Search
Find a page
Titles, summaries, types and concepts across the whole site. Filter by what kind of page you want, or by domain.
233 pages
- PageMy thoughts about...The frame and six domains: what I currently think, one subject at a time.
- PageReading this siteWhat each kind of page is for, and a map of how they connect.
- PageThe seven stepsSeven steps, from reading a situation to transferring what was learned.
- PagePractice casesIdeas encountering reality: situations where constraints, institutions, people and judgement collide.
- PageNotes on practiceArguments being developed, each ending on what transfers.
- PageTalks and reflectionsIdeas said out loud so they can be tested, and what a stretch of my own life turned out to be about.
- PageGuidesIdeas made operational: numbered, sourced references a team can work from.
- PagePathways through the guidesSix sequences through the guides for six kinds of work.
- PageEducational technology as a craftThe forms of judgement the work repeatedly requires, mapped to the guides.
- ToolThe Atlas & Loom frameworkFor making sense of challenges that won’t hold still: futuring, complexity and ways of thinking, combined into practical questions and moves.
- ToolTen questions for thinking about educational changeTen questions, each asked on purpose to change what a situation looks like.
- ToolOne problem, four ways of seeing itA school that wants more independent learners, and starts with a new learning commons, framed four ways.
- ToolWays of thinkingThe third strand of the framework: the frame decides the problem, and four moves for changing it.
- ToolChoosing the four ways of thinkingEleven candidates, four tests stated in advance, and the seven set aside with reasons.
- ToolFour ways of thinkingSystems, design, critical and computational thinking on two axes, and where neighbours meet.
- ToolCompare the ways of thinkingThe four ways side by side, one dimension or one person at a time.
- ToolSystems thinkingThe behaviour comes from the structure, so look at the structure.
- ToolDesign thinkingChange the situation, and learn what the problem was by trying.
- ToolCritical thinkingTake the claim apart and ask what would have to be true.
- ToolComputational thinkingState the process precisely enough that something else could carry it out.
- ToolWays of thinking: the four moves in practiceNaming, switching, holding two at once and making it routine, set out to run.
- ToolFuturing: the four moves in practiceScanning, scenarios, backcasting and stress-testing, set out to run.
- ToolScanning: futuring in practiceStructured reading across sources that disagree, then disciplined discarding.
- ToolScenarios: futuring in practiceTwo uncertainties crossed into four worlds a group can reason from inside.
- ToolBackcasting: futuring in practiceName the future you want, then work back to what must be decided now.
- ToolStress-testing: futuring in practiceRun a commitment through four futures and see where it breaks.
- ToolProfiling the situation: complexity in practiceSort the plan into parts to plan and parts to probe
- ToolReading the disposition: complexity in practiceFind out what the situation will do without you, then decide what to push
- ToolProbing with options open: complexity in practiceTry several small things at once, and decide in advance what would stop them
- ToolHolding the frame lightly: complexity in practiceCheck what your model leaves out, and who pays if it is wrong
- ToolNaming the frame: ways of thinking in practiceSay which way of thinking wrote the problem before you solve it.
- ToolSwitching the frame: ways of thinking in practiceRestate the problem four ways and see which changes what you do first.
- ToolHolding two at once: ways of thinking in practiceRun two frames on one problem and study where they split.
- ToolMaking it routine: ways of thinking in practiceShrink the move that worked to one question, and give it a home.
- ToolComplexityThe second strand of the framework: when a situation is complex, and four moves for working inside one.
- ToolWhen it is needed, and when it is notThree conditions, all at once. What each alone belongs to, the thirteen neighbouring ways of thinking and eight ways complexity thinking goes wrong.
- ToolSeven contributions, one arcWhat complexity thinking adds that no neighbour does, from what exists to what we owe. Each one followed through the same school across a semester.
- ToolThe overlay: seven checks for any toolKeep the strategic plan, the risk register and the dashboard. Run seven checks over them. The school’s assessment plan, before and after.
- ToolCompare the contributionsHold one thing steady (a person, a dimension, the drawing) and let the seven contributions vary.
- ToolBeyond VUCA: six dialsSixty years of acronyms, what they got right and six dials that replace a label with a profile.
- ToolProvisional commitment and reserved optionalityThe two capabilities most institutions lack: commit to a direction without freezing, and keep the ability to change course.
- ToolThe crisis vocabulary, with mechanismsPolycrisis, permacrisis, metacrisis. What each word claims, what would make the claim true and what it asks you to do.
- ToolFour registersCrisis thinking, teal organisations, metamodernism and warm data, read through complexity.
- ToolBeyond the Western canonRelational traditions that held complexity insights long before the science, and what they add.
- ToolThe field, mappedFrom Weaver in 1948 to now: the lineage, emergence, human systems, adjacent literatures and the tensions still open.
- ToolThe four moves, in practiceThe four moves at a glance, each with its own page: steps and timings, worksheets to print and the move run on the school’s semester.
- ToolRelations before thingsThe same people in a different arrangement give a different result, so map the arrangement
- ToolDispositions before predictionsAsk what the situation is already inclined to do before asking how to make it do something else
- ToolPlural models before the right modelEvery model leaves something out, so use several and trust what survives across them
- ToolThe analyst insideEvery measure is also a move, and the people being measured will answer it
- ToolConditions before outcomesShape what good outcomes grow from, and run small tries that are safe to get wrong
- ToolOptionality before optimisationSome of what a plan calls waste is the ability to change course later
- ToolResponsibility for framingEvery frame leaves someone out. Say who, and who pays for it
- ToolLearning-space patternsTwenty-one ways to set a classroom, and what each one does to learning.
- PageFive rooms, five judgementsFive consults: what I noticed, what I recommended, what I declined to recommend, and why.
- PageTwenty-one things I would tell a school leaderRules for redesigning a school space, from seven years of consults.
- PageThe designed conditions of one classroomThe eight designed conditions, worked through a single redesigned classroom.
- PageEvidence ledger: claims about learning spacesTwenty-three common claims about classrooms, each with how strongly the research supports it.
- PageHow I workThe seven steps, the Atlas & Loom framework, practice cases, notes, talks and the thinking that is still moving.
- PageQuestions I keep returning toQuestions that keep surfacing across projects, reading and design work.
- PageWorking propositionsClaims coherent enough to test and too early to treat as principles.
- PageThings I am unconvinced byCommon claims, taken at their strongest, then bounded.
- PageLibraryShelves, glossaries, the concept index and the subjects I have yet to explore.
- PageConcept indexStart from a problem and find the concepts that might explain it.
- PageIdeas I haven’t sufficiently exploredAn antilibrary of five subjects, each with a first map and the reading to start it.
- PageMy personal interestsGames, making and other practices that shape how I notice and think.
- PageAboutA career across scales, from one class to one national platform.
- PageLatelyWhat I am currently building, reading, testing and trying to understand.
- PageHow it’s madeHow the site is built, and how to read its labels.
- DomainThe designed conditions of learningWhat becomes possible when the unit of educational design is larger than the artefact?
- DomainLearning spacesHow might space, participation, tools and routines support the forms of learning intended?
- DomainImmersive and extended realityWhen does an embodied or spatial digital experience add educational value?
- DomainInteractive learning experiencesHow should learners act, receive feedback and build explanations inside an interactive system?
- DomainMedia and multimedia for learningHow should words, visuals and sound combine so that media clarifies rather than distracts?
- DomainEvidence of learningWhat can the learner now understand or do that they could not reliably understand or do before?
- DomainDesigning collective thinkingWhat conditions let a group think better than its members would alone?
- NoteThe room is an interfaceA classroom organises what learners can do the way a screen does, so it can be designed and questioned like one
- NoteThe robot that became a social contractWe set out to automate rearranging classrooms, and testing showed the hard problem was agreeing how the room is used
- NoteThe unglamorous leversThe cheapest items in a classroom change behaviour most, because each removes a specific friction or dissolves a specific norm
- NoteBuild as you goMost school spaces should be built in increments, trialled and extended as use cases emerge, except the things that must be done properly once
- NoteA myth is a finding that travelledMost of what education gets wrong began as something true, and the fix is to measure how far it has travelled
- NoteEvery rule of thumb has an opposite numberA rule of thumb is right inside its conditions and wrong outside them, and the conditions can be named
- NoteA catalogue of faults is half an instrumentCatching a bad argument settles nothing. Arguing better is a short set of moves, and they can be taught
- NoteNobody in the room has to be wrongCollective work has failure modes of its own, and more minds do not cancel them
- NoteA bias is a design briefAwareness is the weakest counter, and the product controls the conditions
- NoteEase of use is not ease of learningThe effort that feels like failure is the effort that teaches
- NoteWhat design is, and how it gets practised in edtechDesign is a category of decision, taken mostly by people without the title
- NoteA principle is not a findingA canon that cannot grade itself is a reading list
- NoteA design system is not a component libraryComponents scale reuse, and principles scale judgement
- NoteA thinkpiece is a designed objectA writing genre with a job, an audience and a failure mode
- NoteDesign for translationResearch → principles → tools → changed practice
- GuidePrinciples for designing learning materials (opens in a new tab)What to do with words, pictures, layout and interaction so a resource actually teaches. Drawn from the learning sciences, multimedia research, visual design, user experience and inclusive design.
- GuideDigital product management (opens in a new tab)What change in behaviour are we betting on?
- GuideService design and systems thinking (opens in a new tab)What does the whole experience look like, beyond our screen?
- GuideDesign thinking, used honestly (opens in a new tab)Are we solving the right problem?
- GuideDiscovery research: interviews, observation and context (opens in a new tab)What do people actually do, and why?
- GuideEvaluative research: usability testing, surveys and UX metrics (opens in a new tab)Does what we made work for the people using it?
- GuideDesign methods I: making sense of research (opens in a new tab)What did we learn, and what does it mean for the design?
- GuideDesign methods II: sketching, prototyping and critique (opens in a new tab)What is the cheapest way to find out if this idea works?
- GuideUX foundations and design systems (opens in a new tab)Why do interfaces help or hinder?
- GuideAgile and Scrum in practice (opens in a new tab)How do we deliver value in small, safe steps?
- GuideLean product development (opens in a new tab)What is the smallest thing we can do to learn whether we are right?
- GuideSoftware development for non-engineers (opens in a new tab)What is actually happening when engineers build?
- GuideDevOps and continuous delivery (opens in a new tab)How do we release often without breaking a school day?
- GuideExperimentation and product analytics (opens in a new tab)Did this change do what we hoped?
- GuideData strategy and governance (opens in a new tab)What data do we need, and who is responsible for it?
- GuideLearning analytics (opens in a new tab)What can logs tell us about learning?
- GuideAI in learning products (opens in a new tab)Where does AI help learning, and how do we know?
- GuideBasic statistics for educational technologists (opens in a new tab)What can a number tell you, and how far should you trust it?
- GuideAdoption and change in schools (opens in a new tab)Why do good tools go unused?
- GuideCommunicating change to schools (opens in a new tab)Does the right person know what changed, why, and what to do?
- GuideProfessional learning that changes practice (opens in a new tab)What kind of training actually changes what teachers do?
- GuideSupport and feedback loops (opens in a new tab)When something goes wrong, how fast do we hear and fix it?
- GuideAims of education: what schools are for (opens in a new tab)“Education's job is to transmit content efficiently.”
- GuideA short history of schooling and its technologies (opens in a new tab)“This technology will transform education.”
- GuideLearners: development, motivation and wellbeing (opens in a new tab)“Learners are just younger users.”
- GuidePedagogy: the approaches and the evidence (opens in a new tab)“Pedagogy is a style choice between traditional and progressive.”
- GuideTeachers' work and professional knowledge (opens in a new tab)“Teachers resist technology.”
- GuideClassroom realities: orchestration and differentiation (opens in a new tab)“A good tool works the same in every classroom.”
- GuideInclusion, diversity and special educational needs (opens in a new tab)“Inclusion is an accessibility checklist.”
- GuideLearning spaces: physical, hybrid and virtual (opens in a new tab)“A new room changes teaching.”
- GuideEmbodied, spatial and immersive learning (opens in a new tab)“More immersion means more learning.”
- GuideCurriculum: intended, enacted and attained (opens in a new tab)“The curriculum is the syllabus document.”
- GuideCurriculum development: design, review and enactment (opens in a new tab)“A syllabus is written once, then implemented.”
- GuideSubject disciplines and their pedagogies (opens in a new tab)“One design pattern fits every subject.”
- GuideFormative assessment and feedback (opens in a new tab)“Formative assessment means frequent quizzes.”
- GuideAssessment systems: validity, reliability and high stakes (opens in a new tab)“A score measures what the item says it measures.”
- GuideHow schools work: leadership, organisation and culture (opens in a new tab)“A school decision is made by the principal.”
- GuideBeyond school: early years to lifelong learning (opens in a new tab)“Edtech means school edtech.”
- GuideEducation policy: making it and enacting it (opens in a new tab)“Policy is announced, then implemented.”
- GuideGovernance, funding and accountability (opens in a new tab)“The system is one organisation with one owner.”
- GuideEquity and educational disadvantage (opens in a new tab)“Access to devices closes gaps.”
- GuideComparative education and international benchmarks (opens in a new tab)“Copy the top-performing system.”
- GuideReading education research (opens in a new tab)“Evidence-based means a randomised trial says so.”
- GuideProgramme evaluation (opens in a new tab)“Evaluation is research done on a programme.”
- GuideEducation reform: why change is slow and what scales (opens in a new tab)“Good innovations spread on merit.”
- GuideFutures of education (opens in a new tab)“The future of education is a technology forecast.”
- TalkGood work does not speak for itself (opens in a new tab)Most work is reported in the order it was done, and readers need it in the order they’ll use it. Communicating the work is its last stage, and a piece is unfinished until it can be stated claim first, for a named reader, at a stated level of confidence. Eight moves, from naming the reader’s decision to checking what they actually heard.
- TalkDesigning for learning (opens in a new tab)Ease of use and ease of learning are different things, and they often pull against each other. Product instinct trained on shopping, streaming and feeds will mislead a learning system unless it’s checked against how people actually learn. Seven things that are true about learning, where each collides with design instinct, and a method for turning evidence into principles a team can defend.
- TalkWhat design is, and what designers do (opens in a new tab)Design is a category of decision that sets what a system makes easy, hard and impossible. Most of it is made by people without the job title. What the decisions cost when nobody owns them, what the evidence says design is worth, where that evidence falls apart, and the question each role around the table is actually responsible for.
- TalkZero is an average (opens in a new tab)Forty years of research finds that educational technology has an average effect of roughly nothing. The average is the least interesting thing about it. The spread around it is enormous, and design accounts for a good deal of the spread. What that means for what to build, what to measure before it ships, and what to stop citing.
- Library shelfLearning scienceEvery other shelf here assumes an answer to how people learn. This one makes that answer explicit, so the rest can be argued with.
- Library shelfLearning spacesBecause the room is already making decisions about who can speak and who can be seen, and most briefs treat it as an empty container.
- Library shelfEducational technologyEvery generation of technology arrives certain it is different. This shelf is the record of the previous ones saying the same thing.
- Library shelfMaker educationBecause building something is the fastest way to discover what you actually understand, and the slowest thing to argue for in a curriculum meeting.
- Library shelfComplexity educationBecause schools are not machines with broken parts, and almost every improvement plan is written as though they are.
- Library shelfDesign thinkingIt is the method I was schooled in and the one I am most wary of, because it is easy to run the workshop and skip the thinking.
- Library shelfBehavioural insightsBecause most educational design assumes people act on what they know, and the gap between knowing and doing is where the work really is.
- Library shelfUI/UX and interaction designA national platform is a room too. The same question applies. What does its structure make easy, and who does that leave out?
- Library shelfVisual communicationIf a framework cannot be drawn it is probably not finished. This shelf is how I test that claim on my own work.
- Library shelfMahjongA game held together by convention rather than documentation, which is exactly why writing it down is interesting.
- Library shelfContract bridgeThe best-designed information problem I know of, and the literature is unusually well written for a games shelf.
- Library shelfBooksScience fiction is the only literature that treats a designed system as a character. That is closer to my working life than most realism.
- Library shelfCartoonsThe most unforgiving compression problem in visual communication, and the only medium where failure is immediate and unmistakable.
- Library shelfCoffeeA daily ritual that turns out to be a measurement problem, where the variable deciding the outcome is usually the one nobody is adjusting.
- GlossaryThe craft glossaryThe vocabulary of making a learning product, from abandonment to zero-downtime release. Each term links to the place in its guide where it is referred to.
- GlossaryThe context glossaryThe vocabulary of how education works, from ability grouping to zone of proximal development. Each term links to the place in its guide where it is referred to.
- GlossaryThe field guides glossaryEvery bias, collective fallacy, faulty argument and working default in the field guides, in one A to Z. Each name opens its entry.
- GlossaryThe phrasebooks glossaryEvery term in Instruments and Moves, Marks and Measures, Stacks and Sprints and Shots and Cues, in one A to Z. Each term opens its volume at the slide that holds it.
- GlossaryThe playbooks glossaryEvery method in Briefs and Blueprints, in one A to Z, with the other names each goes by. Each method opens its volume at the slide that holds it.
- Field guideA map of world views (opens in a new tab)Most people have never had to say what they think reality is made of. Twenty minutes with this and you will have said it, and seen who you are standing next to.
- Field guideThe cognitive bias field guide (opens in a new tab)Two hundred names is not a debiasing strategy. Read each one for the condition it describes, and most turn into something a product can be built to stop presenting.
- Field guideThe collective fallacies field guide (opens in a new tab)Nobody in the room has to be wrong for the room to be wrong. Read each entry for the structure it describes and most of the counter-moves turn out to be cheap: who speaks first, what the measure is attached to, who can stop the work.
- Field guideThe faulty arguments field guide (opens in a new tab)A label is not a rebuttal. Read each entry for the critical question it turns on, and you have something to say in the room while the move is being made.
- Field guideThe working defaults field guide (opens in a new tab)A default is a prior, not a verdict. Read each entry for the condition that makes it true, and a rule you quote becomes a rule you can check.
- PhrasebookDiagnosis and diction (opens in a new tab)Good communicators know the moves. Better ones know why the moves work.
- PhrasebookCadence and candour (opens in a new tab)Good communicators know the moves. Better ones know why the moves work.
- PhrasebookPapers and protocols (opens in a new tab)Good communicators know the moves. Better ones know why the moves work.
- PhrasebookGlyphs and grids (opens in a new tab)You can’t fix what you can’t name. This gives non-designers the words for what they see on a page, a slide or a screen.
- PhrasebookProofs and pixels (opens in a new tab)You can’t fix what you can’t name. This gives non-designers the words for what they see on a page, a slide or a screen.
- PhrasebookBuilds and branches (opens in a new tab)Much of what sounds like engineering jargon is a way of saying how sure, how bad or how reversible something is.
- PhrasebookRunbooks and roadmaps (opens in a new tab)Much of what sounds like engineering jargon is a way of saying how sure, how bad or how reversible something is.
- PhrasebookFrames and footage (opens in a new tab)Ask for “something more dynamic” and you get a guess. Ask for “a slow push-in on the speaker, then cut to a wide” and you get a shot.
- PhrasebookCurtains and critics (opens in a new tab)Ask for “something more dynamic” and you get a guess. Ask for “a slow push-in on the speaker, then cut to a wide” and you get a shot.
- PlaybookScopes and Soundings (opens in a new tab)A method is easier to choose when its steps, its output and its template sit on one page.
- PlaybookClusters and Concepts (opens in a new tab)A method is easier to choose when its steps, its output and its template sit on one page.
- PlaybookProps and Pilots (opens in a new tab)A method is easier to choose when its steps, its output and its template sit on one page.
- PlaybookHandoffs and Habits (opens in a new tab)A method is easier to choose when its steps, its output and its template sit on one page.
- Field guideLoose Change (opens in a new tab)An instinct that works most days is the one worth a rule, because it is the one someone else is counting on.
- Field guideDry Matches (opens in a new tab)In a physical emergency the natural move is often the dangerous one, and there is no time to find that out.
- PursuitMahjongSingapore mahjong is a scoring system pretending to be a tile game. A game held together almost entirely by unwritten convention is a small, complete study in tacit knowledge. It’s also a decent argument that documentation is design work.
- PursuitContract bridgeThe best-designed information problem I know of that you can finish in an evening. Bidding is a constrained language (a small set of legal calls, all public, all ambiguous), and both partners have to build a shared picture using only those while two opponents listen in.
- PursuitCartoonsA single panel has to carry setup, character and turn at once. That makes it the most unforgiving compression problem in visual communication, and the closest thing I know to a diagram with a sense of humour.
- PursuitTrying new techI poke at new tools by building something small and slightly too ambitious with them, on the theory that you can’t evaluate a tool from its documentation. Most attempts don’t survive.
- PursuitMaking espressoEspresso is a process-control problem you can run twice before breakfast. Everything that matters happens inside an opaque basket in twenty-five seconds. You never see the process, only its output, and only after it’s too late to change anything.
- Working propositionA product becomes educational when its interaction changes what the learner must think about.Digital learning experiences
- Working propositionRemoving friction from an interface and removing difficulty from a learning task are different design operations.Digital learning products and the tasks inside them
- Working propositionThe unit of educational design should usually be larger than the digital artefact.Educational technology decisions in schools
- Working propositionA scalable intervention must specify what may change as clearly as what must remain invariant.Interventions moving from pilot to many schools
- Working propositionA group needs structures for independent thought before it can benefit fully from collective thought.Workshops, design reviews and decision meetings
- Working propositionThe usefulness of an educational metric decreases when the metric becomes a substitute for the construct it was meant to approximate.Measures used to judge learning products and programmes
- Working propositionThe most durable output of an innovation may be the capability the organisation develops while implementing it.Innovation projects in schools and education agencies
- Working propositionMost school plans are part complicated and part complex, and they fail when one logic is used to run both.Improvement plans in schools and school systems
- Working propositionUnder uncertainty, a plan should be judged by the options it keeps open as well as by the outcome it targets.Commitments a school cannot easily undo: contracts, structures and staffing
- Working propositionA plan’s boundary is a decision, and the plan should say who it leaves out and who bears the cost.Plans, policies and evaluations in education
- QuestionWhat should a learner have to do, rather than merely see, inside a digital learning experience?A question I keep returning to.
- QuestionWhen does difficulty contribute to learning, and when is it simply poor design?A question I keep returning to.
- QuestionWhat can be standardised without suppressing professional judgement?A question I keep returning to.
- QuestionWhat should educational technology optimise for if engagement is not learning?A question I keep returning to.
- QuestionWhen does personalisation increase agency, and when does it remove productive choice?A question I keep returning to.
- QuestionWhat counts as convincing evidence that learning has changed?A question I keep returning to.
- QuestionWhich behaviours are meaningful signals, and which are merely convenient to measure?A question I keep returning to.
- QuestionCan a school measure something without changing it?A question I keep returning to.
- QuestionHow can a system learn from local variation without eliminating that variation prematurely?A question I keep returning to.
- QuestionWhat happens when a good intervention enters a system that changes it?A question I keep returning to.
- QuestionWhat should remain after an innovation has disappeared?A question I keep returning to.
- QuestionHow can a school tell which parts of a plan are complicated and which are complex, before the plan commits it?A question I keep returning to.
- QuestionWhen should a school stop keeping its options open and commit?A question I keep returning to.
- QuestionWho pays for the boundary a plan draws, and who gets to say so?A question I keep returning to.
- QuestionWhich decisions should AI make, which should it support, and which should remain deliberately human?A question I keep returning to.
- QuestionWhat should education make scarce when information and generated answers become abundant?A question I keep returning to.
- QuestionUnder what conditions does adding more people improve a decision?A question I keep returning to.
- QuestionHow should disagreement be designed rather than merely encouraged?A question I keep returning to.
- Unconvinced byEngagement is evidence of learningEngagement is a condition for learning, not a measure of it.
- Unconvinced byGood UX removes frictionRemove the friction in the interface. Keep the difficulty in the material.
- Unconvinced byFlexible furniture creates flexible learningMovable tables make regrouping cheaper. A routine is what makes it happen.
- Unconvinced byEmpathy is user researchEmpathy motivates research. It does not replace observation.
- Unconvinced byDesign thinking is a five-step processThe five modes are a teaching scaffold. The work is framing the problem.
- Unconvinced byPersonalisation is inherently learner-centredPersonalisation serves learners when it adapts to what they know, not to what they prefer.
- Unconvinced byInnovation should be novelAn innovation is new to its setting and better there. Novelty in the world is optional.
- Unconvinced byDashboards create visibilityA dashboard shows what was measured. Visibility needs a question and an action.
- Unconvinced byMulti-functional furniture solves small roomsAn item that does two jobs saves space only when the jobs do not compete.
- Unconvinced byTechnology makes a room future-readyA room is ready for the activities it was designed for, not for “the future”.
- Unconvinced byThe teacher’s desk is just furnitureMove the desk and you move the front.
- Unconvinced byBest practice transfers across contextsA practice travels when the conditions that made it work travel with it.
- Unconvinced byProfessional development changes practiceTraining changes practice when it continues into the classroom.
- Unconvinced bySuccessful pilots should be replicated faithfullyScale the load-bearing parts faithfully. Let the rest adapt, on purpose.
- Unconvinced byA good plan specifies the outcome and the path to itSpecify where cause and effect are known. Where they emerge, shape the conditions and probe.
- Unconvinced bySlack is wasteSome slack is waste. Some is the ability to change course later.
- Practice caseWhen ease of use is not ease of learningHow might we reduce unnecessary interface friction without removing the cognitive effort that contributes to learning? Not yet written.
- Practice caseDesigning the room around the learningA learning environment designed from the activity outward, rather than from the furniture inward.
- Practice caseFrom educational principle to usable resourceWhat a principle has to become before a teacher can use it. Not yet written.
- Practice caseWhy a good intervention changes when it scalesWhat happened to a working idea once many schools began to adapt it. Not yet written.
Singapore