Posts Tagged: #qq

QQ: Does this mean the end of (strict) subject-based teaching in schools?

Corey Hesse


Source: John Seely Brown quotes Hesse in his presentation, Reimagining the University.

Or, maybe, K12 education is about subject-based teaching and universities are the place to step free of that? Dorothy Sayers wonderful essay, The Lost Tools of Learning, suggests something like that. I say something like that because organizing curriculum by chronological age, rather that developmental age, is a problematic assumption.

This has big implications for well-established programs such as the International Baccalaureate program. Maybe we will see it’s excellent inquiry-based approach in Primary Years Pr0gram extend all the way up to its Diploma Program?

QQ: Do schools have an obligation to help students get more sleep?

QQ: Are final exam questions too easy?

QQ: Will social media kill accreditation?


The University of Toronto recently hosted the first national summit devoted to Co-Curricular Records or Transcripts (CCR/T).

Is the effort coming from a real social need to accredit or from the institution’s drive for self-preservation? I have a feeling that accreditation, at least as we know it, will be made unnecessary by social media in the not-so-distant future.


When I worked in Sweden, I met an amazing human being named Sara Wallén who would send me QQs–quick questions on operational details, logistics, reference material and so on. We saved the big questions for face-to-face. I’m turning the term into a tag here and using it to grab questions that pop into my head. They’re likely big questions but I don’t have time or a face to talk to right now and I don’t want to forget that I asked.


QQ: Is personalized learning really just personalized de-personalization?

Yong Zhao asks if schooling isn’t like sausage making. And if machines are replacing cognitive functions, why are you going to school?

zhao keynote 2

Yong describes contemporary schooling as sausage-making: people enter the system with all kinds of unique talents but over the years we strip those away in favour of developing a select few skills and chunks of knowledge which meet some externally supplied standard called employable skills or university entrance requirements. If you’re natural skill set matches the standard, you’re in luck. It’s a bit of a lottery, really. If there is a mismatch between your skill set and the employable skills, you sometimes go to learning assistance which provides extra support to help you make the standard. And if there is a significant mismatch, you might go to a so-called alternative school.

The support is well meaning, to be sure, but it troubles me that it might amount to personalized de-personalization.

On the other hand, it might mean that alternative programs are actually much more progressive than the standard model.