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April 15, 2016

|Posted originally on Dreams of Education on March 26, 2013|

 

I’ve been thinking a lot about how we talk about education.  How we prove that learning has taken place.  Inevitably we talk about standards, measures, awards, grades, success.  Anastasis has given me the freedom to completely redefine education.  There are no limits, except of my own making.  I get to decide how to talk about education.  This would be easy if I was doing all of this in a vacuum, but I’m not.  There are stakeholders who care about how I talk about education.  Parents, teachers, students, higher education.

 

The problem, I’m discovering, is that when we talk about education, we talk about it too narrowly.  It is possible to be very committed, data driven, tech savvy, “21st century,” and yet be working against the kind of learning that is transformative.  We can have all the right tools, the measures, the awards and test score evidence and still not really see.  We can miss the...

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The Learning Genome Project

By: Kelly Tenkely

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© 2016 Kelly Tenkely, The Learning Genome Project