Approximate Reading Time: < 1 minuteEight years in the making….. It is the first volume of three, meant to be a super easy introduction to the whys and hows of meaningful gamification in an educational setting – both formal and corporate. It is a relatively … Continue reading
Approximate Reading Time: < 1 minuteThis is VERY important. It’s why, when I teach CS, I focus on the kinds of skills and concepts that *I* still find useful, 30+years /after/ my degree. THOSE are the core concepts. I am NOT training people for jobs. … Continue reading
Approximate Reading Time: 4 minutesYup, after a year of being unable to write at all, I’m finally getting back to it again. Here is the first part of my next endeavor. Let me know what you think! And So it Begins One learns more … Continue reading
Approximate Reading Time: < 1 minuteIt’s time for gender equality in tech, let’s start by losing Lena. Add your voice at https://www.losinglena.com #losinglena “I failed to see this as an image of a person.” THINK ABOUT THAT. …. just an object being used to build, … Continue reading
Approximate Reading Time: 3 minutesWhy colleges and universities that claim to take teaching seriously need a comprehensive and fair system of evaluating it. EXACTLY. But, as always seems to happen, the same teaching technique inspired completely contradictory reactions. For example, while I don’t show … Continue reading
Approximate Reading Time: 2 minutesExcellence is not a zero sum game. I’ve been saying this for YEARS! Source: Opinion | Why Can’t Everyone Get A’s? I’ve been saying this for years! This is a big part of what I address in the essays of … Continue reading
Approximate Reading Time: 4 minutesSource: What Traditional Classroom Grading Gets Wrong (G)rading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students … Continue reading
Approximate Reading Time: 3 minutesNot a ‘Pointless Exercise’ Briefly, Martini noticed that her students didn’t seem to get the connections she had hoped they would on the assignments she gave, and wondered if it would make a difference if she made those connections explicit. … Continue reading