Explore
Where the thinking is still moving.
Domains hold what I currently think. This is the other half: a toolkit under construction, claims being tested in public, questions I am keeping open on purpose, and popular ideas I am not convinced by.
Toolkit
A toolkit for seeing situations differently.
Futuring expands what could be. Complexity changes how we understand interaction. Different ways of thinking change how a situation can be framed. I am exploring how these practices might combine into a practical toolkit for educational change.
Explore the toolkit- Surface the assumptionWhat must currently be believed for the present arrangement to make sense?
- Change the boundaryWhat happens when we include actors, effects, or timescales currently treated as outside the problem?
- Change the scaleDoes the problem look different at the learner, classroom, school, system, or societal level?
- Find the feedbackWhat consequence of an action later changes the conditions that produced the action?
- Look for delayWhich effects occur too late to influence the decisions that caused them?
Unfinished on purpose
Three collections
Working propositions
Claims coherent enough to test and premature to treat as principles. Each says what would weaken it.
Read the propositionsQuestions I keep returning to
What should educational technology optimise for if engagement is not learning?
See all questionsThings I am unconvinced by
Common claims taken at their strongest, then bounded: where they hold, where they break, and a more precise version.
Read the counterpositions