screen and you hear voices, paper shuffling, and lots of other sounds that are not mouse clicks.

If your predictions are all positive, you don’t understand enough about whatever you advocate to be credible.

If your students can solve every problem you have taught them, but no others, you have all wasted your time.

Honest self-assessment is something we need to begin practicing.

If your #students approach your course as a game of “what do I need to pass,” then you are both missing the point. I understand the motivation of grades (I tracked my progress *very* closely as an undergrad) but if you can’t make your content interesting & relevant then... why?