To be, or not to be, that is the question

To be, or not to be, that sounds interesting, when applied in education and learning.

Here are some questions that are often raised in our recent discourse:

Should we?

Experiment, or not to experiment.

Change, or not to change.

Teach, or not to teach.

Lecture, or not to lecture.

Flip the class, or not to flip.

Criticise, or not to criticise.

MOOC, or not to MOOC.  See this, where the author shared experiences-from-massive-open-online-courses-moocs-and-how-the-mooc-could-potentially-increase-diversity-social-inclusion-learner-engagement and this on A-Pioneer-in-Online-Education, and this one on completion rate MOOC.  Or you might like to consider MOOC as a means not an end to higher education.

Network, or not to network.  Tweet, or not to tweet.

Connect, or not to connect.

Join community, or not to join.

What would be some of your should/should not list?  Like to learn….

A reflection on school education

When it comes to school education, there are certain questions and assumptions we often made, when we want to improve and innovate it.


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In this post and this post on international schooling comparison and school reform

Ripley summarises her findings:

  1. In the top performing countries in the world school is harder.
  2. No country is like the US with its obsession of playing sports.
  3. Kids (in schools in these other countries) believe there’s something in it for them.
  4. Kids believe that what they are doing in school impacts their futures.

Ripley concludes, “If we want to know how to raise resilient kids, there are lots of ways to find out. One of the ways to do this is to ask kids because kids can tell you things that no one else can.”

In The Smartest Kids in the WorldRipley’s astonishing new insights reveal that top-performing countries have achieved greatness only in the past several decades; that the kids who live there are learning to think for themselves, partly through failing early and often; and that persistence, hard work, and resilience matter more to our children’s life chances than self-esteem or sports.

We also need to consider the success factors in education which are critical to students’ success in education and learning.